Announcements     

Jérôme Rossier 《International Journal for Educational and Vocational Guidance》2015,15(2):185-190

  相似文献   

How do principals make sense of school leadership in Norwegian reorganised leadership teams?     

Hedvig Abrahamsen  Marit Aas  Glenn Ole Hellekjær 《School Leadership & Management》2015,35(1):62-78

A growing body of research has emphasised the importance of school leadership practice for quality improvement in schools. Yet, little attention has been paid to the investigation of how principals reshape their leadership role and leadership practices when schools reorganise the leadership team with the purpose of increasing the number of formally assigned leaders. As such, this study provides additional insight into how moments of transitions may reshape institutional logics regarding principal leadership practice. Drawing on interviews and contextual observations of five principals in lower secondary schools, framed within a distributed perspective and theory of sense-making, we address this issue by demonstrating that regulative changes influence the normative and cognitive aspects of institutions. We argue that principals re-conceptualise leadership when they move from being solo leaders to sharing leadership, and this allows for subjective interpretations. We have identified two approaches for principal leadership practice which the reorganised leadership team can provide – the exchanging information – and collaborative discussion approaches.  相似文献   

Digital equity and intercultural education     

Paul Resta  Thérèse Laferrière 《Education and Information Technologies》2015,20(4):743-756

  相似文献   

Significant networks and meaningful conversations observed in the first-round applicants for the Teachers’ Academy at a research-intensive university     

Eeva Pyörälä  Laura Hirsto  Auli Toom  Liisa Myyry  Sari Lindblom-Ylänne 《International Journal for Academic Development》2015,20(2):150-162

The University of Helsinki established a Teachers’ Academy to reward excellence in teaching. This study focuses on teachers’ significant networks and their meaningful conversations about teaching and learning before the establishment of the Teachers’ Academy. The research data consisted of answers to open-ended questions, and were examined using social network analysis. The teachers’ network consisted of significant relations with (1) colleagues and other teachers, (2) peers in pedagogical courses and pedagogical experts, (3) students, and (4) family members and friends. The conversations with different parties varied in nature, content and the level of confidentiality.  相似文献   

THE EFFECT OF ORIGAMI-BASED INSTRUCTION ON SPATIAL VISUALIZATION,GEOMETRY ACHIEVEMENT,AND GEOMETRIC REASONING     

Sevil Arıcı  Fatma Aslan-Tutak 《International Journal of Science and Mathematics Education》2015,13(1):179-200

  相似文献   

DUAL TREATMENTS AS STARTING POINT FOR INTEGRATIVE PERCEPTIONS IN TEACHING MATHEMATICS     

Svjetllana Kërënxhi  Pranvera Gjoci 《International Journal of Science and Mathematics Education》2015,13(4):793-809

  相似文献   

Perceived parental monitoring and school motivation during adolescence: a bidirectional model     

Cimon-Paquet  Catherine  Gaudet  Olivier  Verner-Filion  Jérémie  Véronneau  Marie-Hélène 《European Journal of Psychology of Education - EJPE》2023,38(2):819-839

European Journal of Psychology of Education - School motivation is key to promoting optimal educational pathways. Some studies suggest that parental monitoring behaviors foster school motivation...  相似文献   

Match analysis in football: a systematic review     

Hugo Sarmento  Rui Marcelino  M. Teresa Anguera  Jorge CampaniÇo  Nuno Matos  José Carlos LeitÃo 《Journal of sports sciences》2014,32(20):1831-1843

  相似文献   

Berkeley: An Interpretation     

alan r.  white 《Philosophical Books》1989,30(4):213-215

  相似文献   

The significance of materiality in shaping institutional habitus: exploring dynamics preceding school effects     

Pär Isling Poromaa 《British Journal of Sociology of Education》2017,38(3):384-402

This article examines the objective possibilities of Swedish schools to offer an equal and functional pedagogical practice for students’ acquisition of knowledge and skills. The data consist of policy documents, observations, and interviews with students, teachers, and head teachers in three educational settings distinguished by different social demographics. The focus allows for a comparative understanding of how tangible objects generate formations of schools as a relational phenomenon depending on geographic location and social background of students. The article indicates that the impact of materiality lies in its preceding power. It shapes the condition of institutions visualised in architecture, buildings, and the quality of and design of facilities and artefacts. From this material root emanates schools’ values, appeal, social status, and pedagogical organisations – school effects – that empower or weaken the school’s attraction and self-confidence. Different materialities influence each school’s institutional habitus, producing school effects with unequal educational outcomes.  相似文献