Will Legislative Mandates for Instructional Leadership Improve the Schools?

1988 ◽  
Vol 72 (510) ◽  
pp. 48-51
Author(s):  
James Gordon Ward ◽  
Alexandra Hildebrand
2020 ◽  
Vol 15 (3) ◽  
pp. 210-226 ◽  
Author(s):  
Jason D. Salisbury ◽  
Decoteau J. Irby

This article investigates how the University of Illinois at Chicago (UIC) redesigned its three-course instructional leadership strand to operate as a continuous three-semester learning experience that sequenced and emphasized an active learning pedagogy. This accounting elaborates the design and use of this pedagogy to support aspirant leaders in progressing through a continuum of knowers, assessors, and demonstrators of instructional leadership practice. Finally, we discuss the tensions that emerged from this approach to instructional leadership learning.


2021 ◽  
Author(s):  
Isabelle Stadelmann-Steffen ◽  
Dominique Oehrli ◽  
Adrian Vatter

AbstractThis paper investigates time variations in the implementation of legislative requests by the Swiss government. Combining the literature on executive–legislative relations with findings from implementation research, we focus on the procedural level and argue that implementation delays can occur because the government does not want to, cannot or should not implement faster. We test these mechanisms using a unique database, which enables us to analyse a systematic collection of all legislative requests that have been approved between the parliament’s 2003 winter session and its 2018 spring session. Our results show that the considerable variation in the time needed for the legislative mandates’ implementation is mostly related to the Swiss government’s inability to transpose faster, i.e. to factors like highly busy administrative offices or complex and controversial issues. In contrast, there is no support for the ideas that the government “shall not” or “does not want to” transpose faster.


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