المؤلفون: Roofe, Carmel, Blair, Eleanor

المصدر: Journal of Education for Teaching; Apr2024, Vol. 50 Issue 2, p295-309, 15p

مصطلحات موضوعية: TEACHER leadership, SCHOOL improvement programs, TEACHING

مصطلحات جغرافية: JAMAICA, UNITED States

مستخلص: Given discourse across the globe on school reform and the importance of teachers' work to school improvement, teacher leadership represents an opportunity to re-imagine school cultures, and to consider a range of factors that impact the teaching profession and contribute to overall school improvement. Based on a qualitative inquiry of 24 teacher leaders across two country contexts (Jamaica and the United States) and using the metaphor of 'awakening the sleeping giant', we argue that teacher leadership is an untapped phenomenon and a necessity for 21^st century school improvement. Within this paper we draw on the teacher leaders' stories to provide an understanding of the power and resources residing in the domain of teachers' work. Through the findings we showcase that there are elements of teacher leadership that transcend specific school and country contexts based on school structure and historical precedents. The findings presented in this paper also highlight that teachers' work is highly political and that historical precedents related to power and gender created differences in how teacher leadership has been perceived and enacted. The paper closes with a discussion about the cross-cultural 'truths" that emerged and the implications for teachers' work and school improvement. [ABSTRACT FROM AUTHOR]

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المؤلفون: Forssten Seiser, Anette

المصدر: Educational Action Research; Dec2020, Vol. 28 Issue 5, p791-806, 16p, 1 Diagram, 2 Charts

مصطلحات موضوعية: EDUCATIONAL leadership, PRACTICE theory (Social sciences), SCHOOL improvement programs, ACTION research, TEACHING, LEARNING

مستخلص: This article reports on a joint action research study about principals' pedagogical leadership and what happens when principals explore pedagogical leading. In this study, the theory of practice architectures interacts with the method chosen for analysing the processes and results. Partnerships between universities and practitioners are seen as an important arena for professional development, and the results of this study illustrate how cooperation between scholars and practitioners can promote professional learning and capacity building amongst both parties. The findings show how trustworthy relationships are necessary in order to change the practice and evolve a critical and emancipatory approach among the participants. Student learning and development appear to be important components of the principals' pedagogical leading. Pedagogical leading is about arranging the conditions for teachers so that they are given the opportunity to improve their teaching. Pedagogical leaders do not only talk about changes but also call for concrete actions in schools' internal work. Principals' pedagogical leading involves orchestrating the surrounding arrangements in such a way that they enable school's learning and collaborative practices. Part of this orchestration involves supporting forms of cooperation so that good norms and a culture that nurtures development are established. [ABSTRACT FROM AUTHOR]

: Copyright of Educational Action Research is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

المؤلفون: Klitmøller, Jacob

المصدر: Education 3-13; Dec2018, Vol. 46 Issue 7, p838-850, 13p

مصطلحات موضوعية: TEACHING, PHENOMENOLOGY, NARRATIVE inquiry (Research method), PROBLEM solving, SCHOOL children, SCHOOL improvement programs

مستخلص: The present paper is an analysis of the recently formulated concept of Lived Pedagogy. With roots in phenomenology and narrative research and research on ‘student voice’, the concept is coined as a way to research participants’ experience of practical pedagogy in school. The main theoretical and methodological challenges in Lived Pedagogy stem from the use of relational theory (i.e. phenomenology and narrative theory) while a priori maintaining a number of divisions that challenge this relational logic. Having outlined these problems, a suggestion is made to inform Lived Pedagogy by way of the German Pädagogik with its central focus on purpose(s) of education. Specifically, I employ Løvlie’s educational transformation of Habermas’s discourse ethics as a framework for structuring the deliberation of what is educationally desirable. [ABSTRACT FROM AUTHOR]

: Copyright of Education 3-13 is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

المؤلفون: Karagiorgi, Yiasemina, Afantiti-Lamprianou, Thekla, Alexandrou-Leonidou, Vassiliki, Karamanou, Marianna, Symeou, Loizos

المصدر: Educational Action Research; Apr2018, Vol. 26 Issue 2, p239-257, 19p

مصطلحات موضوعية: EDUCATIONAL leadership, SCHOOL improvement programs, ACTION research, ORAL communication, TEACHING

مستخلص: The contribution of Action Research (AR) to school improvement is well-documented. This study records the accounts of two primary school leaders, involved in AR projects that focused on the development of students’ oral communication skills. Drawing data from diaries with fieldnotes and systematic reflections, the study presents leaders’ experiences, as they translated feedback into modifications and redefinitions to bring about change. Despite difficulties encountered, the leaders acknowledged the value of collaborative school-based enquiry for teachers, students and themselves, mainly reflecting notions of catalytic and democratic validity. The paper highlights that AR as a tool for individual and school improvement, can enhance understandings of school performance and empower participants to focus on school outcomes in an educational context that does not implement accountability measures. AR can certainly help principals in Cyprus reconceptualise and rediscover their pedagogical role as instructional leaders to improve teaching and learning. Yet, to address outcome and process validity, the paper argues about the need for evaluative tools. [ABSTRACT FROM AUTHOR]

: Copyright of Educational Action Research is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

المؤلفون: Paz-Albo, Jesús

المصدر: Childhood Education; Jul-Aug2017, Vol. 93 Issue 4, p295-299, 5p

مصطلحات موضوعية: INDIVIDUALIZED instruction, SCHOOL improvement programs, TEACHING, LEARNING modules, TEACHERS

مستخلص: The article discusses how personalization as innovative teaching approach can offer the change needed for school improvement and mentions on the Education: Basic & Interactive (EBI) Project which was implemented to students. Topics include customizing individual learning and the teaching-learning classroom environment through EBI, use of developmentally appropriate diagnostic assessments and formal self-directed or autonomous learning model adopted by Santa María la Blanca teachers.

