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1.
Large urban school districts often struggle with hierarchy, fragmented processes and cultures whereby organisational silos between school and central office staff serve as a major barrier for reaching the desired strategic goals of improving student achievement. In addition, school district staff are undergoing change requiring leaders and staff in these organisations to adapt and build their capacity to support changing demands. However, little attention is paid to how to build the necessary systems and learning environments to support capacity building and leader development. This article reports on an action research study using mixed methods that reveal how central office leaders and school principals break down organisational silos to build a culture of learning using learning organisation principles. Using the Dimensions of the Learning Organization Questionnaire (DLOQ) short form, participants completed questions related to the school district's capacity for learning. Data from the survey and interviews outline key findings that illustrate how the learning organisation framework served as a model to create the organisational conditions and culture to enable support and cooperation for learning, capacity, change and improvement to occur. This action research case study is a look at one organisation's approach to addressing a gap in learning organisation research in the area of learning organisation interventions. In addition, it extends current research on schools as learning organisations with an example of data-informed change in one large school district in the southern United States. 相似文献
2.
《Peabody Journal of Education》2013,88(3):7-30
This article explores the concept of vertical equity in light of school reform efforts aimed at increasing academic outcomes for all students. Vertical equity, or the idea that students who bring certain educational needs to the classroom require additional resources to address those needs within the educational process, is useful as a way to conceptualize school responsiveness. To the degree that vertical equity can encapsulate the complexity of the teaching and learning processes in schools, it carries considerable potential to assess school responsiveness to diverse student and staff needs and facilitate improved educational outcomes. 相似文献
3.
Lilian Fleur Bell 《Education 3-13》2013,41(3):20-25
This article outlines BPRS funded investigations into my own school's and other establishments' practices and processes within data analysis, needs identification and tracking of children's academic progress. It describes the evaluation of my school's then current practices and policies and the use of questionnaires and semi-structured interviews with my own staff, and assessment coordinators and senior leaders within exemplar schools. As well as outlining the main findings of my research this article assesses the introduction of new models of assessment for my own staff and pupils. This article also highlights how my research developed and the way my research process changed as it continued. 相似文献
4.
Graham J. McPhail 《Curriculum Journal》2016,27(4):518-537
This paper reports on the initial stages of an empirical study of a new secondary school in New Zealand. The school vision and organisation reflect current international twenty-first-century learning discourse by confronting long-established beliefs concerning the nature of education and knowledge and the roles of teachers and students. The school's focus is on developing the dispositions and competencies of students through thematic, intersubject, inquiry-based learning. While these twenty-first-century ideas appear widely accepted worldwide, there is little research on the impact of these ideas on student learning. This study considers the challenges faced by the school in moving from aspirational vision to curriculum enactment during its first 18 months of operation. The focus of this paper is the curriculum design and development process. The issues faced by staff in this twenty-first-century school will be of interest to educationalists worldwide who are involved with the planning of new schools and curricular innovation within existing schools. Four key questions that arise from the study and that will form the focus of future research are identified. 相似文献
5.
Anna Kristín Sigurðardóttir 《Scandinavian Journal of Educational Research》2013,57(5):395-412
This is a study of schools as professional learning communities, defined by nine characteristics and their relationship with the schools' level of effectiveness. The study was conducted within three schools in Iceland. It was designed as a mixed methods study, conducted in two phases: a correlational study of survey data on schools as professional learning communities and an experimental study, where effort was made to improve the level of the professional learning community and evaluate its effects on pupils' outcomes. In both phases relatively strong evidence was obtained on the relationship between a school's level of effectiveness and its level as a professional learning community. In the experimental school, interventions resulted in higher scores on national tests, especially in mathematics. 相似文献
6.
