Pub Date : 2023-06-27DOI: 10.55016/ojs/ajer.v69i2.75098
Mustafa Onur Yurdal, Çetin Toraman
This study is a meta-analytical examination of the relationships between academic achievement, motivation, and self-directed learning. It aims to review scientific studies investigating how self-directed learning readiness relates to both motivation and academic achievement to find a common effect level and to synthesize the study results. According to the meta-analytical results, it can be seen that academic achievement increases in line with an increase in the level of self-directed learning readiness. The results reveal that the relationship between self-directed learning and both motivation and academic achievement, which are two important indicators of the educational process, constitutes an important structure. It is recommended that relational studies conducted at the K–12 level of the relationship between self-directed learning and motivation should be compared with the results of this study through a separate meta-analysis. Keywords: self-directed learning, academic achievement, motivation, lifelong learning, meta-analysis Cette étude est un examen méta-analytique des relations entre les résultats scolaires, la motivation et l'apprentissage autodirigé. Elle vise à passer en revue les études scientifiques portant sur la manière dont la préparation à l'apprentissage autodirigé est liée à la fois à la motivation et aux résultats scolaires, afin de trouver un niveau d'effet commun et de synthétiser les résultats de l'étude. Les résultats de la méta-analyse montrent que les résultats scolaires augmentent en fonction du niveau de préparation à l'apprentissage autodirigé. Les résultats révèlent que la relation entre l'apprentissage autodirigé et la motivation et les résultats scolaires, qui sont deux indicateurs importants du processus éducatif, constitue une structure importante. Il est recommandé que les études relationnelles menées au niveau M à 12 sur la relation entre l'apprentissage autodirigé et la motivation soient comparées aux résultats de cette étude par le biais d'une méta-analyse séparée. Mots clés : apprentissage autodirigé, résultats scolaires, motivation, apprentissage tout au long de la vie, méta-analyse
{"title":"Self-Directed Learning, Academic Achievement and Motivation: A Meta-Analytical Study","authors":"Mustafa Onur Yurdal, Çetin Toraman","doi":"10.55016/ojs/ajer.v69i2.75098","DOIUrl":"https://doi.org/10.55016/ojs/ajer.v69i2.75098","url":null,"abstract":"This study is a meta-analytical examination of the relationships between academic achievement, motivation, and self-directed learning. It aims to review scientific studies investigating how self-directed learning readiness relates to both motivation and academic achievement to find a common effect level and to synthesize the study results. According to the meta-analytical results, it can be seen that academic achievement increases in line with an increase in the level of self-directed learning readiness. The results reveal that the relationship between self-directed learning and both motivation and academic achievement, which are two important indicators of the educational process, constitutes an important structure. It is recommended that relational studies conducted at the K–12 level of the relationship between self-directed learning and motivation should be compared with the results of this study through a separate meta-analysis. Keywords: self-directed learning, academic achievement, motivation, lifelong learning, meta-analysis Cette étude est un examen méta-analytique des relations entre les résultats scolaires, la motivation et l'apprentissage autodirigé. Elle vise à passer en revue les études scientifiques portant sur la manière dont la préparation à l'apprentissage autodirigé est liée à la fois à la motivation et aux résultats scolaires, afin de trouver un niveau d'effet commun et de synthétiser les résultats de l'étude. Les résultats de la méta-analyse montrent que les résultats scolaires augmentent en fonction du niveau de préparation à l'apprentissage autodirigé. Les résultats révèlent que la relation entre l'apprentissage autodirigé et la motivation et les résultats scolaires, qui sont deux indicateurs importants du processus éducatif, constitue une structure importante. Il est recommandé que les études relationnelles menées au niveau M à 12 sur la relation entre l'apprentissage autodirigé et la motivation soient comparées aux résultats de cette étude par le biais d'une méta-analyse séparée. Mots clés : apprentissage autodirigé, résultats scolaires, motivation, apprentissage tout au long de la vie, méta-analyse","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139368338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-27DOI: 10.55016/ojs/ajer.v69i2.76706
