Middle leaders and middle leadership in schools: exploring the knowledge base (2003–2017)     

Alma Harris  Michelle Jones  Nashwa Ismail  Dong Nguyen 《School Leadership & Management》2019,39(3-4):255-277

ABSTRACT

The purpose of this article is to explore the development of the knowledge base on middle leadership in schools. Since the seminal reviews conducted by Bennett a contemporary scan only of the scholarly literature on middle leaders/leadership in schools has not been undertaken. Consequently, this article looks at outputs relating to this topic by examining research papers indexed in the Web of Science and in SCOPUS between 2003 and 2017. The prime purpose of this review is to offer some reflections on the development of the empirical base on middle leadership in schools since 2003 and to highlight some of the implications for future research. The article concludes that middle leadership in schools remains an ongoing focus of research inquiry in a growing number of countries but suggests that the knowledge base would benefit from more sophisticated empirical studies and greater theoretical analysis.  相似文献   

The Minnesota International Counseling Institute (MICI) 1989—Present: History,Joyful Moments,and Lessons Learned     

Thomas?SkovholtEmail author  Sunny?Hansen  Michael?Goh  John?Romano  Kay?Thomas 《International journal for the advancement of counseling》2005,27(1):17-33

This article describes the Minnesota International Counseling Institute, a biennial counseling institute created by faculty in the University of Minnesotas Counseling and Student Personnel Psychology Program. One hundred and fifty-two international counseling personnel from 40 countries have participated in the Minnesota International Counseling Institute. After eight Institutes and nearly 20 years, we wish to share our experiences with the international counseling community. The article presents reflection and evaluation by the faculty on our cumulative experiences with the MICI, including history, guiding principles, format, participants, evaluation, successes, lessons learned, and struggles. We hope our experience will be useful to other counseling and human development professionals and adapted by others interested in promoting counseling across cultures.  相似文献   

时代挑战与教育科学的迫切任务   总被引：3，自引：0，他引：3  

弗·鲍利辛柯夫  张男星 《教育研究》2004,(9)

随着人的作用的增长和人力资本成为社会发展的主要资源,教育科学的重要性越发凸显,教育科学的研究领域进一步扩大;同时,教育科学面临空前的挑战和紧迫的任务,其中包括促进师范教育体系的完善、重视教育与文化的联系、开展多元文化教育及性教育。教育科学要在新形势下有所作为,就要转变教育科学研究机构及其人员的思维方式和工作方式,要与教育行政部门建立有效密切的联系,教育研究课题要反映教育现代化的趋势,引入竞争机制,建立科研成果推广机制,加强与师范大学的合作,创造性地运用国外经验。  相似文献   

Teachers’ pedagogical decision‐making and influences on this when teaching students with severe intellectual disabilities          下载免费PDF全文

Hazel Lawson  Phyllis Jones 《Journal of Research in Special Educational Needs》2018,18(3):196-210

This article focuses on teachers' pedagogical decision‐making and influences on this decision‐making when teaching students with severe intellectual disabilities. The research reported and discussed forms part of an international collaborative research project in the south west of England and Florida, US. The study is set within the broader socio‐political context of inclusion, contributing a pedagogical dimension to other aspects of inclusion, such as placement, curriculum and accountability. Houssaye's (2000) pedagogical interaction model is examined and adapted to situate and analyse teachers’ pedagogical decision‐making, and influences on this, when teaching students with severe intellectual disabilities. The study shows a prominence and privileging of pedagogical decisions and influences around teacher‐student pedagogical interactions over curriculum‐teacher or curriculum‐student pedagogical interactions. The implications of this emphasis are considered in the historical context of teaching and learning models and approaches for this group of learners.  相似文献   

Boundary crosser: Anne Whitelaw and her leadership role in girls’ secondary schooling in England,New Zealand and East Africa     

Kay Morris Matthews 《Journal of educational administration and history》2005,37(1):39-54

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Students' ratings of teacher personality and teaching competence   总被引：1，自引：0，他引：1  