Irvine Gersch Catherine Kelly Sara Cohen Sue Daunt Norah Frederickson 《Educational Psychology in Practice》2001,17(2):135-156
This paper describes the development of a tailor-made Special Educational Needs screening device developed between an Educational Psychology Service (EPS) and a large primary school. Soft systems methodology was used to structure and evaluate the work. The project began when school staff requested a significant increase in Educational Psychologist time to undertake 40 additional child assessments. What was required was a way of prioritising the school's concerns in line with local Special Educational Needs audit procedures. Working in partnership, the EPS and school devised a screening checklist. Of note is the unique scoring key, which factored in the school's level of concern and values about children's needs. As a consequence, some items were emphasised more than others were. An evaluation study by Kelly revealed that school staff found the screening checklist to be generally useful, not only in prioritising children for assessment, but also in assisting the construction of individual education plans. 相似文献
7.
The goal of this study was to re-examine McCroskey, Valencic, and Richmond's findings about the impact of a teacher's temperament on her or his students by examining the findings in a different context, the supervisor-subordinate relationship in organizational settings. This study measured a supervisor's temperament to see if it affected a subordinate's job satisfaction, motivation, and perceptions of supervisor credibility, sociocommunicative style, and approachability. Results indicated a positive relationship between supervisor psychoticism and subordinate job satisfaction and motivation, while supervisor extraversion and neuroticism negatively related to subordinate job satisfaction and motivation. Furthermore, results indicated a positive relationship between supervisor extraversion and subordinate perceptions of supervisor responsiveness, and a negative relationship between supervisor neuroticism and psychoticism and subordinate perceptions of supervisor responsiveness. Overall, a supervisor's temperament was shown to affect subordinate perceptions of supervisor communicative behavior. 相似文献
8.
Luisa Molinari Giuseppina Speltini Stefano Passini 《Educational Research and Evaluation》2013,19(1):58-76
In this study, we have investigated the associations between the students’ perceptions of teachers’ interpersonal behaviour and some school outcomes – namely, academic achievement, learning motivation, and a sense of class belonging – considering the mediating role of classroom justice. Moreover, the impact of the school type was analysed. The research was performed on a population of 614 Italian students enrolled in 2 different types of secondary school, one with an academic orientation, the other with a vocational orientation. Structural equation modelling (SEM) was used to see the effect of the teachers’ behaviour on the dimensions of justice (i.e., equality, equity, needs, and interpersonal) and that of all these variables on academic achievement, learning motivation, and class belonging. The mediation role of classroom justice was confirmed by the analyses, and so was the impact of the school's orientation. Limitations to the study and future research ideas have also been outlined. 相似文献
9.
Yin Cheong Cheng 《School Effectiveness & School Improvement》2013,24(3):299-317
This study aims to investigate how principal's leadership is related to school performance in terms of multi‐level indicators such as school's organizational characteristics, teachers’ group‐level and individual‐level performances, and students’ performances. In the study, strong leadership represents that a principal can be supportive and foster participation for teachers, can develop clear goals and policies and hold people accountable for results, can be persuasive at building alliances and solving conflicts, can be inspirational and charismatic, and can encourage professional development and teaching improvement. The strong leadership is found associated with high organizational effectiveness, strong organizational culture, positive principal‐teachers relationship, more participation in decision, high teacher esprit and professionalism, less teacher disengagement and hindrance, more teacher job satisfaction and commitment, and more positive student performance particularly on attitudes to their schools and learning. The findings support that principal's leadership is a critical factor for school performance at multi‐levels. Implications are advanced for further study and development of leadership. 相似文献
10.
Yin Cheong Cheng 《School Effectiveness & School Improvement》2013,24(2):85-110
This study intends to investigate how school organizational culture is related to important organizational characteristics and observe how the profiles of strong culture‐effective schools are different from those of weak culture‐ineffective schools in terms of organizational variables (such as principal's leadership, organizational structure, and teachers’ social interactions), teachers’ job attitudes, and school effectiveness criteria. It is a cross‐sectional survey research involving 54 randomly sampled Hong Kong secondary schools and 588 teachers. The unit of analysis is the school. Organizational ideology index was found to be substantially correlated with schools’ perceived organizational effectiveness. Among the 10 measures of these organizational variables, teachers’ esprit and principal's charismatic leadership can contribute substantially to the prediction of school's strength of organizational culture. The organizational profile of perceived strong culture‐effective schools is contrastingly different from that of perceived weak culture‐ineffective schools. The findings suggest that difference in organizational culture can be reflected at least in three overt levels: 1. organizational level in terms of principal's leadership behaviors, organizational formalization and participation, and teachers’ social norms; 2. teachers’ attitudinal level in terms of organizational commitment, social job satisfaction, intrinsic job satisfaction, and influence job satisfaction; and 3. school effectiveness level in terms of perceived overall organizational effectiveness and academic achievements in public examinations. The findings reinforce the importance of organizational culture to the ongoing effort and discussion of school improvement and school effectiveness. 相似文献
11.
