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1.
AbstractAs the Professional Learning Community (PLC) process becomes embedded within schools, the level of district support has a direct impact on whether schools have the ability to re-culture and sustain highly effective collaborative practices. The purpose of this article is to share a professional learning community conceptual framework from the US, and to highlight recent findings relating to district level support for the PLC process in schools. The professional learning community conceptual model is organized around five dimensions: shared and supportive leadership, shared values and vision, collaborative learning and application, shared personal practice, and supportive conditions. The overarching question guiding this qualitative research study is: How do school district personnel (central office staff) support schools in the professional learning community process? Findings reveal the importance of transformative and proactive district involvement, and the use of transparency, trust, accountability, and autonomy in school re-culturing. It was also found that developing leadership capacity, embedding professional development, and focusing the culture on student success were critically important. As districts provide support for the PLC dimensions and themes, school leaders will have a foundation of curricular strategies, collaborative skills, and necessary resources to serve teachers and students through continuous school improvement. 相似文献
2.
分布式领导因强调"领导并非集中在居于正式职位上的个体"而为越来越多的研究者、政策制定者和实践者所接纳。本文认为,应该采用一种渐变调适的视角对其加以理解。分布式领导是一个从正式领导向非正式领导不断卷入的渐变过程,需要重新理解正式领导及组织架构在分布式领导实践中的作用;分布式领导实践须与学校实际情境结合,根据学校发展对领导力的需求和组织成员的准备状态进行调适。 相似文献
3.
The purpose of this study was to investigate the extent to which leadership styles predict school climate, in order to identify whether a relationship exists between principals’ perceived practices of instructional and distributed leadership and their perceptions of school climate (mutual respect and school delinquency), controlling for a net of principal and school characteristics. This research was conducted on a principal data-set from the 2013 Teaching and Learning International Survey (TALIS), which was administered by the Organization for Economic Co-operation and Development (OECD). Several linear regression models with and without the country controlled dummy variables were conducted, respectively. Results indicated that principals’ perceived distributed and instructional leadership practices are significant predictors of staff mutual respect in the school. Nevertheless, such leadership styles did not appear as important factors for school delinquency and violence. School size and socio-economic status turned out to be the two most important factors predicting school safety. These results add nuance to the findings of previous studies that principals’ emphasis on instructional practice and sharing leadership can play a significant role in promoting the trust, collegiality and respect among staff. However, more than such leadership styles may be needed for creating a safe and orderly school environment. 相似文献
4.
Monica Higgins Ann Ishimaru Rebecca Holcombe Amy Fowler 《Journal of Educational Change》2012,13(1):67-94
This study draws upon theory and methods from the field of organizational behavior to examine organizational learning (OL)
in the context of a large urban US school district. We build upon prior literature on OL from the field of organizational
behavior to introduce and validate three subscales that assess key dimensions of organizational learning that build upon and
extend prior education research: psychological safety, experimentation, and leadership that reinforces learning. Data from
941 teachers across 60 schools in this urban district suggest that organizational learning is an underlying condition which
is expressed by teacher perceptions of subfactors of psychological safety, experimentation, and leadership that reinforces
learning. Implications for adopting the conceptual framework and methods employed in this research for studying organizational
learning and school change are discussed. 相似文献
5.
Patrick van Schaik Monique Volman Wilfried Admiraal Wouter Schenke 《European Journal of Education》2020,55(2):217-232
Previous research indicates that supportive school leadership is a key condition of collaborative teacher learning. The purpose of this study was to develop a typology of how school leaders foster collaborative teacher learning. We adopted an integrative perspective on leadership by examining both learning-centred leadership and distributed leadership practices that are supportive of collaborative teacher learning. Data were gathered by means of interviews with ten school leaders and a questionnaire that was completed by 39 teachers from six secondary schools in the Netherlands. The aim of the interviews was to identify to what extent school leaders applied learning-centred leadership and distributed leadership practices. The questionnaire measured teachers' perceptions of the role of school leaders in teacher learning. As an outcome of this study, we constructed a typology that provides insights into how school leaders foster collaborative teacher learning. Four types of school leaders were distinguished: (a) integrators of teacher learning, (b) facilitators of teacher learning, (c) managers of teacher learning, and (d) managers of daily school practice. Our findings suggest that integration of learning-centred leadership and distributed leadership practices can help school leaders to support collaborative teacher learning. 相似文献
6.
