Pub Date : 2020-05-29DOI: 10.1108/jpcc-05-2020-0017
Deborah M. Netolicky
PurposeThis paper explores, from the perspective of an Australian pracademic, how school leaders are leading during the global COVID-19 pandemic.Design/methodology/approachThis essay explores the tensions navigated by school leaders leading during this time of global crisis, by looking to research as well as the author's lived experience.FindingsThe author finds that school leaders are navigating the following: accountability and autonomy; equity and excellence; the individual and the collective and well-being and workload.Originality/valueThis paper offers insights into school leadership, at all times but especially during times of crisis and during the COVID-19 pandemic.
{"title":"School leadership during a pandemic: navigating tensions","authors":"Deborah M. Netolicky","doi":"10.1108/jpcc-05-2020-0017","DOIUrl":"https://doi.org/10.1108/jpcc-05-2020-0017","url":null,"abstract":"PurposeThis paper explores, from the perspective of an Australian pracademic, how school leaders are leading during the global COVID-19 pandemic.Design/methodology/approachThis essay explores the tensions navigated by school leaders leading during this time of global crisis, by looking to research as well as the author's lived experience.FindingsThe author finds that school leaders are navigating the following: accountability and autonomy; equity and excellence; the individual and the collective and well-being and workload.Originality/valueThis paper offers insights into school leadership, at all times but especially during times of crisis and during the COVID-19 pandemic.","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2020-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/jpcc-05-2020-0017","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44115471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-20DOI: 10.1108/JPCC-11-2019-0033
G. Robinson, Tony Gallagher, Gavin Duffy, H. McAneney
PurposeThis paper aims to demonstrate the transformative potential of school networks in divided societies, where separate schools often mirror wider ethnic divisions. It describes Shared Education in Northern Ireland, where networks are being utilised to change how Catholic and Protestant schools engage with one another. The concept of boundary crossing is used to frame how staff members build relationships and bridge distinct knowledge communities shaped by socio-cultural practices and identities.Design/Methodology/ApproachA mixed-methods design was employed. Evidence is presented based on a social network analysis of teacher interactions within a Shared Education partnership of five primary schools in Northern Ireland.FindingsThe findings suggest that school networking can overcome systemic separation in divided societies and provide the infrastructure necessary to establish an alternative model for collegial engagement. The structural characteristics of the observed school network are discussed, including comments on its sustainability, the role of boundary-crossing relationships, the professional value for those involved and its transformative potential for society.Originality/valueThis paper provides a unique perspective on the application and utility of school networks for supporting the development of professional communities in challenging circumstances. It also presents valuable social network data on the structure and management of school networks.
{"title":"At the boundaries: school networks in divided societies","authors":"G. Robinson, Tony Gallagher, Gavin Duffy, H. McAneney","doi":"10.1108/JPCC-11-2019-0033","DOIUrl":"https://doi.org/10.1108/JPCC-11-2019-0033","url":null,"abstract":"PurposeThis paper aims to demonstrate the transformative potential of school networks in divided societies, where separate schools often mirror wider ethnic divisions. It describes Shared Education in Northern Ireland, where networks are being utilised to change how Catholic and Protestant schools engage with one another. The concept of boundary crossing is used to frame how staff members build relationships and bridge distinct knowledge communities shaped by socio-cultural practices and identities.Design/Methodology/ApproachA mixed-methods design was employed. Evidence is presented based on a social network analysis of teacher interactions within a Shared Education partnership of five primary schools in Northern Ireland.FindingsThe findings suggest that school networking can overcome systemic separation in divided societies and provide the infrastructure necessary to establish an alternative model for collegial engagement. The structural characteristics of the observed school network are discussed, including comments on its sustainability, the role of boundary-crossing relationships, the professional value for those involved and its transformative potential for society.Originality/valueThis paper provides a unique perspective on the application and utility of school networks for supporting the development of professional communities in challenging circumstances. It also presents valuable social network data on the structure and management of school networks.","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2020-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/JPCC-11-2019-0033","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48874654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-26DOI: 10.1108/jpcc-06-2019-0013
A. Hargreaves, Dennis Shirley
Purpose The purpose of this paper is to cover a 10-year period in ten of Ontario’s 72 school districts on the nature, origins and importance of “leading from the middle” (LfM) within and across the districts. Design/methodology/approach The research uses a self-selected but also representative sample of ten Ontario school districts. It undertook three-day site visits in each of the districts, transcribed all the interviews and compiled an analysis into detailed case studies. Findings LfM is defined by a philosophy, structure and culture that promotes collaboration, initiative and responsiveness to the needs of each district along with collective responsibility for all students’ success. Research limitations/implications To be sustainable in Ontario, LfM needs support and resourcing from the top. The current environment of economic austerity therefore threatens sustainability. Globally, examples of LfM are emerging in at least three other systems. The analysis does not have identical questions or respondents in phases 1 and 2. Ontario’s version of LfM may differ from others. The collaborative design may downplay criticisms of LfM. Practical implications LfM provides a clear design for leading in complex times. Compared to top-down leadership the whole system can address the whole of students’ learning and well-being. LfM is suited to systems and cultures that support local democracy, community responsiveness and professional empowerment and engagement. Originality/value LfM is an inclusive, democratic and professionally empowering and responsive process that differs from other middle level strategies which treat the middle merely as a way of connecting the top and bottom to get government policies implemented more efficiently and coherently.
