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1.
In this article we discuss how school leaders address challenges when implementing innovative international education curricula, namely International Baccalaureate (IB) programs. Specifically, we frame challenges in curriculum implementation of and transition between IB programs from a “disconnection” perspective. We have often noticed when innovative programs are parceled together without preparation and thrust at great speed at schools, they become disconnected. The hasty implementation of multiple IB programs simultaneously at a school also causes disconnection. Drawing on extensive interview data from principals, mid-level leaders, and teachers in five IB schools adopting multiple IB programs in Asia, we detail curriculum disconnection facing IB schools and how school leaders, including teacher leaders, address such challenges by weaving various disconnected points, namely instrumental, intellectual, cultural, professional, and communicative disconnections. Based on findings from the multisite case study, we argue that school leaders in the case of IB schools adopt a range of leadership strategies to weave disconnection points. We reframe the leadership strategies as two aspects of distributed leadership: distributed instructional leadership and teacher leadership. In conclusion, we suggest that a central facet for successful leadership of IB schools that adopt multiple IB programs is about finding, focusing, and facilitating ways to address disconnections in curriculum implementation of and transition between different IB programs.  相似文献   

2.
This article reports on a study exploring a distributed perspective on school leadership through three head teacher case studies conducted in Scottish primary schools. Drawing from a sequence of in-depth, semi-structured and narrative style interviews conducted with each head teacher, as well as from a semi-structured questionnaire and sociometric analysis conducted with staff, the article analyses the experiences and the perceptions of head teachers. The paper finds that in practice, distributed leadership is more complex and challenging than often represented, challenging five generally held assumptions in the theoretical, policy and practice frames. Implications are drawn for educational leadership at both school and system levels.  相似文献   

3.
The purpose of this study was to measure teachers' views about trust between teachers, trust between the principal and teachers, peer collaboration, positive attitudes towards the school and how these antecedents influence the academic pressure teachers put on pupils with respect to learning and learning intensity and performance. The methodology involved was a cross-sectional survey of 234 teachers from 11 Norwegian schools. The structural equation analysis indicated that principal-teacher trust has a moderately high impact on such constructs as “teacher-teacher trust” and “academic pressure” and that “teacher-teacher trust” has a moderately high impact on teachers' “peer collaboration”. “Peer collaboration” has a lower impact on “academic pressure”, while the impact of “positive attitudes towards the school” was moderately high. The article concludes with a discussion of the knowledge basis for understanding how social practice among teachers and school leaders in school communities is mobilised for a sustained focus on pupil learning. Implications for practice and directions for future research are discussed.  相似文献   

4.
This article explores the social and professional dynamics “when teachers face teachers” seeking to impact colleagues’ instructional practices to improve student learning. Specifically, it examines a group of 40 teachers leading staff development sessions at their schools in an effort to bring more literacy strategies into the pedagogies of disciplinary teachers. Drawing from the research on distributed leadership and teacher leadership, the study looks at how three factors impact teacher leaders: (1) the actions of the principal; (2) relationships among teachers; and (3) teachers’ own beliefs about leadership.

Using primarily qualitative methods, supplemented by pre‐and‐post quantitative survey data, the study found: strong administrative and collegial support for teacher leadership, the use of savvy and emotionally attuned leadership techniques by teachers, and overall impactful sessions. However, not all school environments were conducive to teacher leadership. The article concludes with suggestions for better utilizing teacher leaders for the local enhancement of education reforms.  相似文献   

5.
Starting from educational aims that emphasise tolerance and understanding, the focus of this article is to analyse how difference is constructed in students’ informal relations, by enactments of bullying and sex-based and racist harassment. The article also discusses how young people themselves and teachers reflect on these kinds of processes. These questions are explored using data obtained from different perspectives: 1) ethnographic observations in secondary school classes of 7th graders; 2) interviews of the students in these classes (about 13 years of age); 3) interviews of the teachers that taught these classes; and 4) follow-up interviews of the same young people at the age around 18. The findings suggest that students’ individual diversities are sometimes constructed to “different-ness” in everyday life at school. “Different-ness” might be used as a reason for bullying, racism, or sex-based harassment. In schools this is not effectively addressed by teachers.  相似文献   

