Introductory Essay: Global Perspectives on Educational Leadership in the Middle East and North Africa, The View from Palestine

Louis Cristillo^1, , Nuha Iter² and Alia Assali³

¹Teacher Education Department, AMIDEAST, Ramallah, Palestine

²Teacher Qualification Program, Palestine Technical University - Khadorie, Tulkarem, Palestine

³Faculty of Educational Sciences and Teacher Training, An-Najah National University, Nablus, Palestine

Cite this paper:
Louis Cristillo, Nuha Iter and Alia Assali. Introductory Essay: Global Perspectives on Educational Leadership in the Middle East and North Africa, The View from Palestine. American Journal of Educational Research. 2016; 4(2A):1-3. doi: 10.12691/education-4-2A-1

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Al Jammal, K., & Ghamrawi, N. (2013). Leadership versus Management: Between Self-Concept and Actual Practices of Lebanese School Principals. International Journal of Educational Research and Technology. International Journal of Educational Research and Technology, 4(3), 56-72.
[2]	Ghamrawi, N. (2010). No teacher left behind: Subject leadership that promotes teacher leadership. Educational Management Administration & Leadership, 38(3), 304-320.
[3]	Mameli, P. (2013). Under New Management: What the Arab Spring Tells Us About Leadership Needs in the Middle East and North Africa. Digest of Middle East Studies, 22(2), 377-404.
[4]	Christens, B. D., & Dolan, T. (2011). Interweaving Youth Development, Community Development, and Social Change Through Youth Organizing. Youth & Society, 43(2), 528-548.
[5]	Hensel, N. H. (1991). Social leadership skills in young children. Roeper Review, 14(1), 4.
[6]	Mitra, D. (2004). The significance of students: can increasing “student voice” in schools lead to gains in youth development? The Teachers College Record, 106(4), 651-688.
[7]	Steiner-Khamsi, G. (Ed.) (2004). The global politics of educational borrowing and lending: Teachers College Press.
[8]	Bouhlila, D. S. (2011). The quality of secondary education in the Middle East and North Africa: what can we learn from TIMSS’results? Compare, 41(3), 327-352.
[9]	Galal, A. (2007). The Road Not Traveled: Education Reform in the MENA Region: World Bank.
[10]	Chapman, D. W., & Miric, S. L. (2009). Education Quality in the Middle East. International Review of Education, 55(4), 311-344.
[11]	Northouse, P. G. (2015). Leadership: Theory and practice: Sage publications.
[12]	Frost, D., & Durrant, J. (2002). Teachers as Leaders: exploring the impact of teacher-led development work. School leadership & management, 22(2), 143-161.
[13]	Frost, D., & Durrant, J. (2003). Teacher leadership: Rationale, strategy and impact. School Leadership & Management, 23(2), 173-186.
[14]	Nicolai, S. (2007). Fragmented foundations: education and chronic crisis in the Occupied Palestinian Territory. Paris, London: UNESCO International Institute for Educational Planning, Save the Children.
[15]	Northouse, P. G. (2015).
[16]	Al Jammal, K., & Ghamrawi, N. (2013).
[17]	Pounder, J. S. (2006). Transformational Classroom Leadership The Fourth Wave of Teacher Leadership? Educational Management Administration & Leadership, 34(4), 533-545.
[18]	York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of educational research, 74(3), 255-316.
[19]	Quality Assurance Agency for Higher Education. http://www.qaa.ac.uk/en.
[20]	AMIDEAST. (2015). Model schools network program: cooperative agreement no. 294-A-00-07-00214-00: final report. Retrieved from http://pdf.usaid.gov/pdf_docs/PA00KKVQ.pdf.
[21]	Leithwood, K., Jantzi, D., & Steinbach, R. (1999). Changing leadership for changing times: McGraw-Hill International.
[22]	Gronn, P. (2002). Distributed leadership as a unit of analysis. The Leadership Quarterly, 13(4), 423-451.