Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7168-2.ch004
Petrus Dhiginina Shipalanga, A. Hako, Sakaria M. Iipinge
This qualitative study examined the roles of the school management teams in curriculum delivery during COVID-19 and beyond. The closure of the schools due to the COVID-19 pandemic caused serious disruptions to teaching and learning. Learners were expected to be engaged in learning processes via different platforms. The school management teams were given enormous responsibilities to ensure planning, implementing, and monitoring curriculum delivery during and post COVID-19. Twenty participants are purposefully selected from 10 schools ranging from primary to secondary. Focus group interviews and document analysis were used to collect data. The authors followed the thematic approach in analyzing data. The study revealed that the amount of teaching is not significant as only the quality of learning matters. It proved that planning is the best approach to academic outcomes. The authors hope the study would provide insight into lived experiences of school management teams in curriculum planning, implementation, and monitoring of curriculum delivery amidst COVID-19 and beyond.
{"title":"Roles of School Management Teams in Effective Curriculum Delivery During COVID-19 in Namibia","authors":"Petrus Dhiginina Shipalanga, A. Hako, Sakaria M. Iipinge","doi":"10.4018/978-1-7998-7168-2.ch004","DOIUrl":"https://doi.org/10.4018/978-1-7998-7168-2.ch004","url":null,"abstract":"This qualitative study examined the roles of the school management teams in curriculum delivery during COVID-19 and beyond. The closure of the schools due to the COVID-19 pandemic caused serious disruptions to teaching and learning. Learners were expected to be engaged in learning processes via different platforms. The school management teams were given enormous responsibilities to ensure planning, implementing, and monitoring curriculum delivery during and post COVID-19. Twenty participants are purposefully selected from 10 schools ranging from primary to secondary. Focus group interviews and document analysis were used to collect data. The authors followed the thematic approach in analyzing data. The study revealed that the amount of teaching is not significant as only the quality of learning matters. It proved that planning is the best approach to academic outcomes. The authors hope the study would provide insight into lived experiences of school management teams in curriculum planning, implementation, and monitoring of curriculum delivery amidst COVID-19 and beyond.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"601 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121330150","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 : 1900-01-01DOI: 10.4018/978-1-7998-3331-4
{"title":"Implementing Culturally Responsive Practices in Education","authors":"","doi":"10.4018/978-1-7998-3331-4","DOIUrl":"https://doi.org/10.4018/978-1-7998-3331-4","url":null,"abstract":"","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125273738","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 : 1900-01-01DOI: 10.4018/978-1-7998-1766-6.ch009
Betsy Orr
The purpose of this chapter is to provide knowledge for classroom teachers on the assistive technology tools that are available for students with learning disabilities. A secondary focus is to identify the best practices commonly used by classroom teachers when teaching students with disabilities. Various technology tools and best practices are discussed. A survey was distributed to elementary and secondary classroom teachers seeking input on the assistive technology tools and best practices used in the classroom. Further discussion of the assistive technology tools and best practices provide content for the practicing teacher to enhance his/her teaching skills when teaching students with learning disabilities.
{"title":"Assistive Technology and Best Practices","authors":"Betsy Orr","doi":"10.4018/978-1-7998-1766-6.ch009","DOIUrl":"https://doi.org/10.4018/978-1-7998-1766-6.ch009","url":null,"abstract":"The purpose of this chapter is to provide knowledge for classroom teachers on the assistive technology tools that are available for students with learning disabilities. A secondary focus is to identify the best practices commonly used by classroom teachers when teaching students with disabilities. Various technology tools and best practices are discussed. A survey was distributed to elementary and secondary classroom teachers seeking input on the assistive technology tools and best practices used in the classroom. Further discussion of the assistive technology tools and best practices provide content for the practicing teacher to enhance his/her teaching skills when teaching students with learning disabilities.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114941310","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 : 1900-01-01DOI: 10.4018/978-1-7998-8860-4.ch001
Chynna S. McCall, Monica E. Romero, Wenxia Yang, Tanya Weigand
The chapter aims to help practitioners create more equitable learning environments and student outcomes using an intersectionality lens. The chapter first discusses what the intersectionality lens is and why it is essential. Then it discusses the impact of using an intersectional approach on exceptional education practitioners' abilities to understand better their students' lived experiences and needs, leading to more accurate and comprehensive decision making and subsequently providing more effective student placement, instruction, and support. The chapter provides guidance to practitioners concerning how to work with their teams and the school to create a continual commitment to cultural competence, reassessing structures and making necessary adjustments to maintain and enhance their utilization of culturally responsive practices.
