Pub Date : 2022-10-20DOI: 10.1080/13632434.2022.2134665
A. Harris, Carol Campbell, Michelle Jones
As the dust begins to settle on the impact of the COVID-19 pandemic, many education systems around the world are considering what next? The pandemic has been a major interruption to the education of children and young people with ongoing significant consequences for their well being and mental health (Creswell et al. 2021). Hence, it would now seem appropriate, if not essential, that educators everywhere, including those leading and managing schools, address the important question of who and what matters most in the next phase of education. One thing is clear, it would be a huge, missed opportunity to simply revert to the norms and practices that defined the boundaries of education, in various countries, before the pandemic took hold. While the debate about ‘learning loss’ has dominated much of the discourse about education during COVID times, it is also clear that much has been learned and gained from the most disruptive period in contemporary history. If anything, as we move through and beyond the COVID-19 pandemic, this should be a time to pause and reflect on exactly what type of education is fit for a future that will inevitably hold new challenges for those learners who are in education now, and the generation about to enter school. As Fullan (2022) notes ‘the decades from 2020 to 2050 will be the battleground for the next period of civilization for our 8 billion people, and all living things’. Major technological strides will offer children and young people many more choices around the nature and configuration of future learning and teaching. The rights of children and young people will be central to the configuration and delivery of education in the future. The voices of children and young people need to be heard in planning for educational change as ultimately, they are the ‘changemakers of the future’. Currently, the OECD is working on education scenario building for 2030 through wide consultation with different groups including students from around the world. They have developed a Learning Compass 2030 that elaborates different types of learning, within a broad structure, that acknowledges that learning does not only happen in schools. This is an evolving framework that is intended to generate and support discussion about future education possibilities. The OECD learning framework or compass offers a broad vision of the types of competencies students will need to thrive in 2030 and beyond. It also develops a common language and understanding that is globally relevant and informed, while providing space to adapt the framework to local contexts.
{"title":"A national discussion on education – so what for school leaders?","authors":"A. Harris, Carol Campbell, Michelle Jones","doi":"10.1080/13632434.2022.2134665","DOIUrl":"https://doi.org/10.1080/13632434.2022.2134665","url":null,"abstract":"As the dust begins to settle on the impact of the COVID-19 pandemic, many education systems around the world are considering what next? The pandemic has been a major interruption to the education of children and young people with ongoing significant consequences for their well being and mental health (Creswell et al. 2021). Hence, it would now seem appropriate, if not essential, that educators everywhere, including those leading and managing schools, address the important question of who and what matters most in the next phase of education. One thing is clear, it would be a huge, missed opportunity to simply revert to the norms and practices that defined the boundaries of education, in various countries, before the pandemic took hold. While the debate about ‘learning loss’ has dominated much of the discourse about education during COVID times, it is also clear that much has been learned and gained from the most disruptive period in contemporary history. If anything, as we move through and beyond the COVID-19 pandemic, this should be a time to pause and reflect on exactly what type of education is fit for a future that will inevitably hold new challenges for those learners who are in education now, and the generation about to enter school. As Fullan (2022) notes ‘the decades from 2020 to 2050 will be the battleground for the next period of civilization for our 8 billion people, and all living things’. Major technological strides will offer children and young people many more choices around the nature and configuration of future learning and teaching. The rights of children and young people will be central to the configuration and delivery of education in the future. The voices of children and young people need to be heard in planning for educational change as ultimately, they are the ‘changemakers of the future’. Currently, the OECD is working on education scenario building for 2030 through wide consultation with different groups including students from around the world. They have developed a Learning Compass 2030 that elaborates different types of learning, within a broad structure, that acknowledges that learning does not only happen in schools. This is an evolving framework that is intended to generate and support discussion about future education possibilities. The OECD learning framework or compass offers a broad vision of the types of competencies students will need to thrive in 2030 and beyond. It also develops a common language and understanding that is globally relevant and informed, while providing space to adapt the framework to local contexts.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"59 1","pages":"433 - 437"},"PeriodicalIF":5.2,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76088013","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 : 2022-09-14DOI: 10.1080/13632434.2022.2123792
Chun Sing Maxwell Ho, Darren A. Bryant, A. Walker
ABSTRACT Limited but increasing research has noted that middle leaders (MLs) play a crucial role in structuring a supportive working environment to help entrepreneurial teachers transform educational innovation into practice. This study aims to increase understanding of the extent to which MLs with different levels of experience influence teacher entrepreneurial behaviour (TEB). The study employs the three dimensions of the ‘person-environment fit model,’ namely, person-organisation fit, person-group fit, and personjob fit, as a theoretical lens to examine the relationships among MLs, working environment, and TEB. Findings revealed that the more years of experience MLs have in post, the more influence they have in promoting TEB; however, they have limited influence over shaping the working environment, especially the person-organisation environment. Furthermore, the mediating effect of the person-environment fit model was complex because teacher entrepreneurial behaviour was perceived to be a result of the synergy between the person-group and person-job environment. The findings advance knowledge about middle-leadership and teacher-entrepreneurial behaviour across the three dimensions of the person-environment fit model. They also highlight the importance of MLs' leading experience for TEB and further enrich the understanding of how MLs struggle to support TEB in a hierarchical working environment.