Laura Sokal, Lesley Eblie Trudel, Carl Heaman-Warne
Teachers have demonstrated a wide range of responses to the challenges of teaching within a pandemic. The current study investigated the relationship between resilience and post-traumatic growth in teachers during the COVID-19 pandemic. Based on administration of the Maslach Burnout Inventory in 2022, four teachers demonstrated high levels of resilience, indicating the potential that they had experienced post-traumatic growth. Follow-up interviews were therefore conducted to investigate whether these teachers demonstrated all seven characteristics of post-traumatic growth. Although all four resilient teachers indicated experiencing several characteristics, only two teachers demonstrated post-traumatic growth. The findings support a clear distinction between resilience and post-traumatic growth. Implications related to future research using both qualitative and quantitative methods to further illuminate the processes and conditions of post-traumatic growth are discussed. Keywords: Post-traumatic growth, teachers, pandemic, resilience, Canada Les enseignants ont fait preuve d'un large éventail de réactions face aux défis de l'enseignement dans le cadre d'une pandémie. La présente étude a examiné la relation entre la résilience et la croissance post-traumatique chez les enseignants pendant la pandémie de COVID-19. L'administration du Maslach Burnout Inventory, un questionnaire évaluant les symptômes de l’épuisement professionnel, en 2022 a révélé des niveaux élevés de résilience chez quatre enseignants, indiquant la possibilité qu'ils aient connu une croissance post-traumatique. Des entrevues de suivi ont donc été menés pour déterminer si ces enseignants présentaient les sept caractéristiques de la croissance post-traumatique. Bien que les quatre enseignants résilients aient indiqué avoir vécu plusieurs de ces éléments, seuls deux enseignants ont fait preuve d'une croissance post-traumatique. Les résultats soutiennent une distinction claire entre la résilience et la croissance post-traumatique. L’article discute des implications liées aux recherches futures utilisant des méthodes qualitatives et quantitatives pour éclairer davantage les processus et les conditions de la croissance post-traumatique. Mots clés : croissance post-traumatique, enseignants, pandémie, résilience, Canada
{"title":"Post-Traumatic Growth and Protection From Burnout in Teachers During the COVID-19 Pandemic","authors":"Laura Sokal, Lesley Eblie Trudel, Carl Heaman-Warne","doi":"10.55016/ojs/ajer.v69i2.76706","DOIUrl":"https://doi.org/10.55016/ojs/ajer.v69i2.76706","url":null,"abstract":"Teachers have demonstrated a wide range of responses to the challenges of teaching within a pandemic. The current study investigated the relationship between resilience and post-traumatic growth in teachers during the COVID-19 pandemic. Based on administration of the Maslach Burnout Inventory in 2022, four teachers demonstrated high levels of resilience, indicating the potential that they had experienced post-traumatic growth. Follow-up interviews were therefore conducted to investigate whether these teachers demonstrated all seven characteristics of post-traumatic growth. Although all four resilient teachers indicated experiencing several characteristics, only two teachers demonstrated post-traumatic growth. The findings support a clear distinction between resilience and post-traumatic growth. Implications related to future research using both qualitative and quantitative methods to further illuminate the processes and conditions of post-traumatic growth are discussed. Keywords: Post-traumatic growth, teachers, pandemic, resilience, Canada Les enseignants ont fait preuve d'un large éventail de réactions face aux défis de l'enseignement dans le cadre d'une pandémie. La présente étude a examiné la relation entre la résilience et la croissance post-traumatique chez les