{"title":"Utilizing the Intersectional Perspective to Shift Individual and Systems Practices","authors":"Chynna S. McCall, Monica E. Romero, Wenxia Yang, Tanya Weigand","doi":"10.4018/978-1-7998-8860-4.ch001","DOIUrl":"https://doi.org/10.4018/978-1-7998-8860-4.ch001","url":null,"abstract":"The chapter aims to help practitioners create more equitable learning environments and student outcomes using an intersectionality lens. The chapter first discusses what the intersectionality lens is and why it is essential. Then it discusses the impact of using an intersectional approach on exceptional education practitioners' abilities to understand better their students' lived experiences and needs, leading to more accurate and comprehensive decision making and subsequently providing more effective student placement, instruction, and support. The chapter provides guidance to practitioners concerning how to work with their teams and the school to create a continual commitment to cultural competence, reassessing structures and making necessary adjustments to maintain and enhance their utilization of culturally responsive practices.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116038059","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 : 1900-01-01DOI: 10.4018/978-1-7998-7168-2.ch009
N. S. Thuketana
The demand for mainstream South African schools to adopt inclusive education research recommendations is rising exponentially. The COVID-19 pandemic effects compound curriculum access difficulties for children with cerebral palsy. In addition, the COVID-19 virus emergence exposed longstanding home-schooling endangerments. As part of a larger study, this chapter is a sequel to a qualitative, descriptive multiple case study interviewing 15 teachers from three schools, three coordinators of the school-based support teams, and the district-based support team coordinators in Limpopo Province. The study drew from Bronfenbrenner's ecological systems, Piaget's cognitive development, and Vygotsky's sociocultural theories to investigate stakeholders' understanding of inclusive education. During the lockdown period, follow-up online interviews with the school-based support team (SBST) identified a continuous fragmentation of IE stakeholders' responsibilities. They recommended a community of practice (CoP) approach that advocated expediting the implementation of recommendations.
{"title":"Investigating School-Based Support Teams' Roles in Supporting Children With Cerebral Palsy During the National Lockdown","authors":"N. S. Thuketana","doi":"10.4018/978-1-7998-7168-2.ch009","DOIUrl":"https://doi.org/10.4018/978-1-7998-7168-2.ch009","url":null,"abstract":"The demand for mainstream South African schools to adopt inclusive education research recommendations is rising exponentially. The COVID-19 pandemic effects compound curriculum access difficulties for children with cerebral palsy. In addition, the COVID-19 virus emergence exposed longstanding home-schooling endangerments. As part of a larger study, this chapter is a sequel to a qualitative, descriptive multiple case study interviewing 15 teachers from three schools, three coordinators of the school-based support teams, and the district-based support team coordinators in Limpopo Province. The study drew from Bronfenbrenner's ecological systems, Piaget's cognitive development, and Vygotsky's sociocultural theories to investigate stakeholders' understanding of inclusive education. During the lockdown period, follow-up online interviews with the school-based support team (SBST) identified a continuous fragmentation of IE stakeholders' responsibilities. They recommended a community of practice (CoP) approach that advocated expediting the implementation of recommendations.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116597077","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 : 1900-01-01DOI: 10.4018/978-1-5225-9073-6.CH009
F. Naeem
Gone are the days when attracting quality students for admissions used to be a cake walk. Nowadays, the admission process particularly for business schools has become a herculean task as it incurs lot of challenges even for prestigious ones. Nevertheless, there are multiple factors likely to impact thought process of prospective candidates while choosing appropriate B-schools like placement track, infrastructure, and quality of faculty, accreditation, ranking, etc. This chapter reviews marketing drives adopted by business schools as an attempt to stand out and differentiate them in a crowded and volatile market and attract students worldwide. The chapter also deals with range of marketing initiatives undertaken by B schools in recent times to attract potential students. Considering the relevance of adapting to the changing market forces, the purpose of this chapter is to analyze innovative strategies adopted by business school in the Indian context. Methodology adopted in the paper is conceptual and analytical. Suggestions are proposed at the end of chapter.
