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As inter-school collaboration becomes a key strategy for educational improvement, the role of system leaders in sustaining such efforts has drawn increasing attention. Yet empirical research in the Chinese context remains limited. This study examines how system leaders facilitate sustainable inter-school collaboration in China's Greater Bay Area, focusing on a successful long-term school partnership established under the government-supported Sister School Scheme. Using a qualitative case study, we analyzed interview data from five principals - each holding multiple roles - as our primary data source. Documentary materials (e.g., policy texts and school reports) were used to triangulate and contextualize the interview findings. Thematic coding analysis shows that these leaders enacted system leadership by shifting among four interrelated roles - thought advocate, practice pioneer, boundary spanner, and resource mobilizer, each linked to specific leadership practices. The study advances international understanding of system leadership by showing how principals lead across school and system boundaries in China's policy-driven, cross-border context. It also offers practical insights for sustaining inter-school collaboration.

Can charter schools save public education? This radical question has unleashed a flood of opinions from Americans struggling with the contentious challenges of education reform. There has been plenty of heat over charter schools and their implications, but, until now, not much light. This important new book supplies plenty of illumination. Charter schools--independently operated public schools of choice--have existed in the United States only since 1992, yet there are already over 1,500 of them. How are they doing? Here prominent education analysts Chester Finn, Bruno Manno, and Gregg Vanourek offer the richest data available on the successes and failures of this exciting but controversial approach to education reform. After studying one hundred schools, interviewing hundreds of participants, surveying thousands more, and analyzing the most current data, they have compiled today's most authoritative, comprehensive explanation and appraisal of the charter phenomenon. Fact-filled, clear-eyed, and hard-hitting, this is the book for anyone concerned about public education and interested in the role of charter schools in its renewal. Can charter schools boost student achievement, drive educational innovation, and develop a new model of accountability for public schools? Where did the idea of charter schools come from? What would the future hold if this phenomenon spreads? These are some of the questions that this book answers. It addresses pupil performance, enrollment patterns, school start-up problems, charges of inequity, and smoldering political battles. It features close-up looks at five real--and very different--charter schools and two school districts that have been deeply affected by the charter movement, including their setbacks and triumphs. After outlining a new model of education accountability and describing how charter schools often lead to community renewal, the authors take the reader on an imaginary tour of a charter-based school system. Charter schools are the most vibrant force in education today. This book suggests that their legacy will consist not only of helping millions of families obtain a better education for their children but also in renewing American public education itself.

Redovna skupnost šolskih sester de Notre Dame je nastala sredi 19. stoletja na Bavarskem, in sicer kot odgovor na velike potrebe po izobraževanju, zlasti deklet. Z ustanavljanjem šol različnih smeri in stopenj ter zavodov je skupnost ponudila odgovor na te potrebe in pričakovanja okolja. Prve ustanove so zaživele v nemškem prostoru. Leta 1857 sta bila ustanovljena šola in internat v Gorici. Od tam so sestre s podporo ljubljanskega škofa Jakoba Missia svoje delovanje razširile v Šmihel pri Novem mestu (1886) in Trnovo (1888) pri Ilirski Bistrici. Bile so prve, ki so izobraževanje omogočile tudi gluhonemi mladini. V prispevku so orisani začetki šole in internata v Trnovem.

The School Sisters of Notre Dame (SSND) archives program is a cooperative system for the arrangement and preservation of the records of the SSND provinces in North America, including records of individual sisters. Archival records include autobiographies, school and college transcripts, employment histories, and family socioeconomic data. The Nun Study, a longitudinal study of Alzheimer's disease and aging in 678 SSND sisters, compares data extracted from these records with data on late-life cognitive and physical function and postmortem brain neuropathology to explore early life factors that may affect late-life cognitive function and longevity.