6.
The recent focus on AfL has shifted from defining its scope and extent to understanding its implementation, and research has revealed AfL implementation to be complex and contested. AfL implementation is especially challenging in national contexts that emphasise high stakes examination performance and grades. One such example is the nation state of Singapore, which recently implemented Assessment for Learning nation-wide in all its primary schools in the form of “bite-sized assessment”. This article examines how bite-sized assessment in Singapore came to be implemented as a form of AfL, and how it was subsequently constructed as policy dictate, as opposed to being recognised as a form of best practice. A study of teachers’ perspectives of bite-sized assessment practices in Singapore primary schools reveals inconsistency between policy intent and school implementation. An inquiry-based approach is recommended for teachers to frame AfL implementation as a practice to be understood, rather than a package of pre-determined practices to be administered.  相似文献   

7.
This article explores what leadership practices are associated with International Baccalaureate (IB) student achievement. Using a combined data set of Diploma Program (DP) exam scores and teachers’ survey responses about school leadership from 29 schools in Southeast Asia, the article reports certain leadership practices (i.e., strategic resourcing, monitoring classroom teaching and curriculum, encouraging teacher learning and development) exercised in the sampled IB schools that are significantly associated with student academic outcomes. This article contributes to empirical literature on school leadership effects on student learning in international school settings, which is an underresearched inquiry in the field.  相似文献   

8.
ABSTRACT

This reflective article examines the relationship between teachers’ engagement in action research and their ability to lead within their schools. As part of The New Educator’s special issue, “Developing an Inquiry Stance toward Instructional Improvement: Teacher-Leader Action Research,” this article demonstrates the development of an inquiry stance. It shares the story of two practicing teacher leaders within the new and challenging circumstance of adjusting to, and studying, the professional development they provided to help teachers deal with a challenging transition to a radically different school space. This article examines the ways practitioner inquiry supported these teachers to be leaders in the new architectural space designed to promote innovative instruction for twenty-first-century teaching and learning. We posit that coupling teacher leadership and teacher research enables teachers (a) to lead with literature, (b) to lead from data, (c) to lead through sharing, and (d) to lead by example.  相似文献   

9.
In many of the most highly regarded international schools, international mindedness (IM) represents an overarching value orientation and a “mindset” to be developed in students. Over the last 2 decades, there has been increasing attention to both understanding and supporting IM in the explicit and formal curriculum in international schools; however, the theorization of the more implicit or hidden curriculum of international schools has been much less engaged. This article presents a broad conceptualization of IM from a synthesis of the most recent IM literature and, more specifically, digs deeper into the implicit forms of learning and subjectivity via a “post-informed” analysis of a critical anecdote of international school teaching. The article seeks to inform leaders of how they might more robustly understand IM and work to walk the talk of IM through a more open embrace of human difference and cultural conflict under complex, power-laden, and sometimes fraught social relations.  相似文献   

10.
The lived experiences of novice teachers in out-of-field positions influence future career decisions and impact on their journey towards being competent and experienced practitioners, conversely their “life-world” is often misunderstood. The purpose of the study reported in this article is to investigate the lived experiences of these teachers, how principals’ understanding and leadership styles influence the lived experiences of novice out-of-field teachers, and what these lived experiences mean for school leaders. The article highlights perceptions of school leaders and novice out-of-field teachers about out-of-field teaching. It argues that the strategies implemented by school leaders based on their understanding of novice out-of-field teachers’ lived experience greatly influence the development of these teachers. It draws on Gadamer’s theories to investigate the lived experiences and perceptions of four principals and four novice out-of-field teachers through the different lenses of these participants. It concludes with a discussion on the interrelationships between school leaders’ understanding, novice teachers’ lived experience and what it means for the teaching environment. Participants’ interpretation of specific lived experiences connected to out-of-field teaching shapes meaning in their attempt to understand and to “belong,” for example, confidence issues, self-esteem concerns, and disconnectedness. The investigation of these units of meaning provides an in-depth understanding of the interrelationship between leadership and the lived experiences of novice out-of-field teachers.  相似文献   