enseignants pendant la pandémie de COVID-19. L'administration du Maslach Burnout Inventory, un questionnaire évaluant les symptômes de l’épuisement professionnel, en 2022 a révélé des niveaux élevés de résilience chez quatre enseignants, indiquant la possibilité qu'ils aient connu une croissance post-traumatique. Des entrevues de suivi ont donc été menés pour déterminer si ces enseignants présentaient les sept caractéristiques de la croissance post-traumatique. Bien que les quatre enseignants résilients aient indiqué avoir vécu plusieurs de ces éléments, seuls deux enseignants ont fait preuve d'une croissance post-traumatique. Les résultats soutiennent une distinction claire entre la résilience et la croissance post-traumatique. L’article discute des implications liées aux recherches futures utilisant des méthodes qualitatives et quantitatives pour éclairer davantage les processus et les conditions de la croissance post-traumatique. Mots clés : croissance post-traumatique, enseignants, pandémie, résilience, Canada","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139368234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-10DOI: 10.11575/AJER.V67I3.69977
B. Shipway, Marilyn Chaseling
This article reports on the experiences of teachers at a small rural school located in the North Coast region of New South Wales in Australia who participated in a school improvement project based on an approach developed over many years by David Townsend and Pam Adams in Alberta, Canada. The project involved monthly meetings between the teachers at the school, including the school’s Principal, and an external leadership team who facilitated the meetings employing the processes of collaborative inquiry and generative dialogue. All participants were volunteers in the North Coast Initiative for School Improvement. Over three years, the school achieved a significant improvement in its literacy and numeracy outcomes, thereby attracting acclaim from the Department of Education in New South Wales for the excellence of its achievements. The teachers at the school attributed this success to a school improvement model based on the Alberta approach, and transported to the Australian context known as the North Coast Initiative for School Improvement. The processes of collaborative inquiry and generative dialogue were said to have taught them ways to engage with evidence, to create professional space for deep and critical self-reflection, to improve their daily work efficiency, and to promote more student autonomy in learning. Keywords: school improvement, collaborative inquiry, generative dialogue, North Coast Initiative for School Improvement Cet article rapporte les experiences des enseignants d'une petite ecole rurale situee dans la region de la cote nord de la Nouvelle-Galles du Sud en Australie qui ont participe a un projet d'amelioration de l'ecole base sur une approche developpee depuis de nombreuses annees par David Townsend et Pam Adams en Alberta, Canada. Le projet prevoyait des reunions mensuelles entre les enseignants de l'ecole, y compris le directeur de l'ecole, et une equipe de direction externe qui facilitait les reunions en utilisant les processus d'enquete collaborative et de dialogue generatif. Tous les participants etaient des benevoles de la North Coast Initiative for School Improvement. En trois ans, l'ecole a ameliore de maniere significative ses resultats en matiere de lecture, d'ecriture et de calcul, s'attirant ainsi les eloges du ministere de l'Education de Nouvelle-Galles du Sud pour l'excellence de ses realisations. Les enseignants de l'ecole ont attribue ce succes a un modele d'amelioration de l'ecole base sur l'approche albertaine et transpose au contexte australien, connu sous le nom de North Coast Initiative for School Improvement. Les processus d'enquete collaborative et de dialogue generatif leur ont appris a s'appuyer sur des preuves, a creer un espace professionnel pour une autoreflexion profonde et critique, a ameliorer l'efficacite de leur travail quotidien et a promouvoir une plus grande autonomie des eleves dans leur apprentissage. Mots cles : amelioration des ecoles, enquete collaborative, dialogue generatif, North