Scientists in Schools (SIS) is an initiative of the Australian Government Department of Education, Employment and Workplace Relations that aims to establish and maintain sustained and ongoing partnerships between scientists and school communities as a means of developing more scientifically literate citizens. This paper describes and analyses an exemplar SiS project that was based around a Year 6/7 forensic science program in a small metropolitan school in Perth. Students, the teacher, and the scientist were all found to benefit from this partnership. In particular, the students valued the access to specialist equipment and the wealth of knowledge which the scientist brought into the classroom. Many of the students became more interested in possible careers as scientists because science had been made more interesting for them by being involved in real experiments. This partnership was found to be successful due to the highly collaborative approach taken by the teacher and the scientist. Other characteristics that contributed to this positive partnership included ongoing communication, a shared vision, acknowledgement of each other's expertise, enthusiasm for delivering engaging science to the students, and a willingness to be flexible. This analysis has shown that a highly collaborative approach between scientist and teacher, along with the use of relevant and engaging student learning experiences, should lead to a successful SiS partnership. [Author abstract]

Inspired by Sister Cities International and the NASSP's school-to-school exchange program, \"sister school\" pairings have proved to be workable educational programs with long-range impact on participants. Some post-cold war efforts include U.S.-USSR High School Academic Partnerships, Project Harmony, and Center for U.S.-USSR Initiatives. Resource organizations' addresses are included. (nine references) (MLH)

Describes a Sister Schools Program involving preschool children in Vail, Colorado, and Teaneck, New Jersey. As part of the program, children develop photo albums, exchange audio and video tapes, exchange a teddy bear, and compile environmental boxes. Sharing allows children to see the similarities and differences of different cultures. (LB)

The School Innovation in Science (SIS) initiative operates in more than 300 schools in Victoria. It has achieved considerable success in transforming science teaching and learning in primary and secondary schools. This paper describes the core elements of School Innovation in Science, and provides an overview of different types of initiatives pursued by secondary schools arising out of an action planning process. Case studies of initiatives illustrate the richness and range of innovation in schools. It is argued that the SIS model provides the conditions for deep seated change and innovation in schools' science programs. [Author abstract]

Background The mental health and well-being of school teachers is critical not only for their individual health but also for the quality and stability of educational systems. Numerous interventions have been developed to address teachers’ mental health challenges, yet their implementation in everyday school settings remains limited. Understanding implementation determinants, strategies, and outcomes is essential for improving sustainable implementation, intervention effectiveness and broader public health impact. This scoping review explored how implementation is addressed in studies evaluating mental health-promoting interventions for teachers. Methods Following Arksey and O’Malley’s (2005) and Levac et al.’s (2010) frameworks and PRISMA-ScR guidelines, we systematically searched Scopus and EBSCOhost up to April 2025. Studies were included if they evaluated an intervention targeting teachers’ mental health and reported at least one implementation aspect. Data extraction was guided by leading implementation science frameworks. Results Of 4,062 identified records, 16 met the inclusion criteria. Most studies were primarily effectiveness-focused and assessed early-stage implementation rather than long-term implementation or sustainment. Implementation outcomes such as acceptability and feasibility were frequently reported but rarely grounded in implementation frameworks. Implementation determinants appeared in most studies, predominantly as post hoc barriers, with few studies assessing them a priori to guide implementation planning. Implementation strategies were commonly described but seldom explicitly labeled as such. Most studies examined implementation and intervention outcomes separately, limiting insights into how implementation processes influenced effectiveness. Nevertheless, several insights emerged, including the relevance of training and educating stakeholders, tailoring interventions to context, and strengthening relational dynamics, all examples of implementation strategies, as well as the importance of considering intervention content and implementation jointly. Conclusion Although implementation determinants, strategies, and outcomes were reported in studies on teachers’ mental health interventions, reporting was often fragmented, unsystematic and rarely guided by established frameworks or terminology. Future research should adopt comprehensive, theory-informed approaches that link implementation and intervention content. From a public health perspective, aligning evidence-based interventions, addressing both organizational and individual levels, with context-sensitive implementation strategies is key to sustainably improving teachers’ mental health and strengthening schools as healthy, supportive environments.

This random assignment impact study of Big Brothers Big Sisters School-Based Mentoring involved 1,139 9- to 16-year-old students in 10 cities nationwide. Youth were randomly assigned to either a treatment group (receiving mentoring) or a control group (receiving no mentoring) and were followed for 1.5 school years. At the end of the first school year, relative to the control group, mentored youth performed better academically, had more positive perceptions of their own academic abilities, and were more likely to report having a \"special adult\" in their lives. However, they did not show improvements in classroom effort, global self-worth, relationships with parents, teachers or peers, or rates of problem behavior. Academic improvements were also not sustained into the second school year.