{"title":"Leading from the middle: its nature, origins and importance","authors":"A. Hargreaves, Dennis Shirley","doi":"10.1108/jpcc-06-2019-0013","DOIUrl":"https://doi.org/10.1108/jpcc-06-2019-0013","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to cover a 10-year period in ten of Ontario’s 72 school districts on the nature, origins and importance of “leading from the middle” (LfM) within and across the districts.\u0000\u0000\u0000Design/methodology/approach\u0000The research uses a self-selected but also representative sample of ten Ontario school districts. It undertook three-day site visits in each of the districts, transcribed all the interviews and compiled an analysis into detailed case studies.\u0000\u0000\u0000Findings\u0000LfM is defined by a philosophy, structure and culture that promotes collaboration, initiative and responsiveness to the needs of each district along with collective responsibility for all students’ success.\u0000\u0000\u0000Research limitations/implications\u0000To be sustainable in Ontario, LfM needs support and resourcing from the top. The current environment of economic austerity therefore threatens sustainability. Globally, examples of LfM are emerging in at least three other systems. The analysis does not have identical questions or respondents in phases 1 and 2. Ontario’s version of LfM may differ from others. The collaborative design may downplay criticisms of LfM.\u0000\u0000\u0000Practical implications\u0000LfM provides a clear design for leading in complex times. Compared to top-down leadership the whole system can address the whole of students’ learning and well-being. LfM is suited to systems and cultures that support local democracy, community responsiveness and professional empowerment and engagement.\u0000\u0000\u0000Originality/value\u0000LfM is an inclusive, democratic and professionally empowering and responsive process that differs from other middle level strategies which treat the middle merely as a way of connecting the top and bottom to get government policies implemented more efficiently and coherently.\u0000","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2019-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/jpcc-06-2019-0013","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42359580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-15DOI: 10.1108/jpcc-09-2019-0023
Tamar Tas, T. Houtveen, W. van de Grift
Purpose The purpose of this paper is to answer the question, what progress student teachers make during one academic year, while being trained in a professional learning community, using objective classroom observation, using lesson preparation templates that match their developmental stage and stage-focused mentor feedback. Design/methodology/approach The teaching skills of the student teachers (n=101) were measured at the start and at the end of the academic year. For the measurements, the standardized and psychometrically tested International Comparative Analysis of Learning and Teaching observation instrument is used. Findings The student teachers achieved a small growth on the basic teaching skills and a medium growth on two of the three advanced skills for teachers. Research limitations/implications Because of the lack of a control group, causal conclusions cannot be made. This research provides knowledge on the actual observed level of teaching skills of student teachers trained in a close collaborating professional learning community. Originality/value Little is known about the actual growth of observable teaching skills of student teachers in elementary education. Teacher training colleges and internship schools in the Netherlands are in search of better ways to collaborate more closely in order to improve the quality of teaching of their student teachers. These findings can inspire teacher training communities to improve their own teaching quality and the teaching quality of their student teachers.