{"title":"An Alberta Approach to School Improvement in an Australian Rural School","authors":"B. Shipway, Marilyn Chaseling","doi":"10.11575/AJER.V67I3.69977","DOIUrl":"https://doi.org/10.11575/AJER.V67I3.69977","url":null,"abstract":"This article reports on the experiences of teachers at a small rural school located in the North Coast region of New South Wales in Australia who participated in a school improvement project based on an approach developed over many years by David Townsend and Pam Adams in Alberta, Canada. The project involved monthly meetings between the teachers at the school, including the school’s Principal, and an external leadership team who facilitated the meetings employing the processes of collaborative inquiry and generative dialogue. All participants were volunteers in the North Coast Initiative for School Improvement. Over three years, the school achieved a significant improvement in its literacy and numeracy outcomes, thereby attracting acclaim from the Department of Education in New South Wales for the excellence of its achievements. The teachers at the school attributed this success to a school improvement model based on the Alberta approach, and transported to the Australian context known as the North Coast Initiative for School Improvement. The processes of collaborative inquiry and generative dialogue were said to have taught them ways to engage with evidence, to create professional space for deep and critical self-reflection, to improve their daily work efficiency, and to promote more student autonomy in learning.\u0000Keywords: school improvement, collaborative inquiry, generative dialogue, North Coast Initiative for School Improvement\u0000Cet article rapporte les experiences des enseignants d'une petite ecole rurale situee dans la region de la cote nord de la Nouvelle-Galles du Sud en Australie qui ont participe a un projet d'amelioration de l'ecole base sur une approche developpee depuis de nombreuses annees par David Townsend et Pam Adams en Alberta, Canada. Le projet prevoyait des reunions mensuelles entre les enseignants de l'ecole, y compris le directeur de l'ecole, et une equipe de direction externe qui facilitait les reunions en utilisant les processus d'enquete collaborative et de dialogue generatif. Tous les participants etaient des benevoles de la North Coast Initiative for School Improvement. En trois ans, l'ecole a ameliore de maniere significative ses resultats en matiere de lecture, d'ecriture et de calcul, s'attirant ainsi les eloges du ministere de l'Education de Nouvelle-Galles du Sud pour l'excellence de ses realisations. Les enseignants de l'ecole ont attribue ce succes a un modele d'amelioration de l'ecole base sur l'approche albertaine et transpose au contexte australien, connu sous le nom de North Coast Initiative for School Improvement. Les processus d'enquete collaborative et de dialogue generatif leur ont appris a s'appuyer sur des preuves, a creer un espace professionnel pour une autoreflexion profonde et critique, a ameliorer l'efficacite de leur travail quotidien et a promouvoir une plus grande autonomie des eleves dans leur apprentissage.\u0000Mots cles : amelioration des ecoles, enquete collaborative, dialogue generatif, North ","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":"67 1","pages":"297-311"},"PeriodicalIF":0.0,"publicationDate":"2021-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43169603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-10DOI: 10.11575/AJER.V67I3.69958
W. Boyd, M. Hayden
This article introduces an Australian adaptation of an approach to supporting school leadership and improvement pioneered by educationalists David Townsend and Pam Adams, from Alberta, Canada. Referred to as the North Coast Initiative for School Improvement, the adaptation involved school leaders, academics, and government officials who combined to implement the twin processes of collaborative inquiry and generative dialogue at about sixty primary and secondary schools across the North Coast region of New South Wales, Australia. The initiative appears from all reports to have been both well received and highly impactful, including in terms of improved student performance. This issue of the AJER offers an exploration from an Australian perspective of the principles underpinning the two processes. It also presents case studies from an Australian setting of the impact of these processes on school leadership and improvement. Key words: collaborative inquiry, generative dialogue, North Coast Initiative