John Jones 《Higher Education》1989,18(5):551-558

The validity of student rating of teaching is discussed in terms of the effect that students' perceptions of teacher personality might have on that rating. A procedure for using student feedback to evaluate teaching was trialled which sought to minimise the effect of teacher personality on students' ratings of teaching quality. A total of fifteen rating exercises, using ten teachers over a two year period, was carried out. Results indicate that teacher personality, as perceived by students, is still very significantly related to their ratings of teaching quality. It is argued that this is a proper state of affairs which does not undermine the validity of student ratings.  相似文献   

The Relation Between Global and Specific Mindset With Reading Outcomes for Elementary School Students     

Yaacov Petscher  Stephanie Al Otaiba  Jeanne Wanzek  Brenna Rivas  Francesca Jones 《Scientific Studies of Reading》2017,21(5):376-391

An emerging body of research has evaluated the role of growth mindset in educational achievement, yet little work has focused on the unique role of mindset to standardized reading outcomes. Our study presents 4 key outcomes in a sample of 195 fourth-grade students. First, we evaluated the dimensionality of general and reading-specific mindset and found that a global factor of growth mindset (GGM) existed along with specific factors of general and reading mindset. Second, GGM and reading mindset strongly predicted word reading and reading comprehension. Third, GGM and reading mindset uniquely predicted reading comprehension after controlling for basic word reading skills. Fourth, GGM was more strongly associated with reading comprehension for those individuals with weaker reading comprehension skills, whereas reading mindset was more strongly associated with reading comprehension for those with stronger reading comprehension skills. Our findings suggest the potential importance of assessing general and reading-specific mindset linked to reading.  相似文献   

Profiles of Parenting for Low-Income Families and Links to Children’s Preschool Outcomes     

Iheoma U. Iruka  Brenda P. Jones Harden  Gary Bingham  Jan Esteraich  Sheridan Green 《Early education and development》2018,29(4):515-539

Parenting is a multidimensional construct that includes practices, attitudes, and emotional capacity. The aims of the study were to examine variation within parenting through a person-centered approach and the extent to which child and family characteristics were associated with profiles of parenting as well as the link between parenting profiles and children’s preacademic skills, language, and behavior outcomes in preschool. This study used data from low-income, ethnically diverse, preschool-aged children (n = 740) and their parents (n = 713) who were participants in a network of high-quality early care and education programs across the United States. Latent profile analyses uncovered four parenting profiles: (1) low enrichment, conflict-oriented, and distressed parent; (2) average enrichment, conflict-oriented, and distressed parent; (3) low to average enrichment, emotionally close, and low distressed parent; and (4) high enrichment, emotionally close, and low distressed parent. Child (age, minority status) and parent (family structure, home language, maternal age, level of education, school/training status, and depressive symptomatology) characteristics were predictive of being in a particular parenting group. Further, parenting profiles were predictive of children’s preschool outcomes. Implications for intervention and programming are discussed.  相似文献   

Posthumanist ethical practice: agential cuts in the pedagogic assemblage     

Jennifer Charteris  Adele Nye  Marguerite Jones 《International journal of qualitative studies in education》2019,32(7):909-928

With researchers funnelled into lucrative research practices that value fast scholarship, we explore ethical practice as an ethico-onto-epistemological project. Through collective biography, diffractive choreography, and poetry, we map systems of entrapment that manifest power relations in the academy. We argue the posthumanist ethical practice is an intra-active project in higher education – involving rich material, social, political and intellectual entanglements. Posthumanist ethical practice rejects dualisms of body/mind, nature/culture and human/non-human. It evokes creativity to generate new vocabularies for challenging anthropocentric ‘exceptionalism’. Mapping relations in posthuman assemblages can involve agential cuts that evoke ethical practice as affective encounters. Agential cuts give permission for pedagogic storying where there is ontological connectedness. As academics, we are immersed in assemblages where posthumanist education research and practice is a rich, embodied, and connected process. Particular consideration is given in this article to affectivity and the value of pedagogic performance in education research.  相似文献   

浅谈公文的语言特点     

姚庆良 《阜阳师范学院学报(社会科学版)》2000,(4)

本文针对公文语言要“精炼”、“准确”的度作了较为深入的分析,认为不能拘泥于传统的认识,应从表意、遣词造句、情感诸方面加以理解。  相似文献