共查询到20条相似文献，搜索用时 31 毫秒
1.
Nick Small Staff Tutor 《School Leadership & Management》2013,33(4):337-344
This article focuses on teacher leadership, an important dimension of the work of the Leadership for Learning network which is the focus of this special issue. More specifically, the article focuses on the launch of a journal – Teacher Leadership – as a strategy for promoting key values: shared leadership, teachers’ leadership of development work, teachers’ knowledge building and teachers’ voice. Material published in the first two issues of this new journal is used to illustrate how these values are realised in action enabling teachers to lead innovation and contribute to the development of professional knowledge. The article begins with an exploration of the place of teacher leadership within the wider context of shared or distributed leadership. 相似文献
2.
Ron Keamy 《School Leadership & Management》2016,36(2):151-168
Creativity in teaching and leadership continues to be a topic of interest in education. This article focuses on comments made by a school’s leadership team as part of a larger study in which a mixed methods case study design involving the school’s leadership team and staff who taught Arts (either as specialist teachers or generalist classroom teachers) was used. The research took place in a 6-year-old Preparatory Year to Year 9 (P-9) school in a growth corridor in metropolitan Melbourne. Staff members in the school provided responses to a questionnaire, participated in focus group discussions and were invited to maintain journals during the course of the study. Comments made by members of the school’s leadership team are analysed in this article using perspectives of pedagogical leadership and relational power. The article finds that the school's leadership team models and encourages experimentation with new ideas across the school as the team promotes the development of collaborative professional learning approaches in their relatively young school. The article concludes that professional learning communities (PLCs) within the school will be well-placed to pursue the collaborative approaches modelled by the school’s leadership team to ensure that a school-wide focus on student learning continues. 相似文献
3.
Denise Mifsud 《International Journal of Leadership in Education》2017,20(2):149-175
In the unfolding Maltese education scenario of decentralization and school networking, I explore distributed leadership as it occurs at the college level through the leaders’ narrative and performance in an investigation of the power relations among the different-tiered leaders. This article uses data from the case study of a Maltese college consisting of four primary and three secondary schools. Using these data from an ongoing doctoral study, all subjected to narrative and discourse analysis, I adopt the stance of a ‘story teller’, as I craft a narrative from the data to represent a ‘play of voices’. Foucault’s theories of power, governmentality, discourse and subjectivation are used to explore the unfolding of power relations. Analysis reveals a dichotomy between the leaders’ narrative of distributed leadership and their performance of it. There is the presence of a raging battle among the discourses of collegiality and isolationism, through the discourse of distributed leadership, and within the discourse of educational leadership itself. Distributed leadership is a challenge to perform at the college level; with resistance being demonstrated in overt or more subtle ways along the different hierarchies, although power does circulate. This article contributes to educational leadership literature with regard to the power relations among top educational leaders in a networked school setting. 相似文献
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Annette Braun 《教育政策杂志》2013,28(1):115-116
In this paper I outline an approach towards policy analysis that takes governmentality as its point of theoretical orientation and begin to apply this approach to my research into the recently raised compulsory school‐leaving age in Western Australia. I aim to demonstrate the methodological potentials of this approach by giving examples of the thinking and practices that shape and condition the policy. I commence by situating the school‐leaving age policy within a broader field of reforms occurring under the general banner of neoliberalism and argue that the policy is primarily concerned with the conduct of students classified at ‘educational risk’, and with transforming these students to become more visible, participative and engaged in their schooling. By focusing on the policy rationalities and technologies, and drawing on Foucault’s notion of governmentality, I explore the forms of knowledge and practical strategies that are deployed in this policy field. I contend that this particular deployment narrowly constructs young people’s experiences of schooling in ways that do not allow for a broader debate about their declining school attendance and what should be done to address it 相似文献
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This paper arose amongst the making and showing of a film and questions whether there are possibilities for interrupting powerful discursive frames that work at producing ‘the normal child’. Traditionally there has been a lack of interest in the use and critique of visual culture in educational research. Perhaps this lack of interest provides fertile opportunities to know something of the structure of education as a discipline, the rules that structure it and its deep grammar; it may also open up opportunities for disciplinary boundary-crossings where fields that embrace visual culture, such as photography and filmmaking, can bring their playfulness across binaries, including notions of certainty/ambivalence, to qualitative research in education. By turning to art theory, our aims are to interfere with our utopian longings that steadfastly cling to educational notions of the child. 相似文献
8.
