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000327150 001__ 327150
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000327150 008__ 080509s2009\\\\cau\\\\\\b\\\\001\0\eng\\
000327150 010__ $$a  2008020181
000327150 019__ $$a216662289
000327150 020__ $$a9781412965200 (pbk. : alk. paper)
000327150 020__ $$a1412965209 (pbk. : alk. paper)
000327150 020__ $$a9781412965194
000327150 020__ $$a1412965195
000327150 035__ $$a(OCoLC)ocn228676574
000327150 040__ $$aDLC$$cDLC$$dBAKER$$dBTCTA$$dYDXCP$$dC#P$$dBWX$$dCDX
000327150 049__ $$aISEA
000327150 05000 $$aLB2840$$b.B57 2009
000327150 08200 $$a371.2/012$$222
000327150 08200 $$a371.1'06$$222
000327150 1001_ $$aBlase, Joseph.
000327150 24510 $$aBringing out the best in teachers :$$bwhat effective principals do /$$cJoseph Blase, Peggy C. Kirby.
000327150 250__ $$a3rd ed.
000327150 260__ $$aThousand Oaks, CA :$$bCorwin Press,$$cc2009.
000327150 300__ $$axv, 156 p. ;$$c23 cm.
000327150 504__ $$aIncludes bibliographical references (p. 134-146) and index.
000327150 5050_ $$aPrincipals and their effectiveness -- The power of praise -- Influencing by expecting -- Influencing by involving -- Granting professional autonomy -- Leading by standing behind -- Gentle nudges: suggesting versus directing -- Positive use of formal authority -- Mirrors to the possible -- Conclusions, caveats, and challenges.
000327150 650_0 $$aTeacher-principal relationships.
000327150 7001_ $$aKirby, Peggy C.
000327150 85200 $$bgen$$hLB2840$$i.B57$$i2009
000327150 909CO $$ooai:library.usi.edu:327150$$pGLOBAL_SET
000327150 980__ $$aBIB
000327150 980__ $$aBOOK