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1.
This study, based on the qualitatively rendered experiences and perceptions of educational leaders from historically underserved backgrounds in the US, argues that identity impacts leadership practice. To make this point, researchers build upon an emergent theoretical framework for applied critical leadership from the theories and traditions of transformational leadership, personal leadership, critical pedagogy, and critical race theory. With regard to methodology, a two-subject case study was validated by adding three additional participants for points of verification to the findings and discussion. Interview, field notes, and relevant documents were analyzed using phenomenology and constant comparative methods. Major findings indicate participants’ practice reveal characteristics of cross-cultural applied, critical, and transformational leadership. These scholarly findings are significant because they can inform mainstream leadership practices contributing to educational equity, authentic multiculturalism, improved intercultural relations, innovation, increased academic achievement, and sustainable educational change. 相似文献
2.
Karen E. Starr 《School Leadership & Management》2014,34(3):224-236
Currently educational research literature demonstrates wide discussion and endorsement of ‘distributed’ leadership while concurrently traditional, hegemonic forms prevail in practice. This article investigates understandings about educational leadership held by Australian school principals. The article describes the contradictory conceptions about educational leadership currently in circulation. It interrogates underlying assumptions and questions how both hegemonic and newer leadership conceptions and assumptions serve educational leaders. Data from principals around the country and across education systems reinforced the predominance of un-theorised or under-theorised notions about leadership, with similar assumptions found in important policy artefacts and practices. This article emerges from interviews with 100 principals focusing on their professional learning needs, which revealed interesting ideas, issues and dilemmas concerning ‘leadership’. It fills a gap in research on distributed leadership by exploring contradictions inherent in policy, practice and understandings in this area. The article is structured into four sections. First, extant literature on this topic and the research are explained. Second, the article focuses on principals' conceptions about leadership and those inherent within important policy and practical artefacts. A discussion of the findings focuses on the discrepancy between theory and policy endorsement and the views of practitioners. Finally, the article canvasses the implications of the research. 相似文献
3.
Ozgul Yilmaz-Tuzun 《Journal of Science Teacher Education》2008,19(2):183-204
In this study, a Beliefs About Teaching (BAT) scale was created to examine preservice elementary science teachers’ self-reported
comfort level with both traditional and reform-based teaching methods, assessment techniques, classroom management techniques,
and science content. Participants included 166 preservice teachers from three different US universities. Analyses revealed
significant correlations among participants’ confidence level with assessment techniques, classroom management, teaching methods,
and science content and number of science methods and science content courses taken. A significant difference was observed
among the students enrolled at each university. Overall, study participants felt more comfortable teaching biology concepts
than teaching chemistry concepts, physics concepts, or both. 相似文献
4.
ABSTRACTIn this paper, we investigate how a Benchlearning program for principals in Norway and Sweden supports changes in Norwegian principals’ leadership practices. The program design builds on principles for practical action research. The aim of the program was to inspire changes in the principals’ leadership practices that encourage innovative school practices. The program includes learning modes such as theoretical inputs, sharing experiences, school visits, training, and trialling of new leadership practices. Drawing on data from participants’ reflections on their learning and changes in their leadership practices, we identify transformations that have been realized and the ways in which the Benchlearning program has supported the transformations. The findings indicate that the program can be seen as a systematic and disciplined process, a ‘meta-practice’, that supports changes in the principals’ leadership practices, their understandings, and the conditions of their practice. More specifically, the findings show that the theoretical inputs and practical learning modes stimulated transformations of the principals’ thinking about leadership practices, what they do in practice and how they relate to others. In particular, the study suggests that the principals’ active participation in trialling new leadership practices in their own schools stimulated transformations. 相似文献
5.
Nicola F. Johnson 《The Australian Educational Researcher》2009,36(1):59-72
Utilising Pierre Bourdieu’s formula for studying social practice, this study explored the construction of technological expertise
amongst a heterogenous group of New Zealand teenagers. The qualitative study employed observations and interviews with five
boys and three girls aged 13–17, who considered themselves to be technological experts; their peers and/or their family also
considered them to be technological experts. For seven of the eight participants, their primary site of leisure was their
home computer use. This article gives some examples about how the participants’ understand schooling and its relevance to
them. It engages with ideas concerning the performance of school, and argues that the participants’ practice in this field
of home computer use for leisure tends to be misrecognised. The article concludes by discussing the implications this misrecognition
has for the structures of formal schooling. 相似文献
6.
最初开放大学在远程教育领域有着较强的领导力与影响力,但是开放大学并没有及时借助这些新兴的技术与理念在"互联网+"教育浪潮中充分发挥其领导力。研究在分析相关文献基础之上总结出开放大学教师信息化领导力的特征,提出开放大学教师信息化领导力包括信任影响力、教学领导力、理念执行力和社会协作力四个维度,细化为14个评价指标。同时,提出从四个维度促进开放大学教师信息化领导力提升的方法和策略。 相似文献
7.
8.