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
12.
The article focuses upon a small‐scale research project undertaken in a Northern Ireland secondary school. Using a questionnaire, the article explores the views of a sample of young people from four European countries who are enrolled at the school, regarding the school's inclusive policy and associated practices. In recent years, Northern Ireland has experienced a significant increase in the number of migrant families that have settled in the province; this has presented schools with a challenge as to how their policies on inclusion are capable of embracing the needs of students with different cultural experiences and expectations. It is apparent that the school has made a considerable investment to provide a positive experience for these students. Likewise, it is evident that there are both financial and staff development implications associated with creating an inclusive school culture. 相似文献
13.
Fred-Ole Sandt 《School Leadership & Management》2013,33(4):355-373
This paper outlines the initial findings of an action research project that focuses on the possible contribution of peer observation to a more collaborative environment and teachers’ professional growth at The University High School. The research component played a significant part as previous attempts to change the culture at the school were unsuccessful and investigating the forces that prevent collaboration in the day-to-day workings of the school became necessary. Our investigation reveals that whilst a peer observation programme has great potential to stimulate cooperation amongst teachers, the ingrained power relations in schools turn its intended professional growth outcomes on its head. Only if the school's leadership employs strategies to counter entrenched disciplinary structures in schools, can peer observation lead to more collaboration between staff members and stimulate professional learning. 相似文献
14.
This article examines the nature of organisational learning and the leadership practices and processes that foster organisational learning and, more importantly, the impact of these variables on teacher leadership. A path model is used to test these school variables as well as school characteristics such as availability of resources and community focus against the impact of SES and school size on students' views of teachers' work in the classroom and student outcomes such as attendance, and participation in and engagement with school. The importance of reconceptualising schools as learning organisations to promote successful school change is discussed. 相似文献
15.
Schools play a crucial role in preparing students for a technology-driven world. Although schools incorporate technology for teaching and learning in promising ways, reviewing their organisational strategies would enhance their digital capacity—namely, the effective integration of technology in teaching and learning practices. This article presents insights for improving schools' digital capacity provided by school leaders, teachers, and students from fourteen European countries, through open-ended questions on the SELFIE online tool for collective reflection. This article presents the thematic analysis conducted on 5247 excerpts collected through SELFIE questionnaires, referring to participants' perceptions of their schools' digital infrastructure, the usefulness of technology for teaching and learning, and the perceived need to make the most of technology. Findings align with international studies, which confirm that schools' digital infrastructure still needs improving, while teachers need more training on embedding technology in their teaching practices. Findings also reveal differences in school leaders, teachers, and students' viewpoints and experiences on technology use in their schools. Comparing viewpoints and experiences regarding a school's digital capacity by using a comprehensive and structured process of collective reflection, the SELFIE tool is unique within the field and can offer insights to school communities, education policymakers and researchers. 相似文献
16.
Empowerment is defined and measured in terms of teachers' power to participate in decision-making about teaching and learning conditions. Job satisfaction refers to the level of teacher satisfaction by matters related to these conditions: student achievement, decision-making ability, self-growth, and so on. This research considers the relationship between job satisfaction and teacher empowerment, which includes dimensions of job satisfaction that contribute to teacher empowerment. In particular, it examines the levels of teacher satisfaction in four dimensions (professional growth, decision-making, promotion, and status) and their contribution to the sense of teacher empowerment among Cypriot teachers. The results support the importance of job satisfaction in the construction of teacher empowerment. Specifically, (1) teachers' level of job satisfaction varies depending on the dimension of school life that is focused; (2) teachers' job satisfaction is related to teacher empowerment. 相似文献
17.
