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Despite increased focus on the importance of the time principals spend on instructional leadership, there is little research on practical ways to help principals manage their time to achieve this goal. The purpose of this paper is to examine the implementation of the school administration manager (SAM) process: a unique program designed to help principals orient their time toward instructional activities.

This mixed-methods study combines data from multiple sources including: case studies of four districts that involved interviews with principals and program staff in 16 schools; interviews with network-level staff and administrators; a survey of 387 principals and 378 program staff; and time use data collected by shadowers as well as a time-tracking calendar system for 373 principals.

Principals and their teams implemented the SAM process with relatively high fidelity. In addition, most participated in the program to increase time spent on instructional tasks. Indeed, principals’ time use shifted from managerial to instructional tasks as they implemented the program. However, there were important challenges related to the time and personnel resources required to implement the program as well as questions about the quality of the instructional leadership time spent.

This study describes not only time allocation, but also a process through which principals intentionally sought to shift their time toward instructional leadership activities. The insights gained from the implementation and outcomes of this process provide concrete direction for policymakers, practitioners and researchers looking for ways to change the time principals spend on instructional leadership.

The purpose of this paper is to contribute to the ongoing dialog of whether and how instructional leadership is distinguished conceptually from general leadership notions, such as charisma, and to continue the ongoing psychometric research on the The Vanderbilt Assessment of Leadership in Education (VAL-ED) by examining its convergent and divergent validity. The authors hypothesize that the VAL-ED will be highly correlated with another measure of instructional leadership, but will be weakly correlated with more general measures of leadership that are rooted in personality theories. To test the convergent validity the authors implement the Hallinger and Murphy (1985) Instructional Management Behavior of Principals (IMBP) inventory, (Hallinger and Murphy, 1985; Hallinger, 2011). The authors use an instrument for emotional intelligence, Trait Emotional Intelligence Questionnaire (TEIQue) as the divergent measure (Petrides et al., 2007). Results indicate that principals and teachers have different perceptions of leadership concepts.

The sample of schools in this study included 63 schools, 47 elementary, seven middle, and nine high schools from eight districts in six states in the US correlational analyses and regression are implemented.

The three sets of correlations from teacher responses about their principals among the three measures of the VAL-ED, TEIQue, and PIMRS (0.715, 0.686, and 0.642) are similar in size and all quite high. The picture is different for principals’ self-ratings, however. The VAL-ED is more strongly correlated (0.492) with PIMRS than with TEIQue (0.119), providing some evidence for convergent validity between learning-centered leadership and instructional management, and divergent validity when compared with emotional intelligence traits. The correlation between teachers and principals on the VAL-ED is only 0.17.

An interesting finding of this study is that principals can discriminate between instructional leadership measures and emotional traits when self rating, while teachers rate their principals similarly, and do not seem to discriminate between instructional leadership practices, as measured by the VAL-ED or PRIMS, and general traits associated with leadership effectiveness, as measured by the TEIQue. This paper discusses the theoretical and practical implications of these findings for both understanding the limitations of rating scales measuring instructional leadership, and their uses for evaluation purposes. Furthermore, teachers seem to perceive and understand these leadership traits differently than principals suggesting the need for training in how to use and interpret the results.

Educator accountability has placed principal evaluation and assessment at the forefront of reform debates. There is limited research on 360 degree evaluation systems. Rating scales of principals’ instructional leadership, are being used for assessing principals’ strengths and weaknesses in making decisions about tenure, merit pay, and ongoing professional development. Given the significance of these decisions it is important to ensure that principal evaluation instruments are valid.

This essay engages with scholarship on history as a discipline, curriculum documents and academic and public commentary on the teaching of history in Australian, British and Canadian secondary contexts to better understand the influence of the tension between political pressure and disciplinary practice that drives the history wars in settler-colonial nations, how this plays out in secondary history classrooms and the ramifications this may have on students' democratic dispositions.

