Educational leadership is different in the country; What support does the rural school principal need?

References

• Abdallah, J. (2009). Lowering teacher attrition rates through collegiality. Academic Leadership: The Online Journal, 7(1). Retrieved from http://www.academicleadership.org/emprical_research/531.shtml
   Google Scholar
• Akyeampong, K., Djangmah, J., Oduro, A., Seidu, A., & Hunt, F. (2007). Access to basic education in Ghana: The evidence and the issues. Brighton: Consortium for Research on Educational Access, Transitions and Equity, Centre for International Education.
   Google Scholar
• Alston, M., & Kent, J. (2008). The impact of drought on secondary education access in Australia’s rural and remote areas. Retrieved April 4, 2008, from http://www.dest/gov.au/NR/exeres/69C79C18-BCBA-447A-B2FC-01C8F1DA3AF3.htm#publication
   Google Scholar
• Al-Taneiji, S. (2009). Professional Learning Communities in the United Arab Emirates Schools: Realities and Obstacles. International Journal of Applied Educational Studies, 6(1), 16–29.
   Google Scholar
• Augustine-Shaw, D. (2016). Developing leadership capacity in new rural school district leaders: The Kansas Educational Leadership Institute. The Rural Educator, 37(1), 1–13.
   Google Scholar
• Australian Institute for Teaching and School Leadership (AITSL). (2016). Spotlight. What do we know about early career teacher attrition rates in Australia? Melbourne: Author.
   Google Scholar
• Australian Productivity Commission. (2012). Schools workforce. Productivity commission. research report. Canberra: Author.
   Google Scholar
• Avery, L. (2013). Rural science education: Valuing local knowledge. Theory into Practice, 52(1), 28–35. doi:10.1080/07351690.2013.743769
   Web of Science ®Google Scholar
• Bagley, C., & Hillyard, S. (2011). Village schools in England: At the heart of their community? Australian Journal of Education, 55(1), 37–49.10.1177/000494411105500105
   Web of Science ®Google Scholar
• Bantwini, B., & Feza, N. (2017). Left behind in a democratic society: A case of some farm school primary schoolteachers of natural science in South Africa. International Journal of Leadership in Education, 20(3), 312–327. doi:10.1080/13603124.2015.1124927
   Web of Science ®Google Scholar
• Barber, M., & Mourshed, M. (2009). Shaping the future: How good education systems can become great in the decade ahead. McKinsey and Company. Retrieved from http://www.mckinsey.com/locations/southeastasia/knowledge/Education_Roundtable.pdf
   Google Scholar
• Barber, M., Whelan, F., & Clark, M., (2010). Capturing the leadership premium. How the world’s top school systems are building leadership capacity for the future. McKinsey and Company. Retrieved from http://mckinseyonsociety.com/downloads/reports/Education/schoolleadership_final.pdf
   Google Scholar
• Begley, P. T. (2006). Self-knowledge, capacity and sensitivity: Prerequisites to authentic leadership by school principals. Journal of Educational Administration, 44, 570–589.10.1108/09578230610704792
   Google Scholar
• Bell, M. (2007). The two-ness of rural life and the ends of rural scholarship. Journal of Rural Studies, 23(4), 402–415.10.1016/j.jrurstud.2007.03.003
   Web of Science ®Google Scholar
• Blaikie, N. (2010). Designing social research. The logic of anticipation (2nd ed.). Cambridge: Polity Press.
   Google Scholar
• Bonesrønning, H., Falch, T., & Strøm, B. (2003). Teacher sorting, teacher quality and student composition. European Economic Review, 49, 457–483. doi:10.1016/S0014-2921(03)00052-7
   Web of Science ®Google Scholar
• Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). New York, NY: Greenwood Press.
   Google Scholar
• Bourdieu, P. (1990). The logic of practice. Stanford, CA: Stanford University Press.
   Google Scholar
• Bredo, E. (2000). Reconsidering social constructivism: The relevance of George Herbert Mead’s interactionism. In D. Phillips (Ed.), Constructivism in education: Opinions and second opinions on controversial issues, ninety-ninth yearbook of the national society for the study of education (pp. 127–157). Chicago, IL: University of Chicago Press.