11.
Policies of inclusive education are emerging from many ministries and departments of education in countries around the world. McLesky and Waldron (2002) have argued that when teachers and administrators in schools begin to have discussions about inclusion the discussions often lead to two conclusions about how schools must change: (a) the change must address the needs of all students, not just those with disabilities, and (b) “school improvement” replaces references to inclusion. That is, teachers and administrators begin to rethink and restructure their programs in special and general education to improve the education of all students. In having to reform their practices general education teachers, in particular, must develop new understandings related to inclusion and reconceptualise how students with disabilities and learning difficulties might best be taught. As a consequence these teachers are recognising that they must change their practices in curriculum, pedagogy, and assessment. However, in order to make the changes and to develop new classroom practices general education teachers often reveal a need for inservice training. Thus there is a call from general education teachers for professional development in various areas. Several authors have described a range of initiatives in professional development in the context of school improvement. For example, there are alliances between teachers and researchers through teacher-researcher professional development groups (e.g., Vaughn, Hughes, Schumm, & Klinger, 1998) and collaborative communities (e.g., Englert & Zhao, 2001); professional development schools (PDS) where special educators are viewed as “catalysts” who further the knowledge of both inservice and preservice teachers (Voltz, 2001); “critical friend(s) groups” which are teacher support groups (Bambino, 2002); “Friday Forums” where teachers within a school use internal school expertise to inservice each other (Hudson, 2002); and professional learning communities or networks of various types, sometimes developed by professional organisations and itinerant specialists who are assigned to school districts to work on school reform with schools and teachers.  相似文献   

12.
Over the past 20 years, relational theories of leadership have gained increased traction in the global discourse in educational leadership. This is observable in the increased frequency with which scholars have begun to construct leadership within the sociocultural and institutional systems of different societies. This study addressed the question, “How is effective school leadership constructed in the multi-faceted education context of modern day Vietnam?” We employed a multi-site case study research design to collect qualitative data from several stakeholder groups in three Vietnamese schools. Analysis centered on describing and synthesizing how principal leadership was constructed in these settings. This study “contextualized school leadership” by describing how leadership themes of managing relationships, preserving harmony, and teacher empowerment were shaped by institutional, political and socio-cultural forces in Vietnamese society. The findings support the importance of contextualizing leadership in order to understand differences in how “effective school leadership” is constructed and understood across different societies.  相似文献   

13.
This article uses the lens of self-leadership to understand the leadership practice of school principals in the Kavango region of Namibia. Self-leadership emphasises the focus on leading the self to enhance one's leadership in the organisation. Self-leadership will always function with other leadership styles; hence, the article uses instructional and distributed leadership styles to understand the possibility of principals having an influence on the improvement of academic quality in schools. This article explores how six secondary school principals in the Kavango region have employed self-leadership styles to improve and sustain the performance of learners. The study adopted a qualitative method that examined the selfleadership of the six school principals in the Kavango region. The data were collected from the six principals and two teachers of each school by using semi-structured interviews. The findings showed that school principals unknowingly employ self-leadership in their schools and in the process use distributed leadership together with instructional leadership to collaborate and share their leadership with teachers.  相似文献   

14.
Educators in senior high schools are used to hearing, “Senior high schools today look the same as they did a hundred years ago.” Though the author has heard this and similar comments, she also has heard a great number of high school students talking with excitement about their learning experiences. She has worked with teachers and administrators who are passionately committed to ensuring that secondary-level students receive a high-quality education, and she has reveled in hearing parents sing the praises of the high school their children attend. So is senior high school education unjustly receiving a bad rap? This article describes a Change Practice Initiative implemented by a school district in Canada to ensure that structures and practices at its high schools are geared to the changing needs of students and educators, and the outcomes of this endeavor.  相似文献   