ABSTRACTThe study aims to move beyond idealised and predominantly trait-based typologies of leadership and leadership roles and addresses collegial leaders’ practice of change in higher education. Collegial leaders at two research-intensive higher education institutions, who had received educational leadership training, were studied. In the study, we explored ordinary actions and change practices as a way of understanding emerging practices among collegial leaders. Five categories were identified that show how collegial leaders experience change, process change and organise the practice of change. The article also contributes a critical discussion on the notions of collegiality in a consensus-seeking context, which may be relevant for academic developers, policy makers, and researchers alike. 相似文献
9.
中国文化与学校道德领导 总被引：2，自引：0，他引：2
中国文化历来重视领导价值，并以道德背景作为储备领导的条件。近年来，“道德领导”这一领导模式在英语国家引起了广泛关注。中国文化传统对学校领导实践的影响为领导理论、尤其是教育领导理论提供了一个本土视角。 相似文献
10.
The purpose of this study was to examine the ability of two educational leadership university programmes to improve the cognitive agility of their graduates. The research looked to discover whether the aspiring principals exited the programmes with an increased ability to employ cognitive agility – the ability to use the multiple thinking skills of systems thinking, reflecting, and reframing – when engaged in their professional work and solving problems. Both Masters programmes were in School Leadership, offered through the same university department and following the same core curriculum leading to Level 1 educational leadership certification. The results indicate that of the two programmes studied, the Principal Rapid Orientation and Preparation in Educational Leadership (PROPEL) programme, designed to prepare leaders for turnaround schools, produced more cognitively agile graduates than the traditional Master’s programme. The mediating variables of participants’ years of experience and budget responsibility increased the level of cognitive agility of both programme’s graduates. 相似文献
11.
Carol Clyde 《Prospects》2010,40(2):289-306
The purpose of this study is to examine the impact that involvement in an experiential learning programme for Holocaust education
had on college and university participants’ worldviews and civic leadership development. Results indicate that involvement
in specific elements of the programme did have an impact. The student-focused, experiential learning programme addressed in
this study was established in 2000. In 2001, the inaugural group of nearly 270 participants from 22 nations traveled to Poland
to familiarize themselves with the Holocaust. Students were exposed to programming on the Holocaust as a means to raise their
awareness and understanding of the events and to encourage their involvement in related programmes. The ultimate aim was to
develop future civic leaders who would become involved in educating their peers and communities about the tragedy of genocide. 相似文献
12.
Libby F. Gerard Jane B. Bowyer Marcia C. Linn 《Journal of Science Education and Technology》2008,17(1):1-18
Reforms such as technology-enhanced instruction require principal leadership. Yet, many principals report that they need help
to guide implementation of science and technology reforms. We identify strategies for helping principals provide this leadership.
A two-phase design is employed. In the first phase we elicit principals’ varied ideas about the Technology-enhanced Learning
in Science (TELS) curriculum materials being implemented by teachers in their schools, and in the second phase we engage principals
in a leadership workshop designed based on the ideas they generated. Analysis uses an emergent coding scheme to categorize
principals’ ideas, and a knowledge integration framework to capture the development of these ideas. The analysis suggests
that principals frame their thinking about the implementation of TELS in terms of: principal leadership, curriculum, educational
policy, teacher learning, student outcomes and financial resources. They seek to improve their own knowledge to support this
reform. The principals organize their ideas around individual school goals and current political issues. Principals prefer
professional development activities that engage them in reviewing curricula and student work with other principals. Based
on the analysis, this study offers guidelines for creating learning opportunities that enhance principals’ leadership abilities
in technology and science reform. 相似文献
13.
Andreina Bruno Laura Galuppo Silvia Gilardi 《European Journal of Psychology of Education - EJPE》2011,26(4):527-543
Reflexivity is a primary requirement for professional work. Our aim was to describe a methodology suitable for detecting the
development of reflexive practice through the analysis of 59 Master’s degree students’ journals. We explore the use and changes
of reflexive practice in relation to the settings and activities of the course using analysis of the mental language: We analyse
how the reflexive practice is characterized, how it evolves through time and how it can be promoted. Data analysis shows that
reflexivity is not monodimensional but multidimensional. Reflexive practice increases during the course: The different dimensions
vary over time according to different organizational and educational conditions. This methodology allows us to formulate new
hypotheses about which elements of the setting and process are effective in supporting participants’ reflexive practice. 相似文献
14.
This article reports on the findings of a study undertaken to examine the links between leadership practices of a transformational nature and the transfer of teacher training in the public high schools in Kuwait. The participants in the study were teachers who had undergone mandated professional development (PD) aimed at improving teaching practice in English language classes in these schools. The purpose of the study was to examine these teachers’ perceptions of the leadership behaviors of their Heads of Department that increased their motivation and supported their efforts to transfer their learning from PD sessions to their classrooms, and the extent to which practices identified as successful related to transformational leadership characteristics. 相似文献
15.
