Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-9228-0.CH014
Ardene Virtue
The chapter proposes that the honing of teacher efficacy is a necessary prerequisite for the implementation of post-method pedagogy (PMP). The application of PMP requires an autonomous practitioner who undertakes an experimental approach to teaching English as a second language. Hence, it is justifiable that teachers would need a high self-assurance in their capabilities to make comprehensive judgments regarding their selection, and effectual employment of teaching practices. The chapter examines how teacher agency is negated by three factors – practitioners' operation as passive implementers of dicta, a product-focussed school context that discourages teachers' self-directed instructional approaches, and teachers' overreliance on teaching resources such as the textbook. Finally, the chapter provides PMP criteria for teachers' effective engagement of textbooks which practitioners could competently apply providing they have achieved their efficacies.
{"title":"Stifled Teacher Efficacy","authors":"Ardene Virtue","doi":"10.4018/978-1-5225-9228-0.CH014","DOIUrl":"https://doi.org/10.4018/978-1-5225-9228-0.CH014","url":null,"abstract":"The chapter proposes that the honing of teacher efficacy is a necessary prerequisite for the implementation of post-method pedagogy (PMP). The application of PMP requires an autonomous practitioner who undertakes an experimental approach to teaching English as a second language. Hence, it is justifiable that teachers would need a high self-assurance in their capabilities to make comprehensive judgments regarding their selection, and effectual employment of teaching practices. The chapter examines how teacher agency is negated by three factors – practitioners' operation as passive implementers of dicta, a product-focussed school context that discourages teachers' self-directed instructional approaches, and teachers' overreliance on teaching resources such as the textbook. Finally, the chapter provides PMP criteria for teachers' effective engagement of textbooks which practitioners could competently apply providing they have achieved their efficacies.","PeriodicalId":386068,"journal":{"name":"Research Anthology on Preparing School Administrators to Lead Quality Education Programs","volume":"24 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":"115737598","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: 10.4018/978-1-5225-3856-1.CH013
Siriwan Saksiriruthai
This chapter aims to investigate the importance of human capital as a key success factor to economic growth and modern economic reforms as well as exploring determinants of human capital. Then factors influencing human capital accumulation as well as case studies are discussed to illustrate the influence of human capital to economic growth and reforms. Together with economic reforms, supportive education and human capital development policies, some countries could generate a dramatic technology and economic development. Currently, human capital even becomes crucial because of this technological progress. Thus, modern economic reform needs more intense human capital accumulation to cope with more advanced technology. In this chapter, we investigate the role of human capital accumulation by education and migration process in economic reforms and development of three countries with completely different conditions of economic development.
{"title":"Human Capital as a Determinant of Long-Term Economic Growth","authors":"Siriwan Saksiriruthai","doi":"10.4018/978-1-5225-3856-1.CH013","DOIUrl":"https://doi.org/10.4018/978-1-5225-3856-1.CH013","url":null,"abstract":"This chapter aims to investigate the importance of human capital as a key success factor to economic growth and modern economic reforms as well as exploring determinants of human capital. Then factors influencing human capital accumulation as well as case studies are discussed to illustrate the influence of human capital to economic growth and reforms. Together with economic reforms, supportive education and human capital development policies, some countries could generate a dramatic technology and economic development. Currently, human capital even becomes crucial because of this technological progress. Thus, modern economic reform needs more intense human capital accumulation to cope with more advanced technology. In this chapter, we investigate the role of human capital accumulation by education and migration process in economic reforms and development of three countries with completely different conditions of economic development.","PeriodicalId":386068,"journal":{"name":"Research Anthology on Preparing School Administrators to Lead Quality Education Programs","volume":"68 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":"122899229","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: 10.4018/978-1-7998-3438-0.ch081
Evan G. Mense, Dana M. Griggs, Julius N. Shanks
School leaders are challenged with the task of high stakes testing and student achievement. In the data-driven K-12 setting, it is necessary to have quality school leaders in place. Universities are charged with preparing these quality school leaders. Educational leadership programs need to contain quality structure and key components. These key components required of leadership preparation programs consist of data, leadership style/theories, data culture/climate school leader organizational and management, school community relations, professional development, school/teacher improvement, school improvement plan (SIP), implementation of SIP goals, and field experience. These key components need to encompass the national educational leadership preparation (NELP) standards and the professional standards for educational leaders (PSEL) standards to maintain a successful educational leadership program.