for School Improvement, school leadership, school improvement Cet article presente l'adaptation australienne d'une approche de soutien a la direction et a l'amelioration des ecoles mise au point par les pedagogues David Townsend et Pam Adams de l'Alberta, au Canada. Connue sous le nom de North Coast Initiative for School Improvement, cette adaptation a implique des leaders scolaires, des universitaires et des representants du gouvernement qui se sont associes pour mettre en œuvre les processus jumeaux d'enquete collaborative et de dialogue generatif dans une soixantaine d'ecoles primaires et secondaires de la region de la cote nord de la Nouvelle-Galles du Sud, en Australie. D'apres tous les rapports, l'initiative semble avoir ete a la fois bien accueillie et tres efficace, notamment en termes d'amelioration des resultats des eleves. Ce numero de l'AJER propose une exploration d'un point de vue australien des principes qui sous-tendent les deux processus. Il presente egalement des etudes de cas d'un contexte australien de l'impact de ces processus sur la direction et l'amelioration des ecoles. Mots cles : enquete collaborative, dialogue generatif, leadership scolaire, amelioration des ecoles, North Coast Initiative for School Improvement
本文介绍了澳大利亚对支持学校领导和改进的一种方法的改编，这种方法是由加拿大阿尔伯塔省的教育家戴维·汤森和帕姆·亚当斯开创的。这被称为北海岸学校改进倡议，涉及学校领导、学者和政府官员，他们在澳大利亚新南威尔士州北海岸地区的大约60所中小学共同实施了协作探究和生成对话的双重过程。从所有报告来看，这一举措都受到了广泛的欢迎，并产生了很大的影响，包括在提高学生成绩方面。本期《AJER》从澳大利亚的角度探讨了支撑这两个进程的原则。它还介绍了来自澳大利亚的案例研究，这些过程对学校领导和改进的影响。关键词:协作探究、生成对话、北海岸学校改进倡议、学校领导、学校改进等。本文介绍了澳大利亚的《适应》、《改进方法》、《指导方法》和《改进方法》，以及加拿大阿尔伯塔大学的戴维·汤森和帕姆·亚当斯等人的《改进方法》。Connue苏勒德北海岸倡议学校改进,这个适应implique des领导人scolaires, des大学医疗et des representants政府,se是过渡群系倒在œuvre les突起jumeaux d 'enquete协作generatif et de对话在一个soixantaine d并primaires et secondaires de la地区de la象牙海岸北部杜Sud de la Nouvelle-Galles en Australie。在建立良好的关系后，我们将主动采取措施，提高工作效率，改善工作结果，提高工作效率。我们提出了一个新的探索点，即奥地利的原则，这是一个趋势，这是一个过程。我将提出平等的理论、理论、背景、理论、影响、理论、过程、方向和理论的改进。主要内容:协议制、对话生成、领导力、学校改进、北海岸学校改进倡议
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Pub Date : 2021-09-10DOI: 10.11575/AJER.V67I3.69961
R. Smith, Koralia Petta, Christos Markopoulos
The twin processes of collaborative inquiry and generative dialogue underpin two closely aligned and increasingly influential school leadership development programs, one in Alberta, Canada, and the other in New South Wales, Australia. This paper focuses primarily on the Australian program, the character of which has been strongly influenced by its Canadian predecessor. Of interest in the paper is the nature of the foundations of collaborative inquiry and generative dialogue, and the relationship of these processes to an expressed need for better leadership development in the Australian school sector. David Townsend and Pam Adams, who are principally responsible for generating a school leadership development model based on the use of both collaborative inquiry and generative dialogue, have sought to show how these two processes should function seamlessly, but there is more to be said about the nature of their relationship. This paper seeks to throw more light on the integral role played by generative dialogue in empowering collaborative inquiry in the context of school leadership development. Keywords: generative dialogue, collaborative inquiry, school leadership, leadership development, educational leadership programs Les processus jumeaux de l'enquete collaborative et du dialogue generatif sous-tendent deux programmes de developpement du leadership scolaire etroitement alignes et de plus en plus influents, l'un en Alberta, au Canada, et l'autre en Nouvelle-Galles du Sud, en Australie. Cet article se concentre principalement sur le programme australien, dont le caractere a ete fortement influence par son predecesseur canadien. Il s'interesse a la nature des fondements de l'enquete collaborative et du dialogue generatif, ainsi qu'a la relation entre ces processus et le besoin exprime d'un meilleur developpement du leadership dans le secteur scolaire australien. David Townsend et Pam Adams, qui sont les principaux responsables de la creation d'un modele de developpement du leadership scolaire base sur l'utilisation de l'enquete collaborative et du dialogue generatif, ont cherche a montrer comment ces deux processus devraient fonctionner de maniere transparente, mais il y a plus a dire sur la nature de leur relation. Cet article vise a mettre en lumiere le role integral joue par le dialogue generatif dans l'autonomisation de l'enquete collaborative dans le contexte du developpement du leadership scolaire. Mots cles : dialogue generatif, enquete collaborative, leadership scolaire, developpement du leadership, programmes de leadership scolaire