Jeffrey Brooks Hall 《Journal of educational administration and history》2018,50(4):364-378
ABSTRACTState school inspection in Norway is currently changing with targeted schools becoming subject to more complex methods of inquiry. Not only school principals but middle leaders are exposed to this shifting system, for the latter are in the frontline of their schools’ everyday practices. The article examines how state school inspection is used as means of controlling legal compliance, as well as evaluating the formative assessment routines and practices of schools, middle leaders, and individual teachers. Drawing on the concepts of accountability and performativity, field observations of inspectors interrogating department heads in primary education are analysed. The empirical study demonstrates how use of standardised rubrics steer the inspection process in schools, aiming more towards completing on task, rather than supporting middle leaders in their struggle to comply with legal standards. During such interrogation, the department heads comply with the system, and are at the same time open towards the inspectors’ questioning concerning the school’s lack of fully implemented routines. 相似文献
9.
Yiasemina Karagiorgi Thekla Afantiti-Lamprianou Vassiliki Alexandrou-Leonidou Marianna Karamanou Loizos Symeou 《Educational Action Research》2018,26(2):239-257
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. 相似文献
10.
Sally Power Kevin Smith 《Discourse: Studies in the Cultural Politics of Education》2017,38(4):590-602
This paper explores the responses of nearly 1200 children and young people in Wales who were asked to identify which three famous people they most admired and which three they most disliked. Analysis of these young people's responses reveals a number of sociological and educational issues. Their selections confirm other research which has highlighted the importance of celebrities in the lives of young people. Their ‘heroes’ and ‘villains’ are drawn mostly from the worlds of popular music and sport. Their choices are also highly gendered and ‘raced’. Of particular interest is the finding that someone's ‘villain’ is more than likely to be someone else's ‘hero’. Our young people's selection of heroes and villains reflects the broader landscape of celebrity culture, where female fame is as much about appearance as talent and Black and minority ethnic celebrities are to be found largely in the fields of sport or popular music. The paper concludes by discussing the chasm between our young people's ‘heroes’ and ‘villains’ and those which are ‘officially sanctioned’ within the school curriculum and considers what schools and teachers might do about it. 相似文献
11.
Even though choice is not officially a feature in the German primary school system, some parents intervene in determining which school their child attends. Especially in urban contexts, the informal school market is growing. This demand is based on promises with respect to a certain quality of education as well as on issues that prevail in certain inner city schools. In looking at Berlin, as a global city, this article shows how contrary school choice practices gain traction in the face of ‘cultural differences’ that those practices produce discursively. Cultural semantics are activated with regard to the composition of the student body, when parents chose schools with a bilingual profile, but also when parents engage in the practice of ‘group enrolment’ into schools in inner city hotspots perceived as problematic. Our research shows how school choice practices may become acceptable despite being a public taboo, if parents argue by appeal to ‘cultural differences’. 相似文献
12.
Tertiary Education and Management - This paper reports on a small-scale longitudinal study of ‘local’ leadership roles at two UK universities. The research explored perceptions of the... 相似文献
13.
‘Distance education’ and ‘e-learning’: Not the same thing 总被引：3，自引：0，他引：3
This article examines the distinct differences between ‘distance education’ and ‘e-learning’ in higher education settings. Since the emergence of the new information and communication technologies (ICT), many have related to them as the new generation of distance education, and some have referred to their implementation in academia as challenging the very existence of campus-based universities. Many policy makers, scholars and practitioners in higher education use these two terms interchangeably as synonyms. But the fact is that distance education in most higher education systems is not delivered through the new electronic media, and vice versa – e-learning in most universities and colleges all over the world is not used for distance education purposes. ‘Distance education’ and ‘e-learning’ do overlap in some cases, but are by no means identical. The lack of distinction between ‘e-learning’ and ‘distance education’ accounts for much of the misunderstanding of the ICT roles in higher education, and for the wide gap between the rhetoric in the literature describing the future sweeping effects of the ICT on educational environments and their actual implementation. The article examines the erroneous assumptions on which many exaggerated predictions as to the future impact of the ICT were based upon, and it concludes with highlighting the future trends of ‘distance education’ and ‘e-learning’ in academia. 相似文献
14.
Kate Irving 《Tertiary Education and Management》2013,19(3):186-199
This paper reports on a small-scale longitudinal study of ‘local’ leadership roles at two UK universities. The research explored perceptions of the leadership provided by a specific group of staff who held roles for enhancing learning and teaching. Based on ethnographic design principles, the study was based at one UK higher education institution with another as a comparator. Data were collected through semi-structured interviews and focus groups with ‘local’ leadership role-holders and their colleagues. Semi-structured interviews were conducted with academic managers. Analysis of the data was based on grounded theory and thematic analysis. The discussion and conclusion suggests that, to maximize the impact of these roles, the leadership aspects of them should be made explicit, recognized by colleagues at all levels and supported by leadership development. Further investigation into local leaders’ career progression may provide valuable insights for the relatively limited body of knowledge and practice of leadership within professional teams. 相似文献
15.