   Google Scholar
• Brown, D., & Schafft, K. (2011). Rural people and communities in the 21st century: Resilience and transformation. Cambridge: Polity Press.
   Google Scholar
• Buchanan, J. (2012). Telling tales out of school: Exploring why former teachers are not returning to the classroom. Australian Journal of Education, 56(2), 205–217.10.1177/000494411205600207
   Web of Science ®Google Scholar
• Centre for the Study of AIDS. (2005). Young, rural teachers most at risk. Pretoria: Author. Retrieved from http://www.csa.za.org/article/view/346/1/1
   Google Scholar
• Clarke, H., Surgenor, E., Imrich, J., Wells, N. (2003). Enhancing rural learning: Report of the task force on rural education. British Columbia. Retrieved from http://www.bced.gov.bc.ca/mintask/rural_task_rep.pdf
   Google Scholar
• Coetzee, S., Ebersöhn, L., Ferreira, R., & Moen, M. (2017). Disquiet voices foretelling hope: Rural teachers’ resilience experiences of past and present chronic adversity. Journal of Asian and African Studies, 52(2), 201–216.10.1177/0021909615570955
   Web of Science ®Google Scholar
• Corrie, L. (2000). Facilitating newly qualified teachers’ growth as collaborative practitioners. Asia-Pacific Journal of Teacher Education, 28(2), 111–121.10.1080/713650687
   Google Scholar
• Crotty, M. (1998). The foundations of social research. Sydney: Allen & Unwin.
   Google Scholar
• Daniels, D., & Strauss, E. (2010). Mostly I’m driven to tears, and feeling totally unappreciated: Exploring the emotional wellness of high school teachers. Procedia Social and Behavioral Sciences, 9, 1385–1393.10.1016/j.sbspro.2010.12.339
   Google Scholar
• Day, C., Sammons, P., Hopkins, D., Harris, A., Leithwood, K., Gu, Q., & Brown, F. (2010). 10 Strong claims about successful school leadership. Nottingham: National College for Leadership of Schools and Children’s Services.
   Google Scholar
• Department for Children, Schools and Families. (2008). Designation order for rural primary schools. London: The Stationery Office. Retrieved from http://www.dcsf.gov.uk/localauthorities/index.cfm?action=content&contentID=15507&letter=D
   Google Scholar
• Du Plessis, A. (2005). The implications of the out-of-field phenomenon for school management. Pretoria: UNISA.
   Google Scholar
• Du Plessis, A. (2010). Continuing professional development and the out of field phenomenon: The implications for school management (Doctoral thesis). University of South Africa, Pretoria.
   Google Scholar
• Du Plessis, A., Carroll, A., & Gillies, R. (2017). The meaning of out-of-field teaching for educational leadership. International Journal of Leadership in Education, 20(1), 87–112. doi:10.1080/13603124.2014.962618
   Web of Science ®Google Scholar
• Edwards-Groves, C., Grootenboer, P., & Ronnerman, L. (2016). Facilitating a culture of relational trust in school-based action research: Recognising the role of middle leaders. Educational Action Research, 24(3), 369–386. doi:10.1080/09650792.2015.1131175
   Web of Science ®Google Scholar
• Ee-gyeong, K. (2011). Out-of-field secondary school teachers in Korea: Their realities and implications. KEDI: Journal of Educational Policy, 8, 29–48.
   Web of Science ®Google Scholar
• Fullan, M. (2009). Large-scale reform comes of age. Journal of Educational Change, 10(2–3), 101–113.10.1007/s10833-009-9108-z
   Google Scholar
• Germeten, S. (2011). The new national curriculum in Norway: A change in the role of the principals? Australian Journal of Education, 55(1), 14–23.10.1177/000494411105500103
   Web of Science ®Google Scholar
• Gibney, J., Copeland, S., & Murie, A. (2009). Toward a ‘New’ strategic leadership of place for the knowledge-based economy. Leadership, 5(1), 5–23. doi:10.1177/1742715008098307
   Web of Science ®Google Scholar
• Gibson, W. (1994). Policy, practice, and need in the professional preparation of teachers for rural teaching. Journal of Research in Rural Education, 10(1), 68–77.