{"title":"Harnessing the Power of Differentiation","authors":"F. Naeem","doi":"10.4018/978-1-5225-9073-6.CH009","DOIUrl":"https://doi.org/10.4018/978-1-5225-9073-6.CH009","url":null,"abstract":"Gone are the days when attracting quality students for admissions used to be a cake walk. Nowadays, the admission process particularly for business schools has become a herculean task as it incurs lot of challenges even for prestigious ones. Nevertheless, there are multiple factors likely to impact thought process of prospective candidates while choosing appropriate B-schools like placement track, infrastructure, and quality of faculty, accreditation, ranking, etc. This chapter reviews marketing drives adopted by business schools as an attempt to stand out and differentiate them in a crowded and volatile market and attract students worldwide. The chapter also deals with range of marketing initiatives undertaken by B schools in recent times to attract potential students. Considering the relevance of adapting to the changing market forces, the purpose of this chapter is to analyze innovative strategies adopted by business school in the Indian context. Methodology adopted in the paper is conceptual and analytical. Suggestions are proposed at the end of chapter.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"213 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128781645","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 : 1900-01-01DOI: 10.4018/978-1-5225-8088-1
{"title":"Cases on Global Leadership in the Contemporary Economy","authors":"","doi":"10.4018/978-1-5225-8088-1","DOIUrl":"https://doi.org/10.4018/978-1-5225-8088-1","url":null,"abstract":"","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128623584","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 : 1900-01-01DOI: 10.4018/978-1-7998-7168-2.ch001
M. Maphalala, N. Khumalo
This study sought to examine the curriculum management enablers and constraints experienced by school principals in KZN rural high schools in King Cetshwayo. A survey research design of the exploratory sub-type was adopted. The findings reveal a lack of parental involvement, increased principals' workload due to multi-faceted responsibilities, difficulty recruiting suitably qualified teachers, lack of teacher development opportunities for teachers, poor infrastructure and facilities, curriculum delivery challenges, curriculum monitoring, and evaluation. The identified deficiencies in curriculum management are linked to the instructional leadership led by the principals.
{"title":"Curriculum Management in KZN Rural High Schools","authors":"M. Maphalala, N. Khumalo","doi":"10.4018/978-1-7998-7168-2.ch001","DOIUrl":"https://doi.org/10.4018/978-1-7998-7168-2.ch001","url":null,"abstract":"This study sought to examine the curriculum management enablers and constraints experienced by school principals in KZN rural high schools in King Cetshwayo. A survey research design of the exploratory sub-type was adopted. The findings reveal a lack of parental involvement, increased principals' workload due to multi-faceted responsibilities, difficulty recruiting suitably qualified teachers, lack of teacher development opportunities for teachers, poor infrastructure and facilities, curriculum delivery challenges, curriculum monitoring, and evaluation. The identified deficiencies in curriculum management are linked to the instructional leadership led by the principals.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128636356","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 : 1900-01-01DOI: 10.4018/978-1-7998-3838-8.ch002
Chapter 2 examines restorative practices within schools, in conjunction with the underlying foundations of the Social Discipline Window, emphasizing doing things with people, rather than to people. Doing things with people, not to people, combined with the premise of holding people to the highest level of accountability while simultaneously providing high levels of support will be emphasized in this chapter. Additionally, restorative circles, restorative questions, using affective statements, and the use of problem-solving groups to promote a restorative dialogue will be explored.
{"title":"Doing With, Not To or For","authors":"","doi":"10.4018/978-1-7998-3838-8.ch002","DOIUrl":"https://doi.org/10.4018/978-1-7998-3838-8.ch002","url":null,"abstract":"Chapter 2 examines restorative practices within schools, in conjunction with the underlying foundations of the Social Discipline Window, emphasizing doing things with people, rather than to people. Doing things with people, not to people, combined with the premise of holding people to the highest level of accountability while simultaneously providing high levels of support will be emphasized in this chapter. Additionally, restorative circles, restorative questions, using affective statements, and the use of problem-solving groups to promote a restorative dialogue will be explored.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128643709","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 : 1900-01-01DOI: 10.4018/978-1-7998-6500-1.CH002
B. Zugelder
While principals are ultimately accountable for instructional leadership, they also are burdened by the increasing demands of the administrative job and, therefore, must rely on the capable teaching professionals to help carry out the instructional mission of the school. Indicators of instructional leadership for teacher leaders include coaching and mentoring, collaboration, and understanding the context of school and community. This chapter addresses the constructs of instructional leadership, including 1) understanding effective instructional practices, 2) alignment of school-wide instructional systems, 3) use of data to improve instruction, 4) the fostering of collective continuous improvement, and 5) inclusion of collaborative professional development for school personnel to build professional capacity and leadership in all. The intersection between principal and teacher leader roles, as a premise for distributive leadership, will be explored and proposed with recommendations for future research.
{"title":"Instructional Leadership","authors":"B. Zugelder","doi":"10.4018/978-1-7998-6500-1.CH002","DOIUrl":"https://doi.org/10.4018/978-1-7998-6500-1.CH002","url":null,"abstract":"While principals are ultimately accountable for instructional leadership, they also are burdened by the increasing demands of the administrative job and, therefore, must rely on the capable teaching professionals to help carry out the instructional mission of the school. Indicators of instructional leadership for teacher leaders include coaching and mentoring, collaboration, and understanding the context of school and community. This chapter addresses the constructs of instructional leadership, including 1) understanding effective instructional practices, 2) alignment of school-wide instructional systems, 3) use of data to improve instruction, 4) the fostering of collective continuous improvement, and 5) inclusion of collaborative professional development for school personnel to build professional capacity and leadership in all. The intersection between principal and teacher leader roles, as a premise for distributive leadership, will be explored and proposed with recommendations for future research.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124561644","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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