{"title":"School Leaders in a Time of Accountability and Data Use","authors":"Evan G. Mense, Dana M. Griggs, Julius N. Shanks","doi":"10.4018/978-1-7998-3438-0.ch081","DOIUrl":"https://doi.org/10.4018/978-1-7998-3438-0.ch081","url":null,"abstract":"School leaders are challenged with the task of high stakes testing and student achievement. In the data-driven K-12 setting, it is necessary to have quality school leaders in place. Universities are charged with preparing these quality school leaders. Educational leadership programs need to contain quality structure and key components. These key components required of leadership preparation programs consist of data, leadership style/theories, data culture/climate school leader organizational and management, school community relations, professional development, school/teacher improvement, school improvement plan (SIP), implementation of SIP goals, and field experience. These key components need to encompass the national educational leadership preparation (NELP) standards and the professional standards for educational leaders (PSEL) standards to maintain a successful educational leadership program.","PeriodicalId":386068,"journal":{"name":"Research Anthology on Preparing School Administrators to Lead Quality Education Programs","volume":"303 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":"122982971","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: 10.4018/978-1-7998-3438-0.ch039
Mirta R. Segredo, Peter J. Cistone, T. Reio
Research regarding the association between emotional intelligence, leadership style and organizational culture has been inconclusive. The purpose of this study was to explore these relationships in elementary school settings. A non-experimental ex post facto research design was utilized to investigate four research hypotheses. Fifty-seven principals and 850 teachers within a large urban school district in southeast Florida were surveyed. Hierarchical regression analyses revealed positive associations between school culture and both transformational and transactional leadership, and negative associations between school culture and passive-avoidant leadership. Significant positive associations were found also between school culture and the principals' emotional intelligence after controlling for leadership style. The hierarchical linear regressions revealed significant associations between leadership style and school culture after controlling for school grade as well. The results suggest that emotional intelligence merits consideration in the development of leadership theory. Practical implications include suggestions that principals employ both transformational and transactional leadership strategies, and focus on developing their level of emotional intelligence. The associations between emotional intelligence, transformational leadership, contingent reward and school culture found in this study validate the role of the principal as the leader of school reform.
{"title":"Relationships Between Emotional Intelligence, Leadership Style, and School Culture","authors":"Mirta R. Segredo, Peter J. Cistone, T. Reio","doi":"10.4018/978-1-7998-3438-0.ch039","DOIUrl":"https://doi.org/10.4018/978-1-7998-3438-0.ch039","url":null,"abstract":"Research regarding the association between emotional intelligence, leadership style and organizational culture has been inconclusive. The purpose of this study was to explore these relationships in elementary school settings. A non-experimental ex post facto research design was utilized to investigate four research hypotheses. Fifty-seven principals and 850 teachers within a large urban school district in southeast Florida were surveyed. Hierarchical regression analyses revealed positive associations between school culture and both transformational and transactional leadership, and negative associations between school culture and passive-avoidant leadership. Significant positive associations were found also between school culture and the principals' emotional intelligence after controlling for leadership style. The hierarchical linear regressions revealed significant associations between leadership style and school culture after controlling for school grade as well. The results suggest that emotional intelligence merits consideration in the development of leadership theory. Practical implications include suggestions that principals employ both transformational and transactional leadership strategies, and focus on developing their level of emotional intelligence. The associations between emotional intelligence, transformational leadership, contingent reward and school culture found in this study validate the role of the principal as the leader of school reform.","PeriodicalId":386068,"journal":{"name":"Research Anthology on Preparing School Administrators to Lead Quality Education Programs","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":"126713730","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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