   Google Scholar
• Giles, D., & Smith, R. (2012). Negotiating and constructing an educationally relevant leadership programme. Journal of Educational Administration, 50(2), 231–242. doi:10.1108/09578231211210567
   Google Scholar
• Gronn, P. (2000). Distributed properties. A new architecture for leadership. Educational Management & Administration, 28, 317–338.10.1177/0263211X000283006
   Google Scholar
• Grossman, P., Wineburg, S., & Woolworth, S. (2001). Toward a theory of teacher community. Teachers College Record, 103(6), 942–1012.10.1111/tcre.2001.103.issue-6
   Web of Science ®Google Scholar
• Guarino, C., Santibañez, L., & Daley, G. (2006). Teacher recruitment and retention: A Review of the recent empirical literature. Review of Educational Research, 76(2), 173–208.10.3102/00346543076002173
   Web of Science ®Google Scholar
• Hallinger, P., & Heck, R. (1996). Reassessing the principal’s role in school effectiveness: A review of empirical research, 1980-1995. Educational Administration Quarterly, 32(1), 5–44. doi:10.1177/0013161X96032001002
   Web of Science ®Google Scholar
• Halsey, J. (2005). Pre-service country teaching in Australia: What’s happening—What needs to happen? A report on the size, scope and issues of pre-service country teaching placement programs in teacher education in Australia. Adelaide: Rural Education Forum Australia.
   Google Scholar
• Halsey, R. J. (2011). Small schools, big future. Australian Journal of Education, 55(1), 5–13.10.1177/000494411105500102
   Web of Science ®Google Scholar
• Harris, A. (2012). Distributed leadership: Implications for the role of the principal. The Journal of Management Development, 31(1), 7–17.
   Google Scholar
• Hadfield, M., & Jopling, M. (2012). How might better network theories support school leadership research? School Leadership & Management, 32(2), 109–121. doi:10.1080/13632434.2012.670115
   Google Scholar
• Hashweh, M. (2003). Teacher accommodative change. Teaching and Teacher Education, 19, 421–434.10.1016/S0742-051X(03)00026-X
   Web of Science ®Google Scholar
• Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.
   Google Scholar
• Hattie, J. (2012). Visible learning for teachers. Maximizing impact on achievement. Oxford: Routledge.
   Google Scholar
• Hobbs, L. (2012). Teaching out-of-field: Factors shaping identities of secondary science and mathematics. Teaching Science, 58(1), 21–29.
   Google Scholar
• Hobbs, L. (2013). Teaching ‘out-of-field’ as a boundary-crossing event: Factors shaping teacher identity. International Journal of Science and Mathematics Education, 11, 271–297.10.1007/s10763-012-9333-4
   Web of Science ®Google Scholar
• Hong, J. (2010). Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26, 1530–1543.10.1016/j.tate.2010.06.003
   Web of Science ®Google Scholar
• Howley, A., & Howley, C. (2005). High-quality teaching: Providing for rural teachers’ professional development. The Rural Educator, 26(2), 1–5.
   Google Scholar
• Hynds, A., Averill, R., Penetito, W., Meyer, L., Hindle, R., & Faircloth, S. (2016). Examining the impediments to Indigenous strategy and approaches in mainstream secondary schools. International Journal of Leadership in Education, 19(5), 534–556. doi:10.1080/13603124.2015.1051130
   Web of Science ®Google Scholar
• Ingersoll, R. (2002). Out-of-field teaching, educational inequality and the organisation of schools: An exploratory analysis. Washington, DC: Center for the Study of Teaching and Policy. Retrieved from http://www.education.uw.edu/ctp/sites/default/files/ctpmail/PDFs/OutOfField-RI-01-2002.pdf
   Google Scholar
• Jarzabkowski, L. (2003). Teacher collegiality in a remote Australian school. Journal of Research in Rural Education, 18(3), 139–144.
   Google Scholar
• Kan, A., inkir, S., Olgun, D., Eryilmaz, A., & Cemalog˘lu, N. (2013, September). A statistical model for teacher competency: Validation of national teacher competencies. Paper presented to the European Conference on Education Research, Istanbul.