{"title":"Effects of data feedback in the teacher training community","authors":"Tamar Tas, T. Houtveen, W. van de Grift","doi":"10.1108/jpcc-09-2019-0023","DOIUrl":"https://doi.org/10.1108/jpcc-09-2019-0023","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to answer the question, what progress student teachers make during one academic year, while being trained in a professional learning community, using objective classroom observation, using lesson preparation templates that match their developmental stage and stage-focused mentor feedback.\u0000\u0000\u0000Design/methodology/approach\u0000The teaching skills of the student teachers (n=101) were measured at the start and at the end of the academic year. For the measurements, the standardized and psychometrically tested International Comparative Analysis of Learning and Teaching observation instrument is used.\u0000\u0000\u0000Findings\u0000The student teachers achieved a small growth on the basic teaching skills and a medium growth on two of the three advanced skills for teachers.\u0000\u0000\u0000Research limitations/implications\u0000Because of the lack of a control group, causal conclusions cannot be made. This research provides knowledge on the actual observed level of teaching skills of student teachers trained in a close collaborating professional learning community.\u0000\u0000\u0000Originality/value\u0000Little is known about the actual growth of observable teaching skills of student teachers in elementary education. Teacher training colleges and internship schools in the Netherlands are in search of better ways to collaborate more closely in order to improve the quality of teaching of their student teachers. These findings can inspire teacher training communities to improve their own teaching quality and the teaching quality of their student teachers.\u0000","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2019-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/jpcc-09-2019-0023","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49526159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-13DOI: 10.1108/jpcc-02-2019-0004
Susanne Sahlin
Purpose The purpose of this paper is to examine principals’ sense-making of a school–university collaboration taking an institutional perspective on organizational change. The study’s context involves three schools in a collaboration focusing on leadership and school improvement with one university. Design/methodology/approach The study draws on findings from a qualitative case study that examined principals’ sense-making of this type of school–university collaboration. Data were collected over three years and consisted of semistructured interviews, meeting notes, field observations, field notes and document analysis. A qualitative content analysis was performed using the Atlas.ti 6.2 software tool. Findings The findings showed that mattering sense-making for the principals in this collaboration is related to the cultivation of collective participation and responsibility, the development of trust and improvement culture among actors, and the sense of moving towards research-based and collaborative learning-oriented practices in their schools. Research limitations/implications This study encountered several limitations that need to be addressed and recognized. First, the small number of cases in this multiple case study, as well as the specific social context, limits the possibilities for the generalization of the findings. Second, the study was not independently selected and the findings and analyses were linked to national and local contexts, which can be seen as a limitation and a strength. Nevertheless, this study provides in-depth information about the principals’ experiences and constructions of meaning as they helped lead a school–university collaboration in their schools. Finally, although the sample was small and not representative, the findings provided useful insights into and examples of how principals understand and interpret a school–university partnership in their schools’ improvement processes. Originality/value The findings provide an elaborated illustration of how intentional efforts to collaborate and develop the schools in a school–university partnership may affect the regulative, normative and cultural–cognitive aspects in schools.
{"title":"Making sense of external partnerships","authors":"Susanne Sahlin","doi":"10.1108/jpcc-02-2019-0004","DOIUrl":"https://doi.org/10.1108/jpcc-02-2019-0004","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to examine principals’ sense-making of a school–university collaboration taking an institutional perspective on organizational change. The study’s context involves three schools in a collaboration focusing on leadership and school improvement with one university.\u0000\u0000\u0000Design/methodology/approach\u0000The study draws on findings from a qualitative case study that examined principals’ sense-making of this type of school–university collaboration. Data were collected over three years and consisted of semistructured interviews, meeting notes, field observations, field notes and document analysis. A qualitative content analysis was performed using the Atlas.ti 6.2 software tool.\u0000\u0000\u0000Findings\u0000The findings showed that mattering sense-making for the principals in this collaboration is related to the cultivation of collective participation and responsibility, the development of trust and improvement culture among actors, and the sense of moving towards research-based and collaborative learning-oriented practices in their schools.\u0000\u0000\u0000Research limitations/implications\u0000This study encountered several limitations that need to be addressed and recognized. First, the small number of cases in this multiple case study, as well as the specific social context, limits the possibilities for the generalization of the findings. Second, the study was not independently selected and the findings and analyses were linked to national and local contexts, which can be seen as a limitation and a strength. Nevertheless, this study provides in-depth information about the principals’ experiences and constructions of meaning as they helped lead a school–university collaboration in their schools. Finally, although the sample was small and not representative, the findings provided useful insights into and examples of how principals understand and interpret a school–university partnership in their schools’ improvement processes.\u0000\u0000\u0000Originality/value\u0000The findings provide an elaborated illustration of how intentional efforts to collaborate and develop the schools in a school–university partnership may affect the regulative, normative and cultural–cognitive aspects in schools.\u0000","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2019-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/jpcc-02-2019-0004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46090803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-12DOI: 10.1108/jpcc-09-2019-0024