Paul Ashwin 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):221-231
Peer learning can be implemented by individual teachers within an organisation or can be implemented across an organisation by a central implementer. In this article, it is argued that the types of approach required in these two forms of implementation are very different and whilst the former is dealt with in the literature on peer learning, the latter has been largely unconsidered. The article reports how a review of the literature on organisational change was used to develop a model of how to implement peer learning across organisations. It describes how this model was used to guide the implementation of peer learning across a UK further education college. The results of a pilot study into the model's effectiveness in this context are reported. These results suggest that the model appeared to be a useful guide to the implementation of peer learning across an organisation and, as such, is worthy of further investigation in other contexts. 相似文献
18.
We analyze the determinants of job satisfaction of PhD holders in Spain. Specifically, we consider overall job satisfaction as well as basic and motivational satisfaction, following Herzberg’s typology (based on Maslow’s hierarchy of needs). Using representative data for Spain’s PhD population—collected from the Spanish Survey on Human Resources in Science and Technology (2009)—we report an analysis by gender and the institutional sector (university and non-university) in which employees work. We employ Ordinary Least Squares (OLS) regressions to identify the determinants of basic and motivational satisfaction in the workplace and an ordered logit model for overall job satisfaction. Results do not allow us to confirm Herzberg’s factor differentiation for Spanish PhD holders since the factors of basic motivation (including salary or working conditions—needs of “safety”) have a bearing on all types of job satisfaction (and not solely on the basic satisfaction of PhD holders). Our results do not show any significant differences by gender. However, it seems that meeting these “basic” needs is less important for the job satisfaction of PhD holders working in universities. The results seem reasonable in a Southern European country where the monetary conditions of the labor market are worse than those in other developed countries. 相似文献
19.
This exploratory case study, arising from a longitudinal project into the establishment of a new secondary school in New Zealand, examines reflective practice through critical friend roles among staff. The paper describes, through the lens of Bourdieu's logic of practice, the implementation of a critical friendship approach linked to the school leaders’ vision and aim regarding learning within open classroom spaces as part of a modern learning environment. Reflective practice involves critiquing, rethinking and reframing existing professional practices, often through a critical friendship approach among school staff within a fostered collaborative and open culture. The researchers interviewed six participants (four leaders and two teachers), observed how the teaching and learning took place in the new open classroom spaces, and reviewed blog posts and the school's website. Findings reveal that critical friendship, as a way to develop staff cohesion, is fostered and supported by the school leaders’ vision and actions, while the physical geography of the new classroom spaces, and the redesign of learning, also make this easier to enact. Staff cohesion, trust and openness to peer scrutiny are hallmark of this emerging school culture. These emerging findings provide some insights into how one new school culture develops cohesion with its stated vision and mission. 相似文献
20.
《Early education and development》2013,24(4):287-305
This paper describes the origins of parenting stress, defined both as tensions in the parent–child relationship and as broader changes in five family domains as men and women make the transition from couple to family life. Despite significant change in their average level of functioning, parents show continuity in their level of adaptation from pregnancy through the first five years of parenthood. Parenting stress emerges from the context of parents' individual and marital adaptation before the child is born. It is possible to identify expectant parents who are at risk for later parenting stress and lower well-being across employment and family domains. Path analyses show that men's and women's prior well-being and their involvement in paid work during pregnancy are associated with higher parenting stress—and lower self-esteem, marital satisfaction, family work satisfaction, and job satisfaction—two years later when their babies are 18months old. Stress in the parent–child relationship at 18 months postpartum compounds preexisting stress in other family domains to reduce well-being in other aspects of family life. Links among parenting stress, parenting quality, and children's adaptation to school lead to suggestions for preventive interventions early in the family life cycle. 相似文献