{"title":"Capturing interactions between middle leaders and teacher entrepreneurial behaviour: an examination through a person-environment fit model","authors":"Chun Sing Maxwell Ho, Darren A. Bryant, A. Walker","doi":"10.1080/13632434.2022.2123792","DOIUrl":"https://doi.org/10.1080/13632434.2022.2123792","url":null,"abstract":"ABSTRACT Limited but increasing research has noted that middle leaders (MLs) play a crucial role in structuring a supportive working environment to help entrepreneurial teachers transform educational innovation into practice. This study aims to increase understanding of the extent to which MLs with different levels of experience influence teacher entrepreneurial behaviour (TEB). The study employs the three dimensions of the ‘person-environment fit model,’ namely, person-organisation fit, person-group fit, and personjob fit, as a theoretical lens to examine the relationships among MLs, working environment, and TEB. Findings revealed that the more years of experience MLs have in post, the more influence they have in promoting TEB; however, they have limited influence over shaping the working environment, especially the person-organisation environment. Furthermore, the mediating effect of the person-environment fit model was complex because teacher entrepreneurial behaviour was perceived to be a result of the synergy between the person-group and person-job environment. The findings advance knowledge about middle-leadership and teacher-entrepreneurial behaviour across the three dimensions of the person-environment fit model. They also highlight the importance of MLs' leading experience for TEB and further enrich the understanding of how MLs struggle to support TEB in a hierarchical working environment.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"3 1","pages":"498 - 519"},"PeriodicalIF":5.2,"publicationDate":"2022-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79719694","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 : 2022-09-14DOI: 10.1080/13632434.2022.2123791
S. Gümüş, Ali Çağatay Kılınç, M. Bellibaş
ABSTRACT This study sought to explore the relationship between teacher leadership and teacher self-efficacy with the mediating role of teacher professional learning. The study employed a cross-sectional quantitative design with data compiled among public elementary, middle, and high schools across different regions of Turkey. We employed structural equation model (SEM) to estimate the structural relationships between teacher leadership capacity at school, teacher professional learning, and teacher self-efficacy. The results revealed a positive and statistically significant relationship between all three variables. While the effect sizes for the relationship between teacher professional learning and teacher self-efficacy, and between teacher leadership and teacher self-efficacy were small, there was a large effect size for the relationship between teacher leadership and teacher professional learning.
