By Dr Tracy Lyn Durksen

Reports

Eacott S; Niesche R; Heffernan A; Loughland T; Gobby B; Durksen T, 2021, High-impact school leadership in regional, rural and remote schools, https://www.unsworks.unsw.edu.au/permalink/f/5gm2j3/unsworks_modsunsworks_75297

Eacott S; Niesche R; Loughland T; Durksen T; Heffernan A; Gobby B, 2021, High-impact school leadership: case study 1

Eacott S; Niesche R; Loughland T; Durksen T; Heffernan A; Gobby B, 2021, High-impact school leadership: case study 2

Eacott S; Loughland T; Niesche R; Durksen T; Heffernan A; Gobby B, 2021, High-impact school leadership: case study 3

Eacott S; Loughland T; Niesche R; Durksen T; Heffernan A; Gobby B, 2021, High-impact school leadership: case study 4

Eacott S; Raffe C; Niesche R; Loughland T; Durksen T; Heffernan A; Gobby B, 2020, Attracting and retaining high impact school leaders and educators in regional, rural and remote schools. Report 1: Barriers and Challenges, 1

Eacott S; Raffe C; Niesche R; Loughland T; Durksen T; Heffernan A; Gobby B, 2020, Attracting and retaining high impact school leaders and educators in regional, rural and remote schools. Report 3: Non-monetary Incentives, 3

Eacott S; Raffe C; Niesche R; Loughland T; Durksen T; Heffernan A; Gobby B, 2020, Attracting and retaining high-impact school leaders and educators in regional, rural and remote schools. Report 2: High-Impact Leadership, 2

Durksen TL; Klassen RM, 2016, The development of a context-specific scenario-based measure of teachers’ non-academic attributes [Final Research Report for the NSW Department of Education]., NSW Department of Education, https://app.education.nsw.gov.au/serap/ResearchRecord/Summary?id=41

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