Mansoor Niaz 《Interchange》2004,35(2):155-184
The objective of this study is to provide in-service teachers an opportunity to become familiar with the controversial nature
of progress in science (growth of knowledge) and its implications for research methodology in education. The study is based
on 41 participants who had registered for a nine-week course on Methodology of Investigation in Education, as part of their
Master’s degree program. The course is based on 20 readings drawing upon a history and philosophy of science perspective (positivism,
constructivism, Popper, Kuhn, Lakatos) and its implications for educational research. Course activities included written reports,
class room discussions based on participants’ presentations, and written exams. Based on the results obtained it was concluded
that: (a) participants were able to understand the basic ideas of constructivist philosophy and its pedagogical implications;
(b) the role of behavioural objectives in actual educational practice was questioned; (c) integration of qualitative and quantitative
research methods was considered to be an alternative to the current debate about the replacement of one method by the other;
(d) participants considered the dilemma of evaluating students based on what they have learned or what they should have learned,
within the social constructivist framework and generally favoured the former; and (e) most of the participants were reluctant
to accept constructivism as a form of positivism, a controversial thesis that is gaining support in the research literature.
Given the importance of alternative approaches to growth and meaning of knowledge, it is important that teachers be aware
of conflicting situations in the classroom that refer to: objectivity, scientific method, qualitative-quantitative methods,
relationship between method and problem, evaluation, and a critical appreciation of constructivism. 相似文献
16.
Lene Møller Madsen Carl Winsløw 《International Journal of Science and Mathematics Education》2009,7(4):741-763
We examine the relationship between research and teaching practices as they are enacted by university professors in a research-intensive
university. First we propose a theoretical model for the study of this relationship based on Chevallard’s anthropological
theory. This model is used to design and analyze an interview study with physical geographers and mathematicians at the University
of Copenhagen. We found significant differences in how the respondents from the two disciplines assessed the relationship
between research and teaching. Above all, while geography research practices are often and smoothly integrated into geography
teaching even at the undergraduate level, teaching in mathematics may at best be ‘similar’ to mathematical research practice,
at least at the undergraduate level. Finally, we discuss the educational implications of these findings. 相似文献
17.
Jozef Miškolci 《School Leadership & Management》2017,37(3):234-253
The concept of distributed leadership has been widely accepted and scrutinised in research and practice since the beginning of the new millennium. Nonetheless, there is a lack of academic research on how school staff members perceive the term and to what extent they are willing to employ it as part of their daily practices. This article aims to explore these understandings and attitudes in two public primary schools – one in New South Wales (Australia) and one in Slovakia – whilst using qualitative research methods based on semi-structured interviews with staff members. The findings of this study reveal that participants often present very contradictory attitudes towards employing distributed leadership in practice. On the one hand, they require maximising the processes of distributed leadership and, on the other hand, they welcome various instances of solo/autocratic leadership practices by the principal. They also often conflated the concepts of distributed leadership and democratic leadership. In addition, the article discusses how wider social and political context may shape these perceptions and attitudes towards distributed leadership. 相似文献
18.
Paul L. Hill Rose A. Shaw Jan R. Taylor Brittan L. Hallar 《Innovative Higher Education》2011,36(1):19-27
Although progress has been made, greater efforts are needed to promote faculty diversity at the college and university levels,
especially in STEM fields. Thus, it is important to elucidate best practices both for increasing awareness of diversity issues
pertaining to higher education and for implementing change. This article focuses on the outcomes of a diversity workshop for
college and university faculty hosted by the West Virginia Higher Education Policy Commission, Division of Science and Research.
More specifically, it elucidates how participation in the workshop translated into practice at the faculty participants’ home
institutions. 相似文献
19.
吴黛舒 《Frontiers of Education in China》2009,4(3):453-465
In the past 20 years, China has seen an influx of foreign pedagogies that emphasize Western concepts such as dualistic opposition
and linear development. As educational studies have become localized to China’s environment, there has been a tendency to
substitute transplanted ideas for methods based on local research. As such Chinese educational theory has arbitrarily been
replaced by Western theory and practice as the standard. Therefore, there is now a need for restructuring methodology with
more theoretical wisdom based on the localization of pedagogy in China.
__________
Translated from Jiaoyu Lilun Yu Shijian 教育理论与实践 (Theory and Practice of Education), 2007, 27(5): 1–5 相似文献
20.
What is the Teacher Doing? What are the Students Doing? An Application of the Draw-a-Science-Teacher-Test 总被引：2，自引：0，他引：2
James Minogue 《Journal of Science Teacher Education》2010,21(7):767-781
This study documents the use of the Draw-a-Science-Teacher-Test as diagnostic tool for both preservice teacher beliefs about
science teaching and science methods course effectiveness. Direct comparison of pre-course to post-course images from 50 preservice
elementary teachers was undertaken using McNemar’s test. Results indicated statistically significant shifts in participants’
mental models of science teaching and learning. Post-course more students portrayed student-centered reform minded practices.
The limitations of this analytical approach, the practical significance of this work, and ideas for future research in this
arena are discussed. 相似文献