{"title":"The relationship between teacher leadership capacity at school and teacher self-efficacy: the mediating role of teacher professional learning","authors":"S. Gümüş, Ali Çağatay Kılınç, M. Bellibaş","doi":"10.1080/13632434.2022.2123791","DOIUrl":"https://doi.org/10.1080/13632434.2022.2123791","url":null,"abstract":"ABSTRACT This study sought to explore the relationship between teacher leadership and teacher self-efficacy with the mediating role of teacher professional learning. The study employed a cross-sectional quantitative design with data compiled among public elementary, middle, and high schools across different regions of Turkey. We employed structural equation model (SEM) to estimate the structural relationships between teacher leadership capacity at school, teacher professional learning, and teacher self-efficacy. The results revealed a positive and statistically significant relationship between all three variables. While the effect sizes for the relationship between teacher professional learning and teacher self-efficacy, and between teacher leadership and teacher self-efficacy were small, there was a large effect size for the relationship between teacher leadership and teacher professional learning.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"39 1","pages":"478 - 497"},"PeriodicalIF":5.2,"publicationDate":"2022-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77682841","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 : 2022-09-04DOI: 10.1080/13632434.2022.2116568
Rashmi Watson, U. Singh
ABSTRACT Effective leadership is recognised as the second most impactful variable influencing student achievement and promoting teaching quality (Bush 2021; Leithwood et al. 2020). The paper reports on the perceptions of educational leaders in the Western Australian public education system about: their leadership capability, support mechanisms and perceived lessons and opportunities for educational practice during COVID-19. Leading educational institutions is a demanding role requiring effective leadership skills in pre-COVID-19 pandemic times, and is an evolving, learning curve for leaders continuing to have an ongoing global impact.This paper reports on a subset of results from a larger study conducted via an online survey in 2021 after a second brief lockdown in Western Australia (WA) early in 2021 to capture leaders’ voices at the peak period of applying leadership in practice. Data were gathered from a targeted cohort of leaders including School Principals, Associates/Deputy Principals, School Managers and Heads of Years. Respondents identified their top concerns as health and wellbeing, online learning, and operational factors. Leaders identified support mechanisms from their own colleagues and networks, support received from the central department of education and drawing on their own leadership skill set of personal attributes to self-manage in the crisis period.
有效的领导被认为是影响学生成绩和提高教学质量的第二大最具影响力的变量(Bush 2021;Leithwood et al. 2020)。本文报告了西澳大利亚州公共教育系统中教育领导者对以下方面的看法:他们的领导能力、支持机制以及在COVID-19期间教育实践的经验教训和机会。在2019冠状病毒病大流行之前，领先的教育机构是一个要求很高的角色，需要有效的领导技能，对于继续产生持续全球影响的领导者来说，这是一个不断发展的学习曲线。本文报告了2021年初西澳大利亚州(WA)第二次短暂封锁后，2021年通过在线调查进行的一项更大规模研究的结果子集，以捕捉领导者在实践中应用领导力的高峰期的声音。数据收集的对象包括学校校长、助理/副校长、学校管理人员和年级负责人。受访者认为他们最关心的是健康和福祉、在线学习和运营因素。领导者从自己的同事和网络中确定了支持机制，从中央教育部门获得了支持，并利用自己的领导技能和个人属性在危机时期进行自我管理。
{"title":"Support mechanisms utilised by educational leaders during COVID-19: experiences from the Western Australian public education school sector","authors":"Rashmi Watson, U. Singh","doi":"10.1080/13632434.2022.2116568","DOIUrl":"https://doi.org/10.1080/13632434.2022.2116568","url":null,"abstract":"ABSTRACT Effective leadership is recognised as the second most impactful variable influencing student achievement and promoting teaching quality (Bush 2021; Leithwood et al. 2020). The paper reports on the perceptions of educational leaders in the Western Australian public education system about: their leadership capability, support mechanisms and perceived lessons and opportunities for educational practice during COVID-19. Leading educational institutions is a demanding role requiring effective leadership skills in pre-COVID-19 pandemic times, and is an evolving, learning curve for leaders continuing to have an ongoing global impact.This paper reports on a subset of results from a larger study conducted via an online survey in 2021 after a second brief lockdown in Western Australia (WA) early in 2021 to capture leaders’ voices at the peak period of applying leadership in practice. Data were gathered from a targeted cohort of leaders including School Principals, Associates/Deputy Principals, School Managers and Heads of Years. Respondents identified their top concerns as health and wellbeing, online learning, and operational factors. Leaders identified support mechanisms from their own colleagues and networks, support received from the central department of education and drawing on their own leadership skill set of personal attributes to self-manage in the crisis period.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"45 1","pages":"457 - 477"},"PeriodicalIF":5.2,"publicationDate":"2022-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73898430","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 : 2022-08-08DOI: 10.1080/13632434.2022.2113050
Felicity I. McLure, Jill M. Aldridge
ABSTRACT The purpose of this systematic literature review of empirical studies was to analyse the results of 20 years of research, related to education reform, to identify factors that support or hinder change efforts. An electronic search identified a total of 160 relevant primary studies published between 2000 and 2020 that were included in the review. Whilst recognising that change processes are not linear, this paper reports factors (possibilities and constraints) that are reported in the literature as change is planned for and introduced into schools. The review suggests that, to heighten the success of change initiatives at the initial stage, those designing and mandating the changes need to consider six overarching factors: coordination of the reform; coherence between goals, strategies and professional learning and the vision and needs of the school; connection between the new reform and ongoing changes occurring across schools; flexibility of the reform to address different needs between schools and within schools; fit with sociocultural factors found in each school context; and construction of school leadership capacity to manage change.