المؤلفون: Gersten, Russell

المصدر: New Directions for Child & Adolescent Development; Winter2016, Vol. 2016 Issue 154, p113-116, 4p

مصطلحات موضوعية: TEACHING, READING strategies, LEARNING strategies, ACADEMIC improvement, SCHOOL improvement programs

مستخلص: Each of the five articles in this special issue gets 'into the weeds' in terms of studying actual classroom or school implementation of evidence-based or promising practices. Virtually all confront the issue of logistics and establishing an infrastructure for ensuring adequate implementation. In general, those studies that ask teachers to change their practice, be it core classwide instruction (Wanzek & Vaughn, this issue) or the whole-class adolescent literacy interventions described in LaRusso et al. (this issue) experienced a good deal more in the way of implementation challenges than those that provided schools with extra services and were able to hire their own personnel to train and oversee as part of an efficacy trial. Yet, as anyone who has ever conducted an efficacy trial in the schools discovers, and Foorman et al. (this issue) remind us, research teams confront challenges never even mentioned in most research methods courses. [ABSTRACT FROM AUTHOR]

: Copyright of New Directions for Child & Adolescent Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

المؤلفون: Liu, Shengnan, Hallinger, Philip, Feng, Daming

المصدر: Journal of Educational Administration; 2016, Vol. 54 Issue 6, p661-682, 22p

مصطلحات موضوعية: EDUCATIONAL change, TEACHING, SCHOOL improvement programs, SCHOOLS, CURRICULUM change, COMMUNITY centers

مصطلحات جغرافية: CHINA

مستخلص: Purpose In this era of global education reform, teacher professional learning (TPL) has emerged as a key factor in efforts to create sustainable school improvement. The same holds in Mainland China where ambitious curriculum reforms have been undertaken since 2000. The purpose of this paper is to examine the role of learning-centered leadership (LCL) and teacher trust (TT) in fostering TPL in Chinese schools. More specifically, the authors examined two research questions: (1) What is the nature of the relationship of LCL to TT and professional learning?; and (2) How LCL practices influence TT and professional learning.Design/methodology/approach The study employed a cross-sectional survey design. The authors collected survey data from 1,259 teachers in 41 primary and secondary schools in three different Chinese provinces. The research employed confirmatory factor analysis to confirm the measurement model and structural equation modeling to examine interactions among the three main variables.Findings The results affirmed a positive association between LCL and TPL, and highlighted TT as a significant mediator in this relationship. Additional analyses distinguished between the effects of different dimensions of LCL on TT and TPL. Although the results of these analyses were broadly consistent with prior findings reported in the literature, divergent findings also emerged. More specifically, there was a limited use and no significant impact of “leadership modeling” on either TT or professional learning.Research limitations/implications The authors suggest that this pattern of leadership practice is linked with features of China’s institutional cum socio-cultural context. The authors recommend the use of qualitative and mixed methods studies capable of gaining further insight into relationships.Practical implications These findings in Mainland China reaffirm the efficacy of school-level leadership that builds a safe, trusting but focussed environment for teacher learning in the workplace. This is a potentially significant finding in a society where the use of top-down directives and reliance on legitimate authority by leaders can rob teachers of the motivation and initiative that undergirds sustainable professional learning. The findings, in concert with those of other scholars, suggest that “building trust” represents a useful strategy for principals who seek to establish productive learning environments for their teachers.Originality/value The value of this study lies in two areas. First, this is one of a growing but still limited set of quantitative empirical studies of school leadership in Mainland China. Second, the study tests the nature of mediation in the relationship between leadership, trust and TPL, a topic of relatively recent vintage in the educational leadership literature. [ABSTRACT FROM AUTHOR]

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المؤلفون: LOERTSCHER, DAVID V., KOECHLIN, CAROL

المصدر: Teacher Librarian. Dec2015, Vol. 43 Issue 2, p12-16. 5p.

مصطلحات موضوعية: *Schools, *Library media specialists, School improvement programs, Teaching, Teachers

مستخلص: The article discusses an alternative approach to school improvement practices through collaboration and co-teaching by the specialist staff of the school. Topics mentioned include definition of co-teaching, a study led by David V. Loertscher that compared isolated teaching with co-teaching, and a diagram that shows the dynamic partnership of a teacher librarian and a classroom teacher.

المؤلفون: Sobel, Daniel

المصدر: New Zealand education gazette (1980), 25 Jan 2016; v.95 n.1:sup.p.1-3

المؤلفون: Brewer, Curtis, Knoeppel, Robert C., Lindle, Jane Clark

المصدر: Educational Policy; Jul2015, Vol. 29 Issue 5, p711-745, 35p

مصطلحات موضوعية: EDUCATIONAL accountability, EDUCATIONAL indicators, EDUCATIONAL tests & measurements, EDUCATION policy, SCHOOL improvement programs, TEACHING, SERVICES for teachers, ETHICS

مستخلص: Educational accountability policy rests heavily on the assessments used to influence teaching, learning, and school improvement. A long-debated aspect of assessment use, consequential validity, plays an important role in public interpretation of assessment use whether for individual students or for state policy. The purpose of this survey study was to explore stakeholders’ perceptions of the variety of tests used in classrooms and schools, especially how testing is used to improve teaching and learning. Results indicated that the majority of stakeholders do not value state assessments and do not see the assessments as useful in the teaching and learning process. However, a proportion of minority respondents were optimistic that state assessments have potential for school improvement. [ABSTRACT FROM AUTHOR]

: Copyright of Educational Policy is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)