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The purpose of this paper is to improve the understanding of psychological factors that influence inquiry-based leadership. This study investigates how affective attitude, experienced social pressure, and self-efficacy relate to aspects of inquiry-based school leadership. A school leader’s inquiry habit of mind, data literacy, and the extent to which he or she creates a culture of inquiry in the school are each identified as aspects of inquiry-based leadership.

Data were collected from questionnaires completed by a sample of 79 school leaders.

A significant relationship was found between self-efficacy regarding inquiry-based leadership and all aspects of inquiry-based leadership. Affective attitude toward inquiry-based leadership was significantly related to creating a culture of inquiry. There was no unique relationship between experienced social pressure and inquiry-based leadership.

Administrators and educators of school leaders who aim to stimulate inquiry-based school leadership should not only focus on increasing the capacity of school leaders to lead their school in an inquiry-based way, but they should also focus on leaders’ self-efficacy and on fostering leaders’ positive attitude toward inquiry-based school leadership. Administrators and educators can, for example, give positive feedback, emphasize the added value of inquiry-based leadership, encourage working with critical friends, and stimulate collaboration with other leaders.

This study addresses two gaps in the existing research, by focusing on inquiry-based leadership instead of data use and on psychological factors instead of knowledge and skills that are related to this type of leadership.

The growing knowledge society has caused a change in the meaning of knowledge and learning. In Dutch schools, this creates a demand for evidence-based innovation and school development and a need for working with data. This chapter focuses on leadership in changing schools including the difference between management (organizing, structuring, and budgeting things that already work); leadership (adapting things that do not run smoothly, stimulating, motivating and empowering people, and communicating vision); and relationship with interactional and transformational leadership. Consequently, inquiry-based leadership is becoming the center of interest internationally (Geijsel, Krüger, & Sleegers, 2010; Luo, 2008). The author presents a conceptual framework for deeper understanding of school leadership in the 21st century – that to be effective in their roles, they must learn how to create inquiry-based cultures in their schools and to continuously learn from data. Finally, the author identifies some challenges for school leaders in coming years and proposes ways that help strengthen their leadership including the professionalization for all leaders oriented to instructional leadership, inquiry-based leadership, higher order thinking and distributed leadership.

The aim of the present research is to do an overview on the concept of the meta‐tag in order to determine its applicability in indexing current documents of the world wide web.

Quantitative and qualitative aspects of the meta‐tag literature and, if necessary, the related part of the metadata literature were reviewed to explore the type and approach of the researches in these areas of studies. By using the literature review method, 30 articles were studied and categorized into three classes including theoretical, measurement and evaluative studies.

A paradoxical feature was observed which reflects a disagreement among researchers.

The paper concludes that the meta‐tag is still a matter of opinion and more studies are needed in this area of research.

Search engines are used to locate information on the Web, but they cannot always adequately meet the information needs of users. Some schemes have been developed to solve this problem and meta‐tags are one of them. This article provides a comprehensive definition of meta‐tags and explains their function. Then, the possible attributes of meta‐tags and the most important meta‐tags are introduced in detail. It concludes that, although the meta‐tag has shortcomings, as do other schemes of information organizing, it can help improve the retrievability of information on the Web, and should be utilised by Web masters and search engine designers.

Advice given in printed and web‐based sources on HTML META tags with NAME=‘DESCRIPTION ’is surveyed.To determin patterns of relationships among descriptions on the same site,links were followed automatically from 460 pages registered withYahoo! and previously found to contain descriptions.Sites where the registered page pointed to many other pages were significantly less likely to reuse the same description on those other pages; where different descriptions were used words from the registered page’s description tended to appear toward the beginnings of other descriptions.

Recent years have seen an explosion in research by scholars from the social sciences and humanities who apply neuroscience to research in their home disciplines. One way these ‘neuroscholars’ have engaged in conversations with neuroscience is by incorporating books of popular neuroscience into their work. This chapter explores some of the textual changes that result from the translation of neuroscience to popular neuroscience, and through rhetorical analysis, examines how popular neuroscience is used to support claims in emerging disciplines like neuroeconomics, neuroliterary criticism, neurolaw, and neuroeducation. An examination of scholarship from several disciplines – including sociology – reveals that popular neuroscience is often marshaled not as a translation or accommodation of science, but as science itself via two primary rhetorical strategies we have termed ‘fact finding’ and ‘theory building.’