15.
School improvement is a complex undertaking for any school but for schools in challenging or difficult circumstances it presents extra problems. Not only do schools in challenging circumstances often face acute levels of socio-economic deprivation, but also, improvement or change efforts can be extremely fragile in these volatile school contexts. This article focuses upon the process of leading change in a group of schools in challenging circumstances in England. It draws upon empirical data and focuses particularly on the process of leading change in schools in difficulty by exploring three leadership themes. The article concludes by arguing that while the quality of leadership is undoubtedly important in these school contexts it is simply not sufficient to combat the stubborn relationship between social disadvantage and underachievement. This relationship is more likely to be broken through structural change and localised and community-based action rather than through the forces of standardization or accountability.  相似文献   

16.
This study aims to illuminate how professional interactions among teachers form different types of teacher leadership in schools, which, in turn, shape different levels of teachers’ involvement in activities related to their professional learning community (PLC). To investigate certain patterns of teachers’ interactions that contribute to the formation of teacher leadership and thereby the development of PLC, two international schools that offer a full continuum of three International Baccalaureate (IB) programs were purposively chosen. The schools have similar numbers of students and are located in two different countries in East Asia. Using a mixed-methods research approach, the patterns of teacher professional interactions were first examined using social network analysis. Next, the degree to which teachers in the case study schools enact practices related to PLCs was assessed and compared through a multivariate analysis of variance (MANOVA) test. Further, based on findings from social network analysis, in-depth semistructured interviews were conducted with selected key participants to understand the linkage between teacher leadership and teachers’ involvement in their PLC in each case school. From the findings, we propose four conceptual types of teacher leadership that explain how teacher leadership shapes different levels of teachers’ engagement in PLC in the two case schools.  相似文献   

17.
This case study describes what happened when two lead teachers in a statewide reform project tried to change science teaching in their schools. Instead of using traditional criteria for leadership, we view their work in the context of their schools' cultures and use Rosenholtz's (1991) concepts of egalitarianism and isolation to analyze how those cultures contributed to and obstructed reform. Five themes illustrate this model of teacher leadership and the first stirrings of school change: reform as a “science look,” change through parental involvement, competing reforms, change through a “sideways door,” and change through public events. The study shows the importance of patience in reform implementation and the need for sensitive study of early change within school contexts. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 757–775, 1998.  相似文献   

18.
School leaders in highly disadvantaged urban communities across the globe walk a tightrope, caught between the needs of communities and the requirements of national policies. This article aims to enrich our understanding of the potential of school–community relationships. It examines the policy discourse on urban schools and the practice of community leadership. The policy context is one of UK and international concerns about divisions in society and the rise of political extremism: concerns which, in the UK, have led to a policy focus on community cohesion. The article offers a conceptual framework—a theory of action—as a possible road map for school leaders to manage through this complex and evolving arena of policy and practice. The template— developed through earlier work on urban schools—is underpinned by a focus on trust (as the lubricant to link communities together) and social capital (as a way of harnessing the ‘social energy’ of communities for positive good). The template is tested against the leadership of two school principals in challenging contexts in London and Greater Manchester. The author concludes that there is potential for schools to create space for the voices of the marginalised and disenfranchised to be heard. This analysis will resonate with school leaders serving disadvantaged communities in many international contexts and signals a new departure for leadership.  相似文献   

19.
Over the past couple of decades, K–12 schools have courageously struggled with the concept of shared, or distributed, leadership; however, the basic landscape of K–12 school leadership remains heavily hierarchical. Nonetheless, teachers can share leadership. This article explores productive forms of teacher leadership that are models of collaboration, integration, encouragement, learning, modeling, challenging, building consensus, and displaying professionalism.  相似文献   

20.
Teacher leadership lies at the heart of school improvement. Leadership development among beginning teachers, however, is often neglected. This paper examines the role of principal–teacher interactions in the leadership development of a group of beginning teachers. Using a case study design, interviews were conducted and documentary evidence was collected. The results showed that the beginning teachers were able to take up leadership roles in schools both formally and informally. Development of teacher leadership requires constructive and regular communication with teachers and encouragement of their continuing professional development. Three types of effects on principal–teacher interactions in developing teacher leadership were identified: ‘inspirational’, ‘empowering’ and ‘allowing’. These interaction patterns contribute to the international knowledge on teacher leadership development in schools. Implications for school leadership are discussed.  相似文献   

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