   Google Scholar
• Karlberg-Granlund, G. (2011). Coping with the threat of closure in a small finnish village school. Australian Journal of Education, 55(1), 62–72.10.1177/000494411105500107
   Web of Science ®Google Scholar
• Kassam, K., Avery, L., & Ruelle, M. (2017). The cognitive relevance of Indigenous and rural: Why is it critical to survival? Cultural Studies of Science Education, 12(1), 97–118.10.1007/s11422-016-9745-5
   Web of Science ®Google Scholar
• Kocolowski, M. (2010). Shared leadership: Is it time for a change? Emerging Leadership Journeys, 3(1), 22–32.
   Google Scholar
• Kruse, R., & Krumm, B. (2016). Becoming a Principal: Access Factors for Females. The Rural Educator, 37(2), 28–38.
   Google Scholar
• Lebans, T., & Radigan, M. (2007). Teaching in China: An outside look in. The Rural Educator, 28(2), 13–18.
   Google Scholar
• Lee, S., & Bang, Y. (2011). Listening to teacher lore: The challenges and resources of Korean heritage language teachers. Teaching and Teacher Education, 27, 387–394.10.1016/j.tate.2010.09.008
   Web of Science ®Google Scholar
• Leithwood, K., Louis, K., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning. Ontario: The Wallace Foundation.
   Google Scholar
• Louw, D., George, E., & Esterhuyse, K. (2011). Burnout amongst urban secondary school teachers in Namibia. SA Journal of Industrial Psychology, 37(1), 1008–1015.
   Google Scholar
• Loveys, K. (2011, April 21). Scandal of the untrained teachers: Thousands don’t have degrees in the subjects they teach. [MailOnline]. Retrieved from http://ww.dailymail.co.uk/news/article-1378908
   Google Scholar
• Lumby, J., & Azaola, C. (2011). Women principals in small schools in South Africa. Australian Journal of Education, 55(1), 73–85.10.1177/000494411105500108
   Web of Science ®Google Scholar
• Maaranen, k., Kynäslahti, H., & Krokfors, L. (2008). Learning a teacher’s work. Journal of Workplace Learning, 20(2), 133–145. doi:10.1108/13665620810852287
   Google Scholar
• Mansfield, C., Beltman, S., Price, A., & McConney, A. (2012). “Don’t sweat the small stuff:” Understanding teacher resilience at the chalkface. Teaching and Teacher Education, 28, 357–367.10.1016/j.tate.2011.11.001
   Web of Science ®Google Scholar
• McCallum, F. (2008). Beginning teacher perspectives on wellbeing: The transition to teaching. Education Connect, 11, 6–9.
   Google Scholar
• McCulla, N. (2012). The transition of accomplished teachers from the classroom to school leadership. Leading and Managing Journal of the Australian Council for Educational Leaders, 18(2), 79–91.
   Google Scholar
• McNeff, M. (2014). Preparing administrators for leadership in the rural context (Doctoral thesis). University of North Dakota, Grand Forks. Retrieved from http://search.proquest.com.ezproxy.flinders.edu.au/docview/1655361377
   Google Scholar
• Mukeredzi, T. (2013). The journey to becoming teaching professionals in rural South Africa and Zimbabwe. Australian Journal of Teacher Education, 38(10), doi:10.14221/ajte.2013v38n10.6
   Google Scholar
• Newmann, F. M., King, M. B., & Youngs, P. (2000). Professional development that addresses school capacity: Lessons from urban elementary schools. American Journal of Education, 108, 259–299.10.1086/444249
   Web of Science ®Google Scholar
• Organisation for Economic Co-operation and Development (OECD). (2005). Teachers matter: Attracting, developing and retaining effective teachers. Paris: Author. Retrieved from http://www.oecd.org/edu/school/attractingdevelopingandretainingeffectiveteachers-finalreportteachersmatter.htm.
   Google Scholar
• Organisation for Economic Co-operation and Development (OECD). (2013). Education policy outlook: Australia. Paris: Author. Retrieved from http://www.oecd.org/edu/EDUCATION%20POLICY%20OUTLOOK%20AUSTRALIA_EN.pdf.