{"title":"A systematic literature review of barriers and supports: initiating educational change at the system level","authors":"Felicity I. McLure, Jill M. Aldridge","doi":"10.1080/13632434.2022.2113050","DOIUrl":"https://doi.org/10.1080/13632434.2022.2113050","url":null,"abstract":"ABSTRACT The purpose of this systematic literature review of empirical studies was to analyse the results of 20 years of research, related to education reform, to identify factors that support or hinder change efforts. An electronic search identified a total of 160 relevant primary studies published between 2000 and 2020 that were included in the review. Whilst recognising that change processes are not linear, this paper reports factors (possibilities and constraints) that are reported in the literature as change is planned for and introduced into schools. The review suggests that, to heighten the success of change initiatives at the initial stage, those designing and mandating the changes need to consider six overarching factors: coordination of the reform; coherence between goals, strategies and professional learning and the vision and needs of the school; connection between the new reform and ongoing changes occurring across schools; flexibility of the reform to address different needs between schools and within schools; fit with sociocultural factors found in each school context; and construction of school leadership capacity to manage change.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"15 1","pages":"402 - 431"},"PeriodicalIF":5.2,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76248294","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 : 2022-08-08DOI: 10.1080/13632434.2022.2111412
Begoña María Tortosa Martínez, M. Pérez-Fuentes, Mª Del Mar Molero Jurado
ABSTRACT Student leadership practice and engagement are gaining some relevance within the academic area, in order to prevent failure and train engaged students to achieve success in their studies. However, empirical evidence on the subject is saturated with research focused on adult leadership and engagement, making research difficult. Therefore, the main objective is to analyze the relationship and variables of influential student leadership in the academic engagement of students, through a systematic review. A search was carried out for articles in databases: Web of Science, Scopus, PsycInfo and Dialnet, obtaining a total of 22,169 studies that, after the application of the inclusion and exclusion criteria, remained for the final sample 8 articles for review. The results show that good student leadership optimises the academic engagement of students, stating that some of the variables of influential leader in the dimensions of engagement are: participation, effectiveness and motivation among others. In conclusion, new studies are recommended to reduce the research gap and broaden knowledge on the topic of vital importance to the educational context.