This article aims to compare secondary history curricula and pedagogies in Australia, Britain and Canada to better articulate and conceptualise the influence of the “history wars” over the teaching of national histories upon the intended and enacted curriculum and how this contributes to the formation of democratic dispositions within students. A conceptual model, drawing on the curriculum assessment of Porter (2006) and Gross and Terra's definition of “difficult pasts” has been developed and used as the basis for this comparison. This model highlights the competing influences of political pressure upon curriculum creation and disciplinary change shaping pedagogy, and the impact these forces may have upon students' experience.

The debate around what content students learn, and why, is fraught because it is a conversation about what each nation values and how they construct their own national identity(ies). This is particularly timely when the democratic self-identification of many nations is being challenged. The seditious conspiracy to storm the US Capitol on 6 January 2021, Orban's “illiberal democracy” in Hungary and the neo-Nazis in Melbourne, Australia are examples of the rise of anti-democratic sentiment globally. Thus, new consideration of how we teach national histories and the impact this has on the formation of democratic dispositions and skills is pressing.

The new articulation of a conceptual model for the impact of the history wars on education is an innovative synthesis of wide-ranging research on: the impacts of neoliberalism and cultural restorationism upon the development of intended curriculum; discipline-informed inquiry pedagogies used to enact the curriculum; and the teaching of national narratives as a political act. This comprehensive comparison of the ways in which history education in settler-colonial nations has developed over time provides new insight into the common elements of national history education, and the role this education can play in developing democratic dispositions.

In the future, librarians need to prepare users to navigate a profoundly different informational landscape. Addressing issues of information overload and informed selection of both search tools and results, the purpose of this paper is to cast the collaborative relationship between librarian and student in the mode of an outfitter: a guide preparing a client for a journey. Within this context, the authors emerging role involves guiding students through the task at hand using critical thinking skills to access a wider range of publications to meet a broader range of needs.

Metaphors created by Raymond and Friedman reflect the current state of information, the relationship users have with these sources, and the role librarians play in a disintermediated environment. In The Cathedral and the Bazaar, Raymond portrays a decentralized environment as a bazaar. In The World is Flat 3.0, Friedman describes how technology flattens organizations through empowering end users. The informational landscape in the twenty-first century is decentralized, and more powerful search tools provide unparalleled access to these sources. Users, however, continue to experience problems finding their information. A librarian/outfitter can prepare users to effectively track information in the new environment.

In the twenty-first century, a broader range of sources are available, and search engines are turning to dashboards to prioritize the growing list of results. Users need to adapt to the new environment through viewing the search as an activity rather than a destination. Librarians can help this process through sharing their expertise in uncovering likely places relevant information may be found, in evaluating sources, and locating information in a larger context. Through developing the meta-skill of information management, librarians guide users through the process of finding information for personal, professional, and academic needs.

The author’s goal is what it has always been: empowering end users to successfully access needed information in a disintermediated environment. Today librarians need to emphasize a fundamentally different set of skills in the interactions they have with students and faculty. People can use dashboards and satisficing to find sources they need, but librarian/outfitters can introduce a broader range of sources and tools suitable for completing specific tasks. This paper illustrates the different skills needed to effectively find information for personal, professional, and academic tasks.

This paper provides a new context for the process used for locating and validating information in an increasingly broad and diffuse informational landscape. Librarians become advisors in navigating a more complex informational landscape that is used to meet a broader range of informational needs. While focusing on navigating the broader range of resources through decoding dashboards and satisficing techniques, the author can assist users in overcoming information overload and advocate a broader sense of satisficing through using more sophisticated critical thinking skills.

FOR ME PERSONALLY, The library world has completed a circle in the last decade. From 1958 to 1962 I was concerned in its publication, first with Grafton & Co, and then with André Deutsch Ltd. When Sydney Hyde of WHS Advertising Ltd told me in December that the journal would not fit into their proposed re‐organisation, sentiment alone would probably have been sufficient to arouse my interest in acquiring it.

The purpose of this paper is to select a theoretical framework for effective school leadership that is connected with research, standards and current practices in the USA, and examine its validity and generalizability cross-culturally.