{"title":"Roots of Collaborative Inquiry and Generative Dialogue for Educational Leadership","authors":"R. Smith, Koralia Petta, Christos Markopoulos","doi":"10.11575/AJER.V67I3.69961","DOIUrl":"https://doi.org/10.11575/AJER.V67I3.69961","url":null,"abstract":"The twin processes of collaborative inquiry and generative dialogue underpin two closely aligned and increasingly influential school leadership development programs, one in Alberta, Canada, and the other in New South Wales, Australia. This paper focuses primarily on the Australian program, the character of which has been strongly influenced by its Canadian predecessor. Of interest in the paper is the nature of the foundations of collaborative inquiry and generative dialogue, and the relationship of these processes to an expressed need for better leadership development in the Australian school sector. David Townsend and Pam Adams, who are principally responsible for generating a school leadership development model based on the use of both collaborative inquiry and generative dialogue, have sought to show how these two processes should function seamlessly, but there is more to be said about the nature of their relationship. This paper seeks to throw more light on the integral role played by generative dialogue in empowering collaborative inquiry in the context of school leadership development.\u0000Keywords: generative dialogue, collaborative inquiry, school leadership, leadership development, educational leadership programs\u0000Les processus jumeaux de l'enquete collaborative et du dialogue generatif sous-tendent deux programmes de developpement du leadership scolaire etroitement alignes et de plus en plus influents, l'un en Alberta, au Canada, et l'autre en Nouvelle-Galles du Sud, en Australie. Cet article se concentre principalement sur le programme australien, dont le caractere a ete fortement influence par son predecesseur canadien. Il s'interesse a la nature des fondements de l'enquete collaborative et du dialogue generatif, ainsi qu'a la relation entre ces processus et le besoin exprime d'un meilleur developpement du leadership dans le secteur scolaire australien. David Townsend et Pam Adams, qui sont les principaux responsables de la creation d'un modele de developpement du leadership scolaire base sur l'utilisation de l'enquete collaborative et du dialogue generatif, ont cherche a montrer comment ces deux processus devraient fonctionner de maniere transparente, mais il y a plus a dire sur la nature de leur relation. Cet article vise a mettre en lumiere le role integral joue par le dialogue generatif dans l'autonomisation de l'enquete collaborative dans le contexte du developpement du leadership scolaire.\u0000Mots cles : dialogue generatif, enquete collaborative, leadership scolaire, developpement du leadership, programmes de leadership scolaire","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":"67 1","pages":"273-282"},"PeriodicalIF":0.0,"publicationDate":"2021-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43106285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-10DOI: 10.11575/AJER.V67I3.69960
W. Boyd
This article presents a rich account of school leadership development within the North Coast Initiative for School Improvement program in New South Wales, Australia. The focus is the school leader at a small rural school, whose engagement with generative dialogue and collaborative inquiry results in a growing confidence in engaging her school community. The study demonstrates the power of narrative as a mode of inquiry and leadership development as represented in the school leader’s own account of her changing relationship with her school and her developing sense of professionalism. The study evaluates the success of the approach against a model of Seven Powers derived from the work of David Townsend and Pam Adams in Alberta, Canada, that includes the positive effects of carefully constructed and managed teams, professional relationships and processes, and the use of