   Google Scholar
• Organisation for Economic Co-operation and Development (OECD). (2014). Innovation and modernising the rural economy. Paris: Author. Retrieved from https://doi.org/10.1787/9789264205390-en
   Google Scholar
• Parsley, D., & Barton, R. (2015). The myth of the little red schoolhouse: Challenges and opportunities for rural school improvement. Peabody Journal of Education, 90, 191–193. doi:10.1080/0161956X.2015.1022108
   Google Scholar
• Patrizio, K., & Stone-Johnson, C. (2016). Curriculum leadership in global context: A self-study of educational leadership teaching practices. International Journal of Leadership in Education, 19(4), 402–416. doi:10.1080/13603124.2015.1015615
   Web of Science ®Google Scholar
• Philippou, G., & Charalambous, C. (2005). Disentangling mentors’ role in the development of prospective teachers’ efficacy beliefs in teaching mathematics. Melbourne: International Group for the Psychology of Mathematics Education.
   Google Scholar
• Pietarinen, J., Pyhältö, K., Soini, T., & Salmeal-Aro, K. (2013). Reducing teacher burnout: A socio-contextual approach. Teaching and Teacher Education, 35, 62–72.10.1016/j.tate.2013.05.003
   Web of Science ®Google Scholar
• Plunkett, M., & Dyson, M. (2011). Becoming a teacher and staying one: Examining the complex Ecologies associated with educating and retaining new teachers in rural Australia? Australian Journal of Teacher Education, 36(1), 31–47. doi:10.14221/ajte.2011v36n1.3
   Google Scholar
• Preston, J., & Barnes, K. (2017). Successful leadership in rural schools: Cultivating collaboration. The Rural Educator, 38(1), 6–15.
   Google Scholar
• Raider-Roth, M., Stieha, V., & Hensley, B. (2012). Rupture and repair: Episodes of resistance and resilience in teachers’ learning. Teaching and Teacher Education, 28, 493–502.10.1016/j.tate.2011.11.002
   Web of Science ®Google Scholar
• Roberts, P. (2004). Staffing an empty schoolhouse: Attracting and retaining teachers in rural, remote and isolated communities. Sydney: New South Wales Teachers Federation.
   Google Scholar
• Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635–674. doi:10.1177/0013161X08321509
   Web of Science ®Google Scholar
• Schafft, K., & Jackson, A. (2011). Rural education for the twenty-first century: Identity, place, and community in a globalizing world. University Park: Penn State University Press.
   Google Scholar
• Sharplin, E. (2002). Rural retreat or outback hell: Expectations of rural and remote teaching. Issues in Educational Research, 12(1), 49–63.
   Google Scholar
• Shen, J., Ma, X., Cooley, V., & Burt, W. (2016). Mediating effects of school process on the relationship between principals’ data-informed decision-making and student achievement. International Journal of Leadership in Education, 19(4), 373–401. doi:10.1080/13603124.2014.986208
   Web of Science ®Google Scholar
• Sibbet, D. (2013). Visual leaders: New tools for visioning, management and organisation change. Hoboken, NJ: Wiley.
   Google Scholar
• Silova, I. (2005). From sites of occupation to symbols of multiculturalism: Transfer of global discourse and the metamorphosis of Russian schools in post-Soviet Latvia. Greenwich: Information Age.
   Google Scholar
• Singh, P., Thomas, S., & Harris, J. (2013). Recontextualising policy discourses: A Bernsteinian perspective on policy interpretation, translation, enactment. Journal of Education Policy, 28(4), 465–480. doi:10.1080/02680939.2013.770554
   Web of Science ®Google Scholar
• Slee, B., & Miller, D. (2015). School closures as a driver of rural decline in Scotland: A problem in pursuit of some evidence? Scottish Geographical Journal, 131(2), 78–97. doi:10.1080/14702541.2014.988288
   Web of Science ®Google Scholar
• Solstad, K. (2009). The impact of globalization on small communities and small schools in Europe. In T. Lyons, J. Choi, & G. McPhan (Eds.), Innovation for Equity in Rural Education. Symposium Proceedings (pp. 45–57). Armidale: University of New England.
