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1.

One hundred seventy secondary schools in Hong Kong responded to a questionnaire designed to assess their needs for leadership training of students in different domains of school activities and their endorsement of university‐school collaboration in these activities. The questionnaire also assessed the extent and degree of support and involvement that schools intended to provide in training programs and in organized school activities for students to assume leadership roles in schools. Findings indicated that schools were in need of student leaders in different student activities, especially in those less related to academic concerns. It was stressed that in providing opportunities for student leaders to continue practicing their skills in school activities, other students might eventually benefit through participation in school activities and peer support programs organized by student leaders.  相似文献   

2.
第一次国共合作掀起了留苏高潮。莫斯科东方大学中国班招收了不少留学生,这里培养了一批杰出的早期共产党的领导骨干。从1925年到1930年,中山大学培养了约1000多名毕业生,其中有很多人成为中国共产党的重要干部。这批特殊的留学生,绝大多数都成了中国革命和建设的重要领导力量。  相似文献   

3.
In this article, I explore the concepts of mentoring and role modeling with regard to developing student leaders within the girls’ school context. The foundation for this discussion lies in two qualitative studies involving staff and students from girls’ schools located in Australia, New Zealand, and South Africa. Both survey and focus groups were used as methods of data collection. Mentoring and role modeling in school settings is reported in this study as taking place in two different forms: student/student and staff/student. This research identified the multidimensional nature of these relationships with regard to female school staff who then became role models for female students. Ultimately, mentoring and role modeling may help female students in developing the knowledge and skills required for leadership as well as assisting in an understanding of gender barriers in relation to leadership roles.  相似文献   

4.
Abstract

This study investigated the effect of peer leadership on students' cognitive achievement in online asynchronous discussions. Undergraduate students from a large online course were randomly assigned into groups for four asynchronous discussions, with each group having two to three peer leaders. Results of the mixed-method analysis revealed that the quality of student leaders' lower-order cognitive achievement in online discussion was significantly better than that of student responders. Student leaders' higher-order cognitive level achievement in online discussion had at least the same quality as that of student responders. Moreover, both students' higher-order and lower-order cognitive achievement in discussions had positive and moderate correlation with students' course achievement. Further study should focus on methods to maximize student responders' cognitive achievement in online peer-led discussions.  相似文献   

5.
This qualitative case study of an exceptional school in the south of England challenges the hypothesis that transformational leaders significantly impact on student outcomes. Interviews with staff and students, together with classroom observation, confirm that the head, appointed in 1995, has played an important role in transforming internal processes and in changing the context of the school. Although the observed and reported behaviour of leaders, teachers, and students matches expectations from the literature, the consequences for student achievement are unclear. Background variables seem to explain most of the apparent improvement in student outcomes. An effectiveness framework that assigns disproportionate value to examination results seems to have created a leadership paradox, where heads reported to be transformational produce only limited gains in performance. The study concludes that the government's determination to assume a strongly positive relationship between leaders and outcomes has compromised the principle of evidence-informed policy-making and that we need a different approach based on a broadly defined, qualitative conception of student success.  相似文献   

6.
Developments in entrepreneurial leadership as a distinct area of both research and practice raised many questions about the personal competencies of entrepreneurial leaders that enable them to successfully lead entrepreneurial endeavours. Although identifying entrepreneurs' specific capabilities has been one of the main focuses of entrepreneurship researchers, our knowledge is limited about personal leadership competencies required in entrepreneurial contexts. This qualitative study aimed to explore the personal competencies of undergraduate student entrepreneurial leaders in four Malaysian universities. Fourteen student entrepreneurial leaders were purposefully selected to participate in this study. Analysis of the semi-structured and in-depth interviews revealed different dimensions of proactiveness and innovativeness as previously identified competencies of entrepreneurial leaders for the student entrepreneurial leaders. Furthermore, love of challenges and versatility emerged as the personal competencies of the students. Implication of the findings and suggestions for developing entrepreneurial leadership competencies in university students through purposeful interventions are proposed.  相似文献   

7.
This paper explores the management and outcomes of a specific model of intergenerational learning, concerned with student digital leader support in a number of secondary schools in England. A local educational partnership set up a student digital leader project late in 2011, which aimed to develop a range of skills and outcomes for both the digital leaders themselves and for a potentially wider variety of personnel within the schools. Five schools were involved in the project. The student digital leaders shared their digital technology expertise with others with less developed skills, including teachers and managers in these schools. The study reported in this paper explored ways that the digital leader initiative was implemented, identifying and analysing outcomes and issues arising. Evidence from informants and from the analysis of benefits arising indicates that the student digital leader initiative led to a variety of positive outcomes. A key finding and conclusion is that this form of initiative has involved some students who tend not to be involved in other leadership or school-wide activities. The initiative enables these students to contribute to the community, rather than just receiving from it; students become active contributors to, as well as receivers from, the educational system.  相似文献   