inquiry, reflection, collaboration, modelling and narrative in supporting the professional development of a school-based leader. Key words: school leadership growth; collaborative inquiry; emotional intelligence; narrative; generative dialogue; North Coast Initiative for School Improvement Cet article presente un compte rendu riche du developpement du leadership scolaire dans le cadre du programme North Coast Initiative for Schola Improvement en Nouvelle-Galles du Sud, Australie. L'accent est mis sur le leader scolaire d'une petite ecole rurale, dont l'engagement dans le dialogue generatif et l'enquete collaborative se traduit par une confiance croissante dans l'engagement de sa communaute scolaire. L'etude demontre le pouvoir du recit en tant que mode d'enquete et de developpement du leadership, tel qu'il est represente dans le temoignage de la directrice de l'ecole sur l'evolution de sa relation avec son ecole et le developpement de son sens du professionnalisme. L'etude evalue le succes de l'approche par rapport a un modele des Sept Pouvoirs derive du travail de David Townsend et Pam Adams en Alberta, Canada, qui comprend les effets positifs d'equipes soigneusement construites et gerees, de relations et de processus professionnels, et l'utilisation de l'enquete, de la reflexion, de la collaboration, de la modelisation et du recit pour soutenir le developpement professionnel d'un leader scolaire. Mots cles : leadership scolaire, enquete collaborative, intelligence emotionnelle, recit, dialogue generatif, North Coast Initiative for School Improvement
本文介绍了澳大利亚新南威尔士州北海岸学校改进计划中学校领导力发展的丰富情况。重点是一所小型农村学校的学校领导，她参与生成性对话和合作调查，使她对参与学校社区越来越有信心。这项研究展示了叙事作为一种探究和领导力发展模式的力量，正如学校领导自己对她与学校不断变化的关系以及她不断发展的专业意识所描述的那样。该研究根据David Townsend和Pam Adams在加拿大阿尔伯塔省的工作得出的七国模式评估了该方法的成功，该模式包括精心构建和管理的团队、专业关系和流程的积极影响，支持学校领导专业发展的模型和叙述。关键词：学校领导力成长；协同探究；情商；叙述的生成性对话；北海岸学校改进倡议Cet文章介绍了澳大利亚南部新美术馆北海岸学校改善倡议项目干部领导能力的发展情况。这是对农村小生态区领导人的一种强调，而不是对对话的参与和对传统的合作，就像对社区参与的羊角面包一样。在领导层的调查和发展模式下，这是一个新的发展模式，它代表了生态与专业发展之间关系的发展。评估9月Pouvoirs模型的成功与否源于加拿大阿尔伯塔省David Townsend和Pam Adams的工作，包括施工和施工设备、关系和专业流程的影响，以及询问、反思和合作的利用，模型化和接收是为了促进联合国领导人斯科莱的专业发展。Mots cles:leadership scolaire，enquite collaborative，intelligence emotionelle，recit，dialogue generatif，North Coast Initiative for School Improvement
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Pub Date : 2021-09-10DOI: 10.11575/AJER.V67I3.69976
Tracy Durheim, Marilyn Chaseling, W. Boyd, A. Foster
This investigation concerns school leaders’ perceptions regarding the efficacy of a leadership development initiative implemented across schools in the North Coast region of New South Wales, Australia. Based on an Alberta school improvement process, the North Coast Initiative for School Improvement sought to achieve leadership development and improved learning outcomes through use of the processes of collaborative inquiry and generative dialogue. Five schools were selected for an exploration of experiences within the Initiative. Accounts provided by the interviewees pointed strongly to the achievement of positive outcomes. The participants referred particularly to benefits in the form of increased leadership confidence and capability. Success factors underpinning the Initiative include: the twinning of collaborative inquiry as a process for improving professional practice with the process of generative dialogue to achieve more effective conversations, and; the nature of the Initiative, itself, where, facilitated by a visiting leadership team, professional colleagues meet monthly for deep discussion about professional issues they share. Key words: school improvement, school leadership, collaborative inquiry, generative dialogue, education innovation, change in educational practice. Cette enquete porte sur les perceptions des leaders scolaires concernant l'efficacite d'une initiative de developpement du leadership mise en œuvre dans les ecoles de la region de la cote nord de la Nouvelle-Galles du Sud, en Australie. Basee sur un processus d'amelioration des ecoles de l'Alberta, la North Coast Initiative for School Improvement visait a developper le leadership et a ameliorer les resultats d'apprentissage en utilisant les processus d'enquete collaborative et de dialogue generatif. Cinq ecoles ont ete selectionnees pour une exploration des experiences au sein de l'initiative. Les comptes rendus fournis par les personnes interrogees ont mis en evidence