   Google Scholar
• Southern and Eastern Africa Consortium for Monitoring Educational Quality. (2010). SACMEQ III project results: Pupil achievement levels in reading and mathematics. Retrieved from https://nicspaull.files.wordpress.com/2011/04/wd01_sacmeq_iii_results_pupil_achievement.pdf
   Google Scholar
• Starr, K., & White, S. (2008). The small rural school principalship: Key challenges and crossschool responses. Journal of Research in Rural Education, 23(5), 1–12.
   Google Scholar
• Steiner-Khamsi, G. (2006). The economics of policy borrowing and lending: A study of late adopters. Oxford Review of Education, 32(5), 665–678. doi:10.1080/03054980600976353
   Web of Science ®Google Scholar
• Stewart, C., & Matthews, J. (2015). The lone ranger in rural education: The small rural school principal and professional development. The Rural Educator, 36(3), 49–60.
   Google Scholar
• Stoll, L. (2009). Capacity building for school improvement or creating capacity for learning? A changing landscape. Journal of Educational Change, 10, 115–127.10.1007/s10833-009-9104-3
   Google Scholar
• Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221–258.10.1007/s10833-006-0001-8
   Google Scholar
• Theron, L., Geyer, S., & Strydom, H. (2008). The roots of REDS: A rationale for the support of educators affected by the HIV & AIDS pandemic. Health SA Gesondheid, 13(4), 77–88.
   Google Scholar
• Thomson, S., De Bortoli, L., & Underwood, C. (2016). Programme for International Student Assessment (PISA). PISA 2015: A first look at Australia’s results. Melbourne: Australian Council for Educational Research.
   Google Scholar
• Ting, S., & Yeh, L. (2014). Teacher loyalty of elementary schools in Taiwan: The contribution of gratitude and relationship quality. School Leadership & Management, 34(1), 85–101.10.1080/13632434.2013.813453
   Google Scholar
• Trinidad, S., Sharplin, E., Lock, G., Ledge, S., Boyd, D., & Terry, E. (2011). Developing strategies at the pre-service level to address critical teacher attraction and retention issues in Australian rural, regional and remote schools. Education in Rural Australia, 21(1), 111–120.
   Google Scholar
• Tytler, R., Symington, D., Darby, L., Malcolm, C., & Kirkwood, V. (2011). Discourse communities: A framework from which to consider professional development for rural teachers of science and mathematics. Teaching and Teacher Education, 27, 871–879.10.1016/j.tate.2011.02.002
   Web of Science ®Google Scholar
• United Nations Development Program (UNDP). (2013). Human development report 2013. The rise of the south, human progress in a diverse world. New York, NY: Author. doi:10.3917/afco.246.0164
   Google Scholar
• Van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. New York: The State University of New York Press.
   Google Scholar
• Whatman, S. (2002). Teacher preparation in a remote indigenous school: A human rights issue? Journal of Australian Indigenous Issues, 4(2), 16–24.
   Google Scholar
• White, S. (2006). Preparing pre-service teachers for rural teaching: A new approach. International Journal of PEPE, 9(1), 14–19.
   Google Scholar
• Williams, D. (2010). The rural solution: How community schools can reinvigorate rural education. Washington, DC: Center for American Progress.
   Google Scholar
• Willis, J., & Templeton, N. (2017). Investigating the establishment and sustainability of professional learning communities in rural East Texas: The principals’ perspectives. The Rural Educator, 38(1), 30–37.
   Google Scholar
• Wright, N. (2001). Leadership, ‘bastard leadership’ and managerialism. Educational Management and Administration, 29(3), 275–290.10.1177/0263211X010293003
   Google Scholar
• Wright, L. (2012). Rural teachers, reading, and the social imagination. In L. Wright (Ed.), South Africa’s education crisis. Views from the Eastern Cape (pp. 72–85). Grahamstown, SA: National Inquiry Services Centre (NISC).
   Google Scholar
• Yakavets, N., Frost, D., & Khoroshash, A. (2017). School leadership and capacity building in Kazakhstan. International Journal of Leadership in Education, 20(3), 345–370. doi:10.1080/13603124.2015.1066869
   Web of Science ®Google Scholar