Charlene Tan
Purpose The purpose of this paper is to respond to a recent article published in this journal by Stoll and Kools (2017) on the “School as a Learning Organisation” (SLO). It critiques Stoll and Kools’ integrated model of a SLO by investigating whether the model can be applied to a specific socio-cultural schooling context using the example of mainland China. Design/methodology/approach This paper reviews the extant published works on SLO with a focus on Stoll and Kools’ integrated model of a SLO. The paper also reviews the existing literature on schooling practices in China. Findings It is argued that the application of Stoll and Kools’ integrated model of a SLO in China needs to take into consideration and incorporate the prevailing centralised, hierarchical and collective characteristics in the country. Research limitations/implications The paper questions the universal application of the seven action-oriented dimensions of the SLO for all schools regardless of socio-cultural contexts. It highlights the mediating and moderating effects of local histories, conditions and developments when promoting SLO in a specific learning site. Practical implications Policymakers, researchers and educators need to contextualise the ideal of the SLO by interpreting and appropriating it in ways that are compatible with the dominant socio-cultural norms and practices in a particular locality. Originality/value This paper fills a current gap by relating the notion of SLO model to the schooling settings in China. It offers a collective slant to SLO that is tailored for the educational realities and experiences in China.
{"title":"The school as a learning organisation in China","authors":"Charlene Tan","doi":"10.1108/jpcc-09-2019-0024","DOIUrl":"https://doi.org/10.1108/jpcc-09-2019-0024","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to respond to a recent article published in this journal by Stoll and Kools (2017) on the “School as a Learning Organisation” (SLO). It critiques Stoll and Kools’ integrated model of a SLO by investigating whether the model can be applied to a specific socio-cultural schooling context using the example of mainland China.\u0000\u0000\u0000Design/methodology/approach\u0000This paper reviews the extant published works on SLO with a focus on Stoll and Kools’ integrated model of a SLO. The paper also reviews the existing literature on schooling practices in China.\u0000\u0000\u0000Findings\u0000It is argued that the application of Stoll and Kools’ integrated model of a SLO in China needs to take into consideration and incorporate the prevailing centralised, hierarchical and collective characteristics in the country.\u0000\u0000\u0000Research limitations/implications\u0000The paper questions the universal application of the seven action-oriented dimensions of the SLO for all schools regardless of socio-cultural contexts. It highlights the mediating and moderating effects of local histories, conditions and developments when promoting SLO in a specific learning site.\u0000\u0000\u0000Practical implications\u0000Policymakers, researchers and educators need to contextualise the ideal of the SLO by interpreting and appropriating it in ways that are compatible with the dominant socio-cultural norms and practices in a particular locality.\u0000\u0000\u0000Originality/value\u0000This paper fills a current gap by relating the notion of SLO model to the schooling settings in China. It offers a collective slant to SLO that is tailored for the educational realities and experiences in China.\u0000","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2019-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/jpcc-09-2019-0024","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46813960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-21DOI: 10.1108/JPCC-02-2019-0002
Kaye Twyford, D. L. Le Fevre
PurposeThe purpose of this paper is to examine how the actions of leaders influence teachers’ perceptions of risk and sensemaking during professional learning (PL).Design/methodology/approachA qualitative case study primarily involving semi-structured interviews was utilized to collect teacher-perception data. In total, 21 teachers across three New Zealand schools were interviewed as they participated in the first year of a school-wide PL initiative. Data were analyzed using a risk perception lens focused on uncertainty.FindingsTeachers’ perceptions of risk were influenced by leaders’ actions. Leaders built supportive relationships by knowing the teacher as a learner; showing empathy and respect; providing support; and engendering trust. Teachers reported that the quality of relationships combined with their own state of knowledge influenced their perceptions of risk and learning.Practical implicationsLeaders are reminded that learning is inherently uncertain and uncomfortable and that they have an important role to ensure an environment that is safe and supportive for teacher risk taking and change. A risk lens enables leaders and PL facilitators to consider their influence on teachers’ uncertainty and feelings of vulnerability and take action to reduce these where possible so that both teacher and student learning may be maximized.Originality/valueThis research advances the conceptualization of perceived risk in professional learning, emphasizing the importance of leadership in supporting teacher learning. It adds further detail to our understanding of trust, vulnerability, identity and risk in the development of professional capital and community and their connection to the professional and emotional lives of teachers.