Jill Jameson Gill Ferrell Jacquie Kelly Simon Walker Malcolm Ryan 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(6):949-967
Trust and collective learning are useful features that are enabled by effective collaborative leadership of e‐learning projects across higher and further education (HE/FE) institutions promoting lifelong learning. These features contribute effectively to the development of design for learning in communities of e‐learning practice. For this, reflexivity, good leadership and the capacity to engage in innovation is crucial to team performance. This paper outlines a serendipitously useful combination of innovative models of collaboration emerging from two 2005–06 UK e‐learning pilots: the Joint Information Systems Committee (JISC) e‐Learning Independent Study Award (eLISA) and JISC infoNet Collaborative Approaches to the Management of e‐Learning (CAMEL) projects. The JISC‐funded eLISA Distributed e‐Learning (DeL) project set up a collaborative partnership among teachers to try out LAMS and Moodle using study skills in e‐learning. Simultaneously, the JISC infoNet CAMEL project developed a model of collaborative approaches to e‐learning leadership and management across four UK HE/FE institutions. This paper proposes two new theoretical collaborative team leadership and operational models for e‐learning projects, including indices of trust, reflexivity and shared procedural knowledge, recommending that these models are further developed in future communities of e‐learning practice in institutions promoting lifelong learning. 相似文献
7.
John Micklewright 《School Leadership & Management》2013,33(4):395-402
A schoolwide language assists the mapping of subject content, supports teachers to discuss teaching and learning issues and enables a shared understanding of school leadership to emerge, so that student learning is improved. This article presents findings from a mixed methods study investigating Leadership for Learning (LfL) in independent schools in the state of New South Wales, Australia. By being intentional about the language used for learning and leadership, schools are more likely to establish LfL as a community-wide activity that is inclusive, collaborative and distributed. These findings also reinforce the critical role played by school principals in leading learning. 相似文献
8.
This study examined effects of school context, student composition and school leadership on school practice and outcomes in secondary education in Flanders. The study reveals that relations between school characteristics do exist and that it is possible to explain an important part of the differences in mean effort and mathematics achievement of schools by means of these school characteristics. Furthermore, it was found that school size positively affects school outcomes and that its effect is mediated by school practice characteristics like the amount of cooperation between teachers, which affects school climate and outcomes. School leadership did not affect the school practice much, perhaps because of a lack of a strong educational leadership in most of the Flemish secondary schools. However, the student composition of schools seemed to be very important for school practice, as well as for school outcomes. Nevertheless, the study revealed that schools can affect the outcomes of their students independently of their student composition and context by means of school practice. 相似文献
9.
ABSTRACT The premise of this article is that studies of distributed leadership could benefit from further incorporation of institutional approaches to better understand complex reform demands facing school leaders working for instructional improvement. We begin by articulating the core components of a distributed perspective on leadership and of an institutional perspective on organizational change. We next describe our methods for reviewing a purposeful sample of 28 highly cited empirical articles on distributed school leadership in K-12 settings. We argue that studies that fully integrate institutional and distributed perspectives can contribute important insights on how school leaders manage the pressures of complex policy environments and the role of collective structuration in defining and legitimating distributed leadership practice. 相似文献
10.
A distributed perspective offers a new and important theoretical lens through which leadership practice in schools can be reconfigured and re‐conceptualized. However, contemporary discourse about distributed leadership theory remains a way of analysing rather than describing leadership practice. While the research suggests that distributed forms of leadership can assist capacity‐building within schools, further work is needed to investigate the nature of the relationship between distributed leadership and improved school/student outcomes. 相似文献
11.