The present paper describes a study in which 13 children aged 9–11 years, of diverse ethnic, linguistic, and socio‐economic backgrounds, were asked to use a digital camera and small notebook to document the range of things they consider to be healthy and unhealthy. Using open‐ended interview questions, the children were then asked to explain each item, including what it was, why they chose it, and why they thought it was either healthy or unhealthy. The range of definitions of ‘healthy’ and ‘unhealthy’ invoked by the children was surprisingly broad, encompassing not only illness and proper nutrition, but also environmental health, mental health, cleanliness, and other meanings. Findings across all 13 children are displayed, and a case study of one child serves as a detailed example of the types of meanings children ascribe to the words ‘healthy’ and ‘unhealthy’, as well as the kinds of analyses being employed on these data. The theoretical implications of these results for research on children’s ideas about health, as well as implications for the design of health interventions, are discussed. 相似文献
16.
Moselio Schaechter 《Resonance》2008,13(8):775-777
Joshua Lederberg will surely be remembered for his stellar contributions to microbial genetics and his sage intervention in
public affairs concerning exobiology, infectious diseases, epidemiology, and bioterrorism. Not so well know is his emphatic
mission to spell out that bacteria are cells and not something else. This brief sketch examines some of his contributions
to bacterial cytology.
Moselio Schaechter (Elio to friends) spent his career studying growth physiology and cell structure of enteric bacteria. Born
in Italy, he spent his youth in Ecuador before going to the United States where he chaired the Department of Molecular Biology
and Microbiology at Tufts University in Boston for twenty three years. After retirement he is at San Diego, where he has devoted
himself to sharing the excitement of the microbial world, mainly via a blog called “Small Things Considered”. He has authored
several influential textbooks and reference works. He succeeded Joshua Lederberg as Editor-in-Chief of the Encyclopedia of Microbiology. He also authored a book, In the Company of Mushrooms, which deals with his avocation, wild mushrooms. 相似文献
17.
This article considers a secondary science department that has, since 2000, developed distributed leadership as a form of human capacity building. Using a longitudinal ethnographic case study allowed us to consider how distributed leadership can be nurtured and developed in a department. Our analysis centres on two key issues: the nature and pattern of distributed leadership practices and the continuity that provides coherence to those practices. From our analysis, there appear to be two major conclusions. The first of these is the need for administrators to be purposeful in the appointments that they make to formal leadership positions. To enact distributed leadership practices requires leaders who can exercise both formal power and influence. The second conclusion relates to the time required for continuity of leadership practices to give rise to changes that lead to teachers managing the teaching and learning programme. 相似文献
18.
A small number of attempts have been made to take stock of the field of gender and education, though very few have taken methodology as their explicit focus. We seek to stimulate such discussion in this article by taking stock of the use of visual methods in gender and education research (particularly participatory and image-based methods). We undertake this exercise by looking at the claims researchers have made about the ways in which visual methods have advanced gender and education research, and by examining how these methods have been employed in research. We argue that the visual has become somewhat invisible in accounts of gender and education research. We conclude by considering different ways in which we might develop image-based research in the future. 相似文献
19.
《Journal of moral education》2012,41(3):182-188
Abstract The term ‘pastor’ clearly has a religious origin and is thought of in connection with providing spiritual sustenance. Such provision must be seen in relation to some concept of authority since the pastor's job could otherwise not be done. It is likely that the connotation of a pastor in the religious sense has been carried over to the schools, especially when it is considered that schools are traditionally structures of authority. What is necessary is to insist upon the conceptual link between ‘pastoral care’ and ‘authority’ explicitly, so as to judge the final appropriateness of ‘pastoral care’ in schools. 相似文献
20.
Therese Ferguson 《Environmental Education Research》2008,14(5):559-577
In cases where environmental education is institutionalised within schools, the curriculum can affect what and how students learn about ‘nature’ and the ‘environment’. In Jamaica, schools are considered important settings for environmental education; the curriculum therefore includes environmental issues. Using content analysis, representations of ‘nature’ and the ‘environment’ in the nation’s primary level Curriculum Guides were examined. Findings indicate that although many units emphasise an anthropocentric view of nature, this is tempered by depictions of nature’s fragility and, in some instances, nature’s ‘divine’ dimensions. Several curricular units also facilitate student’s creative engagement with nature, allowing for multiple views of the natural world. 相似文献