{"title":"Leadership, uncertainty and risk: how leaders influence teachers","authors":"Kaye Twyford, D. L. Le Fevre","doi":"10.1108/JPCC-02-2019-0002","DOIUrl":"https://doi.org/10.1108/JPCC-02-2019-0002","url":null,"abstract":"PurposeThe purpose of this paper is to examine how the actions of leaders influence teachers’ perceptions of risk and sensemaking during professional learning (PL).Design/methodology/approachA qualitative case study primarily involving semi-structured interviews was utilized to collect teacher-perception data. In total, 21 teachers across three New Zealand schools were interviewed as they participated in the first year of a school-wide PL initiative. Data were analyzed using a risk perception lens focused on uncertainty.FindingsTeachers’ perceptions of risk were influenced by leaders’ actions. Leaders built supportive relationships by knowing the teacher as a learner; showing empathy and respect; providing support; and engendering trust. Teachers reported that the quality of relationships combined with their own state of knowledge influenced their perceptions of risk and learning.Practical implicationsLeaders are reminded that learning is inherently uncertain and uncomfortable and that they have an important role to ensure an environment that is safe and supportive for teacher risk taking and change. A risk lens enables leaders and PL facilitators to consider their influence on teachers’ uncertainty and feelings of vulnerability and take action to reduce these where possible so that both teacher and student learning may be maximized.Originality/valueThis research advances the conceptualization of perceived risk in professional learning, emphasizing the importance of leadership in supporting teacher learning. It adds further detail to our understanding of trust, vulnerability, identity and risk in the development of professional capital and community and their connection to the professional and emotional lives of teachers.","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2019-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/JPCC-02-2019-0002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41793614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-21DOI: 10.1108/jpcc-08-2018-0021
Roos Van Gasse, M. Lesterhuis, San Verhavert, Renske Bouwer, J. Vanhoof, P. van Petegem, S. de Maeyer
Purpose The Flemish Examination Centre designed an intervention to establish a professional learning community on the topic of writing assessment. The purpose of this paper is to investigate the effects of this intervention and explain how this intervention succeeded in establishing a professional learning community. Design/methodology/approach A mixed method design was used to answer the research questions. Quantitative analysis of comparative judgement data provided insight into the effects of the intervention. More specifically was analysed whether examiners judged more in line after the intervention. Qualitative analysis of the conversations within the intervention served to examine how interdependent examiners behaved in the professionalisation exercises and to gain insight into how a professional learning community was established. Findings The analysis showed that the intervention of the Flemish Examination Centre facilitated the formation of a professional learning community. This was visible in the quantitative analysis. The qualitative analysis showed that highly interdependent activities were helpful in establishing the professional learning community. Practical implications This study shows that interactions of high interdependence are beneficial to facilitate professional learning communities. Originality/value This study shows that the assessment data can guide a well-thought out design of interventions to establish professional learning communities among assessors. Assessment data can be a guidance for supportive group constellations and discussions to improve assessment practices. The key in this regard lies in the level of interdependence that is created among participants.
