Halia Silins

TL;DR: The Leadership for Organisational Learning and Student Outcomes (LOLSO) Research Project as mentioned in this paper addresses the need to extend present understandings of school reform initiatives that aim to change school practices with the intention of supporting enhanced student learning.

TL;DR: In this paper, the authors examine the nature of organizational learning and the leadership practices and processes that foster organizational learning in Australian high schools and test the relationships between school-level factors and school outcome measures in terms of students' participation in and engagement with school.

TL;DR: In this article, the authors focus on three aspects of high school functioning in the context of educational reform: leadership and the school results of organisational learning and student outcomes, and a brief review of recent and significant work in these areas provides a framework for a discussion of what makes a difference to high school performance.

TL;DR: The LOLSO project as discussed by the authors investigated the relationship between students' participation in and engagement with school and student achievement using model building and path analysis and found that the importance of learning at the system, teacher and student level is discussed in the context of school restructuring.

TL;DR: This article examined the relationship between transformational and transactional leadership and the nature of the relationships between specified school outcomes and the constructs of transformational or transactional leaders, and found that transformational leaders are more effective than transactional ones.