l'obtention de resultats positifs. Les participants ont notamment fait reference a des avantages sous la forme d'une confiance et d'une capacite de leadership accrues. Les facteurs de reussite qui sous-tendent l'initiative sont les suivants : le jumelage de l'enquete collaborative en tant que processus d'amelioration de la pratique professionnelle avec le processus de dialogue generatif afin de parvenir a des conversations plus efficaces, et la nature de l'initiative elle-meme, ou, sous la direction d'une equipe de direction invitee, des collegues professionnels se rencontrent tous les mois pour discuter en profondeur de questions professionnelles communes. Mots cles : amelioration des ecoles, leadership scolaire, enquete collaborative, dialogue generatif, innovation educative, changement des pratiques educatives
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Pub Date : 2021-09-10DOI: 10.11575/AJER.V67I3.69959
W. Boyd
This article reviews the work of two Albertan educators, David Townsend and Pam Adams, in their application of collaborative inquiry to improving school leadership. Collaborative inquiry is essentially a professional practice that has yet not been comprehensively theorized. This article seeks to lay some foundations for a theorization of the practice by identifying structures and processes that appear to underlie the remarkable success of applications of the practice in several school districts in Alberta, Canada. The emerging mode is one that envisages seven powers: the power of teams, the power of relationship, the power of the process, the power of inquiry and reflection, the power of collaboration, the power of modelling, and the power of narrative. These powers appear to underpin much of what has been written about the ways in which collaborative inquiry has become a powerful force for leadership development in Alberta, and more recently in the State of New South Wales in Australia. Keywords: Collaborative inquiry, school leadership, enabling structures Cet article examine le travail de deux educateurs albertains, David Townsend et Pam Adams, dans leur application de l'enquete collaborative pour ameliorer le leadership scolaire. L'enquete collaborative est essentiellement une pratique professionnelle qui n'a pas encore ete theorisee de maniere exhaustive. Cet article cherche a jeter les bases d'une theorisation de la pratique en identifiant les structures et les processus qui semblent sous-tendre le succes remarquable des applications de la pratique dans plusieurs districts scolaires de l'Alberta, au Canada. Le mode emergent est celui qui envisage sept pouvoirs : le pouvoir des equipes, le pouvoir des relations, le pouvoir du processus, le pouvoir de l'enquete et de la reflexion, le pouvoir de la collaboration, le pouvoir de la modelisation et le pouvoir du recit. Ces pouvoirs semblent sous-tendre une grande partie de ce qui a ete ecrit sur la maniere dont l'enquete collaborative est devenue une force puissante pour le developpement du leadership en Alberta, et plus recemment dans l'Etat de Nouvelle-Galles du Sud en Australie. Mots cles : enquete collaborative, leadership scolaire, structures habilitantes
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Pub Date : 2021-09-10DOI: 10.11575/AJER.V67I3.73368
W. Boyd, M. Hayden
{"title":"Collaborative Inquiry and School Leadership Growth: Introduction to Special Issue","authors":"W. Boyd, M. Hayden","doi":"10.11575/AJER.V67I3.73368","DOIUrl":"https://doi.org/10.11575/AJER.V67I3.73368","url":null,"abstract":"","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":"67 1","pages":"260-261"},"PeriodicalIF":0.0,"publicationDate":"2021-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47329958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-31DOI: 10.11575/AJER.V67I2.71888
Ryan D. Jacobs
{"title":"Book Review: A Class by Themselves? (2019) The Origins of Special Education in Toronto and Beyond, by Jason Ellis","authors":"Ryan D. Jacobs","doi":"10.11575/AJER.V67I2.71888","DOIUrl":"https://doi.org/10.11575/AJER.V67I2.71888","url":null,"abstract":"","PeriodicalId":35607,"journal":{"name":"Alberta Journal of Educational Research","volume":"67 1","pages":"256-259"},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46315825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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