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To monitor the results of PIPAC directed therapy based on data from the International Society for the Study of the Pleura and Peritoneum (ISSPP) PIPAC database.

This article examines the available evidence on what it means to be a successful school leader within the current educational landscape in Aotearoa, New Zealand. It provides a nuanced understanding of common success factors and the contribution of the school principal's leadership to that success in context. A set of factors that shaped their behaviour and actions is presented that draws attention to cultural relationships and contextual awareness, emphasising not only students' academic success, but also students' cultures as vehicles for learning and social change. Findings from this article provide insights into how successful school leaders consider their entire school as a complex system with interconnected parts and build social infrastructures that nurture partnerships with multiple stakeholders. [ABSTRACT FROM AUTHOR]

This article draws on findings from a secondary analysis of selected U.S. case studies of successful school principals in the United States. All original ISSPP cases were selected with a common sampling strategy whereby we purposely selected schools with improved student outcomes and nominations by school district leaders and organizations. Data sources include semi-structured qualitative interviews with the district leaders, principal, teachers, parents, and students to provide a more elaborated understanding of the phenomena, i.e., school success and the principal's leadership contribution. The study selected twenty published articles describing complete ISSPP case studies from different U.S. geographic areas for secondary analysis of the principal's core leadership practices. These practices include setting directions, developing people, redesigning the organization, and managing the instructional program. The U.S. cases since 2002 reflect the dynamics of multiple layers of influence and increasing complexities from student diversity, policy pressures, and the impact of the principals' background and professional identity. These cases provide qualitative, contextualized understandings of school success and principal contributions to that success at particular points in time over the past 20 years and point toward knowledge gaps that we seek to fill in future steps of ISSPP. [ABSTRACT FROM AUTHOR]

Throughout the last two decades, successful school leadership has been subject to extensive research in Norway and comparisons across countries as part of the International Successful School Principals Project (ISSPP). This paper identifies and discusses how and why Norwegian research on the relationship between school leadership positions and governance regimes comes into play when defining terms such as "success" and "effectiveness". A critical literature review establishes analysis and discussion as the basis for an improved understanding of the notion of success in ISSPP research in the Norwegian education policy context. The findings show that success is consistently attached to a collaborative, political, and democratic perspective, as well as trust, power, and the definition of quality in education. Furthermore, ISSPP studies of cases in the Norwegian context have contributed to the educational leadership field by positioning school leadership within a combination of local, national, and global political and cultural environments. The differences and similarities between countries that do not share a common cultural heritage or language must be considered. In particular, there is a need to discuss the relationship between national history and policy and the conceptualization of successful school leadership. [ABSTRACT FROM AUTHOR]

This article examines the available evidence on what it means to be a successful school leader within the current educational landscape in Aotearoa, New Zealand. It provides a nuanced understanding of common success factors and the contribution of the school principal’s leadership to that success in context. A set of factors that shaped their behaviour and actions is presented that draws attention to cultural relationships and contextual awareness, emphasising not only students’ academic success, but also students’ cultures as vehicles for learning and social change. Findings from this article provide insights into how successful school leaders consider their entire school as a complex system with interconnected parts and build social infrastructures that nurture partnerships with multiple stakeholders.

This article draws on findings from a secondary analysis of selected U.S. case studies of successful school principals in the United States. All original ISSPP cases were selected with a common sampling strategy whereby we purposely selected schools with improved student outcomes and nominations by school district leaders and organizations. Data sources include semi-structured qualitative interviews with the district leaders, principal, teachers, parents, and students to provide a more elaborated understanding of the phenomena, i.e., school success and the principal’s leadership contribution. The study selected twenty published articles describing complete ISSPP case studies from different U.S. geographic areas for secondary analysis of the principal’s core leadership practices. These practices include setting directions, developing people, redesigning the organization, and managing the instructional program. The U.S. cases since 2002 reflect the dynamics of multiple layers of influence and increasing complexities from student diversity, policy pressures, and the impact of the principals’ background and professional identity. These cases provide qualitative, contextualized understandings of school success and principal contributions to that success at particular points in time over the past 20 years and point toward knowledge gaps that we seek to fill in future steps of ISSPP.

Throughout the last two decades, successful school leadership has been subject to extensive research in Norway and comparisons across countries as part of the International Successful School Principals Project (ISSPP). This paper identifies and discusses how and why Norwegian research on the relationship between school leadership positions and governance regimes comes into play when defining terms such as “success” and “effectiveness”. A critical literature review establishes analysis and discussion as the basis for an improved understanding of the notion of success in ISSPP research in the Norwegian education policy context. The findings show that success is consistently attached to a collaborative, political, and democratic perspective, as well as trust, power, and the definition of quality in education. Furthermore, ISSPP studies of cases in the Norwegian context have contributed to the educational leadership field by positioning school leadership within a combination of local, national, and global political and cultural environments. The differences and similarities between countries that do not share a common cultural heritage or language must be considered. In particular, there is a need to discuss the relationship between national history and policy and the conceptualization of successful school leadership.

High drop-out rates, low test scores, and rising social disruptions in schools are prominent indicators that education should change based on that, and management should be considered as a solution to problems. This article reviews the successful school management literature. In fact, the main focus is on the international literature of successful schools, especially the findings of the ISSPP project. The main purpose is to review and summarize the main findings of the empirical study of successful school management. Some of these findings highlight characteristics of successful school principals that often increase their degree of homogeneity. These findings are categorized into several important principles, all of which are supported by very strong empirical evidence. The first two cases have the most evidence. The results of review studies suggest that we may need to correct and redefine today's school principals and what they are doing to achieve students' academic success.

Several trials have documented the favorable safety profile, and promising clinical results of pressurized intraperitoneal aerosol chemotherapy (PIPAC) directed treatment in different types of peritoneal malignancies. However, until the results of randomized trials are available, the quality of documentation and acceptance by the users may be improved through a worldwide registry. The International Society for the Study of Pleura and Peritoneum (www.ISSPP.org) facilitated this process by creating a dedicated focus group and providing the funding needed for the creation and implementation of an international database. This article describes the design and the journey of establishing this international database and the first, preliminary results from the ISSPP PIPAC online database.

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