The paper uses both qualitative and quantitative methods through expert panel evaluation, cognitive interviews, and field testing of the instrument. The author asks: How well does the Learning-Centered Leadership (LCL) framework align with the professional standards and current practices of principals in urban Chinese schools in the opinion of the experts? Is there evidence that its leadership assessment instrument has construct validity in Chinese urban schools based on the re-examination of its content and measurement criteria? And is there evidence that the instrument is yielding consistent results when taken by the intended participants? How effective are the analytic strategies employed by this study in detecting the equivalences and discrepancies in how educational leadership is defined and evaluated, between two vastly different educational systems?

The paper finds evidences that give support to the claim that there is strong cross-cultural alignment on the overarching goal of improving student learning. However, the US framework and assessment will need to be modified to reflect the Chinese reform priorities that emphasize the balance between academic and social learning.

The belief that there are common elements in contemporary international educational policy has brought growing interest in sharing leadership theories and successful models cross-culturally. This paper addresses the challenges in understanding the complexity of cross-cultural translation of theories and applications, and explores viable solutions to meaningful adaptation.

There are many accepted ways in which the economist may look at the business enterprise, each of which involves a different blend of theory and empirical evidence. Unfortunately, one gets the impression that many microeconomists have had no direct contact with firms: their experience of the very object on which some lavish such intricate mathematical analysis is entirely second‐hand. Happily, such isolation from the proper object of analysis, the firm, is by no means typical of the history of economic analysis. Adam Smith, the founder of modern economics, was well acquainted with the business community of Glasgow. He was on good terms with the leading merchants of the day including, most notably, Provost Andrew Cochrane who assisted Smith in the acquisition of statistical and institutional information later to be used the The Wealth of Nations. Alfred Marshall too had a serious concern for the realities of business activity. In 1885 he made an extended visit to the United States which took him into many factories and provided the basis for his paper “Some Features of American Industry”. Even ten years later “his zeal for field work remained unimpaired”, and the months of August and September saw Marshall undertaking extensive tours of English mines and factories. One hundred years later, one notices scarcely any enthusiasm on the part of economists for fieldwork of the sort that would take them into the business enterprise. A welcome sign of the possibility that this parlous state may yet be modified is contained in an article by Lawson, where it is argued that “more resources should be allocated, and attention paid, to the results of forms of case‐study, to personal histories, and to the study of primary sources. At the very least a re‐evaluation of research priorities and methods may be in order”. Such an attitude is in sympathy with the line of argument pursued in this article.

Purpose – The purpose of this chapter is to advance understanding of regional industry or innovation clusters and the opportunities that the cluster framework provides policymakers for delivering economic impact, clarifying economic priorities, and coordinating disparate programmatic efforts, and to articulate some basic principles for formulating cluster strategies.

Methodology/approach – As the cluster concept enters its third decade and the body of related literature reaches a new level of maturity a consensus has emerged among academics and policy thinkers on the economic benefits of clusters. In fact, clusters have emerged as major focus of economic and policy discussion just now – in what the authors dub a “cluster moment” – by dint of their demonstrated practical impact, their value in paradigm discussions, and their potential utility in policy reform. The chapter reviews the benefits of clusters and traces their ascendance – and re-emergence post-recession – among policy thinkers.

Findings – New research confirms that strong clusters tend to deliver positive benefits to workers, firms, and regions. As a paradigm, they reflect the nature of the real economy and as a matter of policymaking, clusters provide a framework for rethinking and refocusing economic policy. In pursuing cluster-based economic development strategies, policy leaders should not try to create clusters; use data to target interventions, drive design, and track performance; focus initiatives on addressing discrete gaps in performance or binding constraints on cluster growth; maximize impact by leveraging pre-existing cluster-relevant programs; align efforts vertically as well as horizontally; and let the private sector lead. All three tiers of the nation's federalist system have distinct and complementary roles to play in advancing the cluster paradigm.

Research limitations/implications (if applicable) – The paper includes no new/original data.

Practical implications (if applicable) – Given that clusters have emerged as a major focus of economics and policy, this chapter lays out a core set of general principles for pursuing cluster-based economic development strategies – and for avoiding common pitfalls – to which policymakers can adhere.

Originality/value of paper – The chapter advances cluster thinking and cluster strategies as a paradigm with the potential to accelerate regional economic growth and assist with the nation's needed restructuring and rebalancing toward a more productive post-recession economy.