8.
This study investigated the relationships between a professional learning community (PLC), faculty trust in colleagues, teachers’ collective efficacy, and their commitment to students. The findings from exploratory factor analysis indicated that three clear components could be extracted from the scale of Professional Learning Communities Assessment (PLCA) in a Chinese setting. Multilevel analyses was conducted to investigate how school-level variables, including the three factors of PLC, faculty trust in colleagues, and collective teacher efficacy, affect teachers’ commitment to students. The findings from the Hong Kong teacher sample indicated that two PLC factors including collective learning and application and supportive conditions - structures, and the factors faculty trust in colleagues and collective teacher efficacy could significantly and positively account for the school-level variances of teachers’ commitment to students. Another PLC factor, shared and supportive leadership, was not identified as a significant predictor to teachers’ commitment to students in a Chinese setting. The findings of school-level regressions indicated that all three factors of PLC as well as faculty trust in colleagues could significantly and positively affect teachers’ collective efficacy on instructional strategies. However, only one PLC factor, collective learning and application, and the factor faculty trust in colleagues were significant predictors to teachers’ collective efficacy on student discipline.  相似文献   

9.
Abstract

Personalized learning refers to a collection of practices designed to place student interests and needs at the heart of schooling. Schools that implement personalized learning need leaders that support educators and students in redesigning the core practices of teaching and learning in K-12 schools. To answer the question of how leaders support this redesign, we use distributed leadership theory to focus on the macrotasks and microtasks that leaders enact to create the conditions for personalized learning practices. Drawing on a five-year, qualitative study of 11 personalized learning programs in the Midwest, we identify three macrotasks supporting personalized learning: reorganizing learning environments to support student voice and choice, assembling idiosyncratic technology ecosystems to distribute teaching and learning tasks, and redesigning instructional time to prioritize student’s interests, agency, and learning relationships. After we describe a number of microtasks associated with each macrotask, we discuss how a consideration of these kinds of leadership tasks can open the contemporary discussion of personalized learning from a narrow focus on learning technologies to an expansive vision of student-centered school reform.  相似文献   

10.
ABSTRACT

The image of backbone teachers has long informed the modern-era Chinese educational system. Backbone teachers play leadership and modeling roles in school-based groups of teachers focusing on research, lesson planning, and grade development. China’s New Basic Education (NBE) reform, which differs from previous Chinese reforms, aims to systematically transform schools in order to respond to contemporary social and economic changes. NBE views the development of individual subjectivity as education’s ultimate goal. Teachers’ roles need to shift from transferring knowledge to students to constructing knowledge with students and from teacher-as-curriculum-implementer to teacher-as-curriculum-maker and knowledge constructor. Backbone teachers are foundational to the NBE reform. In this article, we introduce the NBE initiative, and elaborate how NBE nurtures backbone teachers so they can ‘model as leaders; [and lead] other teachers as backbones’ in the reform. To end, the national and international implications associated with our case are discussed, along with future research suggestions.  相似文献   

11.
Abstract

This qualitative study looked at how early childhood teachers talk about and interact with the most powerful children in their classrooms—the student leaders. Relying primarily on interviews with six teachers in early childhood classrooms (infants, toddlers, and preschoolers) within a University‐affiliated center, this paper reconsidered leadership qualities in young children from the teachers’ point of view, probing the often overlooked challenges and dilemmas that young leaders present in student‐student and student‐adult relationships. Findings showed that the teachers described children's leadership skills in positive ways in the abstract, but these theoretical beliefs were quickly challenged by the realities of the classroom. As a result, teachers faced the complex dilemma of supporting individual children's leadership strengths while nurturing their own visions of classroom community. Findings are discussed with reference to implications for practice, including implications for early childhood teacher education, and suggestions for further study.  相似文献   

12.
Policy changes in higher education internationally have led to greater institutional competition and performativity and a shift from academic to business management for institutional leaders. Major changes to tertiary education management in New Zealand, legislated in 1990, had a particularly marked impact on teacher education institutions, previously subject to Department of Education control over curriculum, student numbers, and budgeting. The role of college leaders was to provide professional leadership and to lobby the Department for resources. Post 1990, College Councils became financially accountable, principals became employers; institutions competed for students and were free to devise new programmes. This paper examines the impact of these changes on the leadership roles of college principals as they grappled with the new deregulated environment. It examines the results of these changes from five perspectives: managing change and new directions; the role as employers; financial management; competition, compliance and accountability; and relationships with universities.  相似文献   

13.
ABSTRACT

The 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   

14.
Who are the people who become positive educational leaders? This essay presents WICS as a model of positive educational leadership. WICS stands for wisdom, intelligence, creativity, synthesized. Each of these elements is asserted to constitute one of the elements of educational leadership. Regrettably, our society is organized around a closed system of selection and talent development that emphasizes intelligence in a narrowly defined way that sometimes ignores its synthesis with creativity and wisdom.  相似文献   