学生领导实践和参与在学术领域获得了一些相关性，以防止失败并培养参与的学生在学业上取得成功。然而，关于这一主题的实证证据充斥着专注于成人领导力和参与的研究，这使得研究变得困难。因此，本研究的主要目的是通过系统的回顾分析影响学生领导在学生学业投入中的关系和变量。检索Web of Science、Scopus、PsycInfo和Dialnet数据库中的文章，在应用纳入和排除标准后，共获得22169篇研究，最终样本为8篇文章。结果表明，良好的学生领导优化了学生的学术投入，说明有影响力的领导者在投入维度上的一些变量是:参与、有效性和动机等。总之，建议进行新的研究，以缩小研究差距，扩大对教育背景至关重要的主题的认识。
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Pub Date : 2022-08-08DOI: 10.1080/13632434.2022.2117522
A. Harris, Michelle Jones
Despite the ebbing of COVID-19, the current educational context remains one of rapid and unrelenting change. The pressure on those leading schools is unlikely to recede any time soon and many headteachers are already voting with their feet. The recruitment and retention crisis remains acute in many education systems around the world. Leadership stability is now a real challenge in some schools. The question of how to sustain school performance, given the crisis in recruitment and retention within the profession is now front and centre. The substantial evidential base on school effectiveness and improvement underlines that sustaining performance depends, to a considerable degree, on the school’s internal capacity to maintain and support the daily work (Creemers, Peters, and Reynolds 2022). Recent research also highlights the centrality of distributed leadership practices that engage, and draw upon, the leadership capabilities of teachers (Printy and Liu 2021). The clear message, from the international evidence base is that sustaining school performance and improving it requires the leadership of the many rather than the few and that improvements in learning are more likely to be achieved when leadership is instructionally focused and located closest to the classroom (Liu, Bellibaş, and Gümüş 2021). The core implication, from this evidence, is that the leadership should be extended to teachers, not in a formal role-based way but through the creation of lateral opportunities for collaborative engagement, professional enquiry and active experimentation that are directly linked to improving learning and teaching. When authentic teacher leadership occurs within a school, the evidence from many countries shows that it not only has a positive impact on school culture but also has the potential to create the capacity for meaningful organisational change and improvement (Harris, Jones, and Huffman 2018).
尽管COVID-19疫情有所消退，但当前的教育环境仍然是快速而无情的变化。这些顶尖学校面临的压力不太可能在短期内减轻，许多校长已经在用脚投票了。在世界各地的许多教育系统中，招聘和留住危机仍然很严重。在一些学校，领导层的稳定性现在是一个真正的挑战。考虑到教师行业在招聘和留用方面的危机，如何维持学校表现的问题现在是最重要的。关于学校有效性和改进的大量证据强调，持续的绩效在很大程度上取决于学校维持和支持日常工作的内部能力(Creemers, Peters, and Reynolds 2022)。最近的研究还强调了分布式领导实践的中心地位，这些实践参与并利用了教师的领导能力(Printy和Liu 2021)。来自国际证据基础的明确信息是，维持和改善学校绩效需要许多人的领导，而不是少数人的领导，当领导以教学为重点并位于离教室最近的地方时，学习的改善更有可能实现(Liu, belllibaku, and g m 2021)。从这一证据来看，其核心含义是，领导力应该扩展到教师身上，而不是以正式的基于角色的方式，而是通过创造合作参与、专业探究和积极实验的横向机会，这些机会与改善学习和教学直接相关。当真正的教师领导出现在学校时，来自许多国家的证据表明，它不仅对学校文化产生积极影响，而且有可能创造有意义的组织变革和改进的能力(Harris, Jones, and Huffman 2018)。
{"title":"Teachers leading enquiry","authors":"A. Harris, Michelle Jones","doi":"10.1080/13632434.2022.2117522","DOIUrl":"https://doi.org/10.1080/13632434.2022.2117522","url":null,"abstract":"Despite the ebbing of COVID-19, the current educational context remains one of rapid and unrelenting change. The pressure on those leading schools is unlikely to recede any time soon and many headteachers are already voting with their feet. The recruitment and retention crisis remains acute in many education systems around the world. Leadership stability is now a real challenge in some schools. The question of how to sustain school performance, given the crisis in recruitment and retention within the profession is now front and centre. The substantial evidential base on school effectiveness and improvement underlines that sustaining performance depends, to a considerable degree, on the school’s internal capacity to maintain and support the daily work (Creemers, Peters, and Reynolds 2022). Recent research also highlights the centrality of distributed leadership practices that engage, and draw upon, the leadership capabilities of teachers (Printy and Liu 2021). The clear message, from the international evidence base is that sustaining school performance and improving it requires the leadership of the many rather than the few and that improvements in learning are more likely to be achieved when leadership is instructionally focused and located closest to the classroom (Liu, Bellibaş, and Gümüş 2021). The core implication, from this evidence, is that the leadership should be extended to teachers, not in a formal role-based way but through the creation