Power,agency and middle leadership in English primary schools 总被引：1，自引：0，他引：1
English primary schools are considered quasi‐collegial institutions within which staff communicate regularly and openly. The activities of staff, however, are bound by institutional norms and conditions and by societal expectations. Wider agendas of governmental control over the curriculum and external controls to ensure accountability and learning standards have influenced the development and purposes of middle leaders’ roles. This is a conceptual paper that explores issues around the agency of primary school middle leaders within a wider context of the political and educational agenda. Through a reconsideration of research conducted by one of the authors since the inception of the notion of ‘subject leaders’, we exemplify ways in which primary school middle leaders’ attitudes have developed and changed over the past 15 years. In this paper we identify attitudes to leadership, the influence of distributed leadership on primary school role‐holders and possible ways forward for middle leaders. 相似文献
12.
Leadership gained a lot of attention during the past decades because of school principals' growing responsibilities and the accountability-driven context they work in. However, reviews providing a general overview of effective school leadership theories and effective professional development are rare. The present review was conducted to summarise the existing literature and discover lacunae in school leadership research in preschools, primary and secondary schools. 75 studies focusing on leadership theories, characteristics of effective school leadership and school leaders’ professional development were included and analysed. The present article provides an overview of main leadership theories such as instructional leadership, situational leadership, transformational leadership, distributed leadership and Leadership for Learning. Second, the article focuses on the characteristics of effective school leadership and lastly, the review offers features of effective professional development activities for school principals. 相似文献
13.
In this article, we report results of a survey of 1,397 teachers in 26 primary and 17 secondary schools in England as part of the Learning How to Learn project. We consider how school self-evaluation can be understood within an organisational learning frame. Factor analysis of teachers' responses helped us identify 4 dimensions of organisational learning approaches to school leadership and management. Comparisons were made between teachers' perceptions of school leadership and management practices and the values they placed on those practices. We discuss the usefulness of analysing values-practice gaps for furthering understanding of organisational learning approaches to school leadership and management. Analysis of gaps between teachers' values and practices reveals significant inconsistencies between perceptions of current practices and values across a broad spectrum of school leadership and management practices. Perceptions of practice were significantly behind the values that teachers place on each of the 4 dimensions of practice. 相似文献
14.
Tim Brighouse 《School Leadership & Management》2013,33(4):363-377
The research reported on in this article explores how degrees of leadership distribution in schools might be differentiated. Data were collected from ten schools – eight primary and two secondary schools – / which were identified as exhibiting ‘good practice’ with regard to distributed leadership. The conceptual distinctions suggested by the study are discussed and the possible ‘causes’ and consequences of school variations in the degree of distributed leadership considered. 相似文献
15.
分布式领导是教育管理中一个新兴的领导学研究领域。面对复杂多变的学校环境,分布式领导是优化组织决策、促进教师员工参与管理的重要领导模式。因此,当学校处于变革发展的条件下,面临加倍动荡的环境时,必须用新的思维整合分布式领导概念,将领导者、追随者和情境放在一起理解。以形成更有效的学校组织结构和流程。 相似文献
16.
School context,principal leadership,and achievement: The case of secondary schools in Singapore 总被引：1，自引：1，他引：1
Ronald H. Heck 《The Urban Review》1993,25(2):151-166
The purpose of this study is to explore the relationship among school contextual indicators in Singapore, principal leadership in managing the secondary school's governance and work structures, and achievement outcomes. Already established is that the context may enable or constrain how the school as a workplace affects student learning. Less clearly understood, however, is how the principal may contribute to the link between the school's context and important school processes that influence student achievement. The results of the study are discussed in terms of their theoretical and practical significance.An earlier version of this paper was presented at the annual meeting of the American Educational Research Association, San Francisco, April 1992. The author wishes to acknowledge the contribution of Poh Tin Kok, who collected the data used in the study. 相似文献
17.