15.
Wing-Wah Law 《Compare》2013,43(3):295-322
Since the 1980s, numerous studies have demonstrated the influences of culture and gender on leadership, including school leadership. Such studies have been criticised, however, for being dominated by Anglo-American paradigms and frameworks and for under-exploring the roles of culture and gender on leadership in non-Western societies. With reference to China, this paper focuses on the relationship between gender and school leadership and explores gender differences between Chinese male and female school leaders in their leadership orientations. The study adopted a mixed methodology of a questionnaire survey and individual interviews to solicit Chinese school leaders' views in 2008. The study finds mixed patterns of gender differences in Chinese school leadership, including stereotypical, non-stereotypical and no differences. This paper argues that these patterns can be interpreted as resulting from the dynamic interplay among traditional Chinese culture, contemporary political context and organisational settings into which Chinese school leaders are socialised and in which their leadership styles and behaviours are shaped and leadership is exercised.  相似文献   

16.
Considering that some university-based principal preparation programmes may not be properly training principals for leadership roles, “grow your own” leadership development programmes have become more popular across the US. This study provides a contribution to previous research in terms of the specific components a district leadership development programme may incorporate into its curriculum in order to positively influence school principals’ effectiveness as school leaders. A purposeful sample of second-, third- and fourth-year campus principals working in a large urban school district in the south-west region of the US who had participated in their district’s leadership development programme were administered the Principal Effectiveness Survey and participated in semi-structured interviews to examine the influence of the programme on the participants’ effectiveness as leaders. Survey results indicated that principals consider training activities related to human capital, executive leadership, school culture and strategic operations as having a “high” influence on their effectiveness as school leaders. In addition, interview data revealed the importance of supervisor support and building relationships with peers as critical to their continued success as leaders.  相似文献   

17.
After being assessed, many students entering community colleges are referred to one or more levels of developmental education. While the need to assist students with weak academic skills is well known, little research has examined student progression through multiple levels of developmental education and into entry-level college courses. The purpose of this paper is to analyze the patterns and determinants of student progression through sequences of developmental education starting from initial referral. Our results indicate that fewer than one half of the students who are referred to remediation actually complete the entire sequence to which they are referred. About 30 percent of students referred to developmental education do not enroll in any remedial course, and only about 60 percent of referred students actually enroll in the remedial course to which they were referred. The results also show that more students exit their developmental sequences because they did not enroll in the first or a subsequent course than because they failed or withdrew from a course in which they were enrolled. We also show that men, older students, African American students, part-time students, and students in vocational programs are less likely to progress through their full remedial sequences.  相似文献   

18.
This article examines and critiques the leadership capacity of department leaders in a high school and attempts to gain a deeper understanding of how department leaders perceive their role as teacher leaders, making a distinction between what an individual department leader does in his or her position and teacher leadership as a form of continuous learning and innovation through collaboration. How do department leaders practice leadership to improve student learning? The author provides an investigation and analysis of the current level of leadership capacity exhibited by department leaders in a high school. A close look at the role and function of department leaders in this high school reveals an absence of the teacher leadership necessary to promote the broad-based leadership capacity that results in improved student achievement.  相似文献   

19.
ABSTRACT

Much has been written about the need for schools to engage in activities which promote the academic achievement of students. Two major factors which appear to influence student achievement are an organization's goals and the instructional leadership of the principal. The focus of this study was to investigate whether differences exist between schools which were successful in promoting student achievement and schools which were not successful in promoting student achievement in each of these areas. This paper is based upon a study conducted in an urban school district with a diverse student population. It identified 10 High Achieving Schools and 10 Low Achieving Schools (based upon student gain scores calculated from standardized achievement tests). Data regarding school goals and the instructional leadership of the principal were based upon responses to questionnaires designed to measure staff perceptions of these factors. The findings suggest that no clear differences are evident in the “official” goals selected by schools but differences do appear when the “operative” goals are analyzed. Specifically, the evidence suggests that High Achieving Schools emphasize goals stressing academic excellence to a greater degree than Low Achieving Schools. More important, the evidence from this study also suggests that principals in High Achieving Schools emphasize and engage in activities related to instruction to a much greater degree than principals in Low Achieving Schools. Those activities, which are identified and discussed at length, reinforce the view that a principal's behaviors rather than style are the primary factor in being an instructional leader.  相似文献   

20.
As the academic and professional honor society of counseling, Chi Sigma Iota (CSI) has been recognized in developing advocacy, leadership, and professional identity in student and professional members. A qualitative, grounded theory study was conducted to investigate experiences of 15 early career counselors who were CSI chapter leaders as graduate students. An emergent theory of CSI chapter leadership and professional identity development in early career counselors is presented. Implications are discussed for counselor educators, CSI leaders, and counseling students and professionals, with suggestions made for future research.  相似文献   

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