of lateral opportunities for collaborative engagement, professional enquiry and active experimentation that are directly linked to improving learning and teaching. When authentic teacher leadership occurs within a school, the evidence from many countries shows that it not only has a positive impact on school culture but also has the potential to create the capacity for meaningful organisational change and improvement (Harris, Jones, and Huffman 2018).","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"25 1","pages":"309 - 312"},"PeriodicalIF":5.2,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86622423","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 : 2022-08-08DOI: 10.1080/13632434.2022.2111413
Peter D. Wiens, Jori S. Beck
ABSTRACT Teacher leaders function in many roles in supporting school success including instructional leadership and supporting colleagues. This study draws upon the Status of the Social Studies Survey (Fitchett, P. G., and P. J. Vanfossen. 2013. ‘Survey on the Status of Social Studies: Development and Analysis.’ Social Studies Research and Practice 8 (1): 1–23.) to examine the responses of 6,702 US-based middle and high school social studies teachers to understand the antecedents of teacher leadership and the instructional practices of these individuals compared to their peers. Survey responses indicate that the vast majority of social studies teachers report participating in some aspect of teacher leadership. Teacher leaders tend to be less experienced and have less educational attainment while employing more research-based instructional techniques.
教师领导在支持学校成功方面发挥着多种作用，包括教学领导和支持同事。本研究借鉴了《社会研究调查现状》(Fitchett, p.g.， and p.j. Vanfossen. 2013)。社会学现状调查:发展与分析。《社会研究研究与实践》8(1):1 - 23.)调查了6702名美国初中和高中社会研究教师的回答，以了解教师领导的前因，以及这些人与同龄人相比的教学实践。调查结果表明，绝大多数社会研究教师报告参与了教师领导的某些方面。教师领导往往缺乏经验，教育程度较低，而更多地采用基于研究的教学技术。
{"title":"But are they good teachers? examining who takes up teacher leadership and how their instruction differs from their peers","authors":"Peter D. Wiens, Jori S. Beck","doi":"10.1080/13632434.2022.2111413","DOIUrl":"https://doi.org/10.1080/13632434.2022.2111413","url":null,"abstract":"ABSTRACT Teacher leaders function in many roles in supporting school success including instructional leadership and supporting colleagues. This study draws upon the Status of the Social Studies Survey (Fitchett, P. G., and P. J. Vanfossen. 2013. ‘Survey on the Status of Social Studies: Development and Analysis.’ Social Studies Research and Practice 8 (1): 1–23.) to examine the responses of 6,702 US-based middle and high school social studies teachers to understand the antecedents of teacher leadership and the instructional practices of these individuals compared to their peers. Survey responses indicate that the vast majority of social studies teachers report participating in some aspect of teacher leadership. Teacher leaders tend to be less experienced and have less educational attainment while employing more research-based instructional techniques.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"111 1","pages":"381 - 401"},"PeriodicalIF":5.2,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79167722","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 : 2022-08-05DOI: 10.1080/13632434.2022.2095996
T. Male
ABSTRACT This paper delineates the growth of academy trusts in England before exploring government intentions to base the future state-funded school system on ‘strong’ multi-academy trusts. Academies, directly funded by the central government, first appeared in 2002 as an alternative to local authority-managed provision, with the initial intention of addressing continued underperformance of schools in urban areas. It was not until 2010, however, with an incoming Coalition government that the academisation process was widened, a policy seemingly driven by a desire to limit the influence of local authorities in line with principles of new public management (NPM). The number of academies increased dramatically (for a variety of reasons) to the point where now over half the school population are within them. Individual academies have, since the appointment of Regional School Commissioners in 2014, been encouraged to join formally with other academies as multi-academy trusts (MATs). Whilst by 2022 there were nearly 10,000 academies, most were in MATs with the government signalling its intention through a White Paper to base the future on them. The academisation process has featured several areas of concern, however, not all of which will be resolved by the policy statements contained in this proposal for new legislation.