{"title":"Encouraging professional learning communities to increase the shared consensus in writing assessments","authors":"Roos Van Gasse, M. Lesterhuis, San Verhavert, Renske Bouwer, J. Vanhoof, P. van Petegem, S. de Maeyer","doi":"10.1108/jpcc-08-2018-0021","DOIUrl":"https://doi.org/10.1108/jpcc-08-2018-0021","url":null,"abstract":"\u0000Purpose\u0000The Flemish Examination Centre designed an intervention to establish a professional learning community on the topic of writing assessment. The purpose of this paper is to investigate the effects of this intervention and explain how this intervention succeeded in establishing a professional learning community.\u0000\u0000\u0000Design/methodology/approach\u0000A mixed method design was used to answer the research questions. Quantitative analysis of comparative judgement data provided insight into the effects of the intervention. More specifically was analysed whether examiners judged more in line after the intervention. Qualitative analysis of the conversations within the intervention served to examine how interdependent examiners behaved in the professionalisation exercises and to gain insight into how a professional learning community was established.\u0000\u0000\u0000Findings\u0000The analysis showed that the intervention of the Flemish Examination Centre facilitated the formation of a professional learning community. This was visible in the quantitative analysis. The qualitative analysis showed that highly interdependent activities were helpful in establishing the professional learning community.\u0000\u0000\u0000Practical implications\u0000This study shows that interactions of high interdependence are beneficial to facilitate professional learning communities.\u0000\u0000\u0000Originality/value\u0000This study shows that the assessment data can guide a well-thought out design of interventions to establish professional learning communities among assessors. Assessment data can be a guidance for supportive group constellations and discussions to improve assessment practices. The key in this regard lies in the level of interdependence that is created among participants.\u0000","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2019-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/jpcc-08-2018-0021","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48706065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-21DOI: 10.1108/JPCC-12-2018-0032
Anne Podolsky, Tara Kini, L. Darling-Hammond
Purpose The purpose of this paper is to summarize the key findings from a critical review of relevant US research to determine whether teachers, on average, improve in their effectiveness as they gain experience in the teaching profession. Design/methodology/approach This paper is based on the authors’ review of 30 studies published since 2003 that analyze the effect of teaching experience on student outcomes in the USA. Findings The authors find that: teaching experience is positively associated with student achievement gains throughout much of a teacher’s career; as teachers gain experience, their students are more likely to do better on measures of success beyond test scores; teachers make greater gains in their effectiveness when they teach in a supportive, collegial environment, or accumulate experience in the same grade, subject or district; and more experienced teachers confer benefits to their colleagues. Originality/value A renewed look at this research is warranted due to advances in methods and data systems that have allowed researchers to examine this question with greater sophistication.
{"title":"Does teaching experience increase teacher effectiveness? A review of US research","authors":"Anne Podolsky, Tara Kini, L. Darling-Hammond","doi":"10.1108/JPCC-12-2018-0032","DOIUrl":"https://doi.org/10.1108/JPCC-12-2018-0032","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to summarize the key findings from a critical review of relevant US research to determine whether teachers, on average, improve in their effectiveness as they gain experience in the teaching profession.\u0000\u0000\u0000Design/methodology/approach\u0000This paper is based on the authors’ review of 30 studies published since 2003 that analyze the effect of teaching experience on student outcomes in the USA.\u0000\u0000\u0000Findings\u0000The authors find that: teaching experience is positively associated with student achievement gains throughout much of a teacher’s career; as teachers gain experience, their students are more likely to do better on measures of success beyond test scores; teachers make greater gains in their effectiveness when they teach in a supportive, collegial environment, or accumulate experience in the same grade, subject or district; and more experienced teachers confer benefits to their colleagues.\u0000\u0000\u0000Originality/value\u0000A renewed look at this research is warranted due to advances in methods and data systems that have allowed researchers to examine this question with greater sophistication.\u0000","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2019-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/JPCC-12-2018-0032","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48902057","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-06DOI: 10.1108/JPCC-03-2019-0005
Hayley Weddle, Marie Lockton, Amanda Datnow
Purpose While the benefits of teacher collaboration are well documented, less is known about how emotions intersect with teachers’ collective work. Educational change is an emotional process, as reform efforts often involve shifts in teachers’ daily routines and professional identities. To better understand these complexities, the purpose of this paper is to investigate the emotional dimensions of teachers’ collaborative efforts to improve instruction. Design/methodology/approach Drawing on qualitative data, this longitudinal case study of one teacher team explores how teacher collaboration for instructional improvement intersects with emotional geographies. Data analyzed include three years of meeting observations and annual interviews with teachers and school leaders. Findings An analysis of data reveals how emotions both shaped and were shaped by teachers’ collaboration experiences. Varying beliefs about practice, expectations about collective work and identity (in this case, gender) impacted collaboration and subsequently opportunities for instructional improvement. Practical implications This study demonstrates how attending to the emotional aspects of teacher collaboration could serve as an effective strategy for bolstering capacity-building efforts. Findings highlight the interplay between emotional geographies, suggesting that common ground across one geography could potentially be built upon to close gaps across others. Originality/value This study provides a unique longitudinal exploration of the emotional dimensions of teachers’ collective work. The study also contributes to new knowledge about the ways in which teachers’ emotions and collaborative experiences intersect, including the interplay between emotional geographies.
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