宋萑 《集美大学学报(教育科学版》2007,8(1):37-42
相对传统教师发展的范式,即自上而下的发展模式——校本教师发展强调教师为改革的中心,教师发展应立足于教师工作的环境和脉络之中,以课堂和学校为本位。教师专业学习共同体则关注教师发展的脉络化,强调通过在学校中建构专业学习共同体,实现教师学习和实践的共享,从而提升教师质素,并实现学校向学习型组织的转变。校本教师发展与教师专业学习共同体在学校脉络这一平台上实现融合,教师在学校的专业学习共同体之脉络中,借由分享领导、集体学习、共享实践,并最终形成教师发展的学校本位之系统建构。 相似文献
18.
Teacher job satisfaction is a heated topic worldwide. Among the possible factors influencing teacher job satisfaction, distributed leadership is very important one. Given very few studies have investigated the effects of distributed leadership on teacher job satisfaction through teacher autonomy and teacher collaboration, this paper is important. It is expected to provide international readers with a better understanding of how these variables are practised in the Chinese context. Specifically, we aim to achieve two goals. The first goal is to investigate the direct impact of distributed leadership on teacher job satisfaction and the second one is to explore how distributed leadership indirectly affects teacher job satisfaction through teacher autonomy and teacher collaboration. The data are from the 2018 Teaching and Learning International Survey (TALIS) (n = 3976). Structural equation modeling revealed statistically significant positive effects of distributed leadership on teacher autonomy, teacher collaboration, and teacher job satisfaction, respectively. The further analyses indicated that the indirect effects of distributed leadership on teacher job satisfaction through teacher autonomy and professional collaboration were statistically significant. However, distributed leadership had no indirect effect on job satisfaction via exchange and co-ordination. Based on the findings, we propose some suggestions to improve teacher job satisfaction, such as strengthening communications between school leaders and teachers, and providing adequate autonomy to teachers. The detailed relationships among these variables are discussed in connection with Chinese educational context. 相似文献
19.
Judi E. Vanderhaar Marco A. Mu?oz Robert J. Rodosky 《Journal of Personnel Evaluation in Education》2006,19(1-2):17-33
In the current era of accountability for achievement, school principals play the pivotal role of instructional leader. In
a high-stakes testing environment, leadership preparation programs in universities and school districts need to be positively
related to academic outcomes. The purpose of this study was to examine the relationship between school leadership preparation
programs and student achievement in urban settings. Because leadership is contingent on the setting, school contextual factors
and their impact on student achievement framed this study. Regression techniques were employed to construct a conceptual model
with predictors of criterion and norm-referenced student achievement scores. Confirming previous research findings, student
poverty, teacher experience, and previous achievement were the strongest predictors and accounted for a significant amount
of variance in student achievement; however, university and district preparation programs were not significant predictors.
Implications for policy, practice, and future research are discussed. 相似文献
20.
Zahava Scherz Liora Bialer Bat‐Sheva Eylon 《Research in Science & Technological Education》2013,31(1):49-69
This study was carried out in the framework of continuous professional development (CPD) programmes following a CPD model aimed at promoting ‘accomplished practice’ involving: pedagogical knowledge, content knowledge, pedagogical content knowledge and scholarship of teaching. Teachers were asked to bring evidence about their practice. The context was related to the ‘Learning Skills for Science’ (LSS) programme, which advocates the explicit incorporation of high‐order learning skills into science school curricula. The main goal of the study was to test the evidence‐based LSS CPD model by investigating the impact of its related CPD programmes on participating teachers. The impact relates to teachers’ perceptions about teaching learning skills, teachers’ LSS practice, and their professional influence in the educational system. As part of the evaluation method, we developed a criterion‐based diagnostic tool and a visual representation, designed to assess a teacher’s professional profile and progression according to dimensions of ‘accomplished practice’. The diagnostic tool can be adjusted and tailored to different CPD domains. Results indicated that requiring teachers to bring evidence from practice and students’ learning enabled us to follow teachers’ progress and succeeded to improve their performances towards accomplished LSS practice. The results exemplify a synergy between CPD designed activities and the ongoing evaluation of its impact. 相似文献