{"title":"The rise and rise of academy trusts: continuing changes to the state-funded school system in England","authors":"T. Male","doi":"10.1080/13632434.2022.2095996","DOIUrl":"https://doi.org/10.1080/13632434.2022.2095996","url":null,"abstract":"ABSTRACT This paper delineates the growth of academy trusts in England before exploring government intentions to base the future state-funded school system on ‘strong’ multi-academy trusts. Academies, directly funded by the central government, first appeared in 2002 as an alternative to local authority-managed provision, with the initial intention of addressing continued underperformance of schools in urban areas. It was not until 2010, however, with an incoming Coalition government that the academisation process was widened, a policy seemingly driven by a desire to limit the influence of local authorities in line with principles of new public management (NPM). The number of academies increased dramatically (for a variety of reasons) to the point where now over half the school population are within them. Individual academies have, since the appointment of Regional School Commissioners in 2014, been encouraged to join formally with other academies as multi-academy trusts (MATs). Whilst by 2022 there were nearly 10,000 academies, most were in MATs with the government signalling its intention through a White Paper to base the future on them. The academisation process has featured several areas of concern, however, not all of which will be resolved by the policy statements contained in this proposal for new legislation.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"23 1","pages":"313 - 333"},"PeriodicalIF":5.2,"publicationDate":"2022-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82519049","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 : 2022-08-02DOI: 10.1080/13632434.2022.2098266
Detra D. Johnson, Lisa M. Hooper, Daniel D. Spikes, B. Carpenter, Amanda Bowers, Gaetane Jean-Marie
ABSTRACT Limited culturally responsive knowledge, skills, and engagement among school leaders contributes to significant racial disparities seen in diverse student outcomes (school pushout, rates in school discipline, and opportunity gap) and remains a pernicious problem for public schools in the United States. Also, school leaders and teachers often lack authentic engagement contributes to a sense of belongingness and connectedness among students, families, and school staff and systems. Thus, the primary purpose of the study was to explore principals’ beliefs and insights about both school leaders’ and students’ engagement behaviours and their contribution to cultural competence, school climate, and educational achievement. Qualitative data were collected using structured interviews with 40 school leaders from a large urban school district located in the mid-West. Thematic coding was used to analyse the data and emergent themes were identified based on principals’ responses. Results derived from their narratives and data analysis generated five major themes. The findings cohered with the existing literature related to communication methods, professional development trainings, and ways of being that impede and facilitate cultural competence, school climate, and leader and student engagement. Preliminary recommendations for future research and practice are offered.
{"title":"Examining urban school principals’ perceptions and insights on the bidirectionality of engagement: a case study of school district leaders","authors":"Detra D. Johnson, Lisa M. Hooper, Daniel D. Spikes, B. Carpenter, Amanda Bowers, Gaetane Jean-Marie","doi":"10.1080/13632434.2022.2098266","DOIUrl":"https://doi.org/10.1080/13632434.2022.2098266","url":null,"abstract":"ABSTRACT Limited culturally responsive knowledge, skills, and engagement among school leaders contributes to significant racial disparities seen in diverse student outcomes (school pushout, rates in school discipline, and opportunity gap) and remains a pernicious problem for public schools in the United States. Also, school leaders and teachers often lack authentic engagement contributes to a sense of belongingness and connectedness among students, families, and school staff and systems. Thus, the primary purpose of the study was to explore principals’ beliefs and insights about both school leaders’ and students’ engagement behaviours and their contribution to cultural competence, school climate, and educational achievement. Qualitative data were collected using structured interviews with 40 school leaders from a large urban school district located in the mid-West. Thematic coding was used to analyse the data and emergent themes were identified based on principals’ responses. Results derived from their narratives and data analysis generated five major themes. The findings cohered with the existing literature related to communication methods, professional development trainings, and ways of being that impede and facilitate cultural competence, school climate, and leader and student engagement. Preliminary recommendations for future research and practice are offered.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"8 2","pages":"334 - 365"},"PeriodicalIF":5.2,"publicationDate":"2022-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72471700","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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