Search results for: Leadership
Page 3/5 45 items
This article reports on the findings of the three‐year evaluation of the impact of the laptops on the work of secondary teachers in New Zealand. The findings indicate that school leadership has been pivotal to the provision of the technological infrastructure and organisational support needed for teacher use of the laptops. The findings of the study suggest schools are advised to consider how to support teachers to work collaboratively to share expertise as a way of supporting and extending teacher use of laptops.
Updated: Oct. 28, 2012
This article reports on a study which sought to understand the experience of teachers who have responsibility for leading professional learning in their schools. The first part of the article describes the Leading Professional Learning program designed by Monash University. The program aimed to build teachers’ capacity to lead professional learning within their school settings. The second part of the article analyses the cases written by program participants. The analysis reveals important facets of the relational and emotional dimensions of leading professional learning in schools.
Updated: Aug. 21, 2012
Preparing Teacher Leaders: Perceptions of the Impact of a Cohort-Based, Job Embedded, Blended Teacher Leadership Program
This study was designed to examine teachers’ and principals’ perceptions of the impact of a graduate program designed to prepare teacher leaders. Impact was investigated through interviews with 20 graduates and 6 principals. the study documents perceived transformation of teachers’ frames of reference: two related to teaching, and two related to leadership.
Updated: Jul. 30, 2012
Stimulating Professional Learning through Teacher Evaluation: An Impossible Task for the School Leader?
This study explores the importance of transformational and instructional leadership for the feedback utility and teachers’ professional learning. The results showed that active leadership supervision directly influences the feedback utility and teachers’ professional learning.
Updated: Jun. 26, 2012
Career Pathways: Does Remaining Close to the Classroom Matter for Early Career Teachers? A Study of Practice in New Zealand and the USA
This paper presents a case study of an early career teacher in order to illustrate and provide a platform from which to consider two teacher leadership roles – the consulting teacher in Maryland, USA and the specialist classroom teacher in New Zealand. The case study presented in this article show how teachers can be mobilized to accept the leadership of their colleagues when their talk is about learning.
Updated: Jan. 12, 2012
A Completed Research and Development Work Project in School: The Teachers’ Learning and Possibilities, Premises and Challenges for Further Development
This paper is based on a follow-up study of a research and development work project with school leaders and teachers conducted in a lower secondary school in Norway. The goal of this article is to present an understanding of what the practitioners find they have learned during the project and how they experience the situation with regard to development about two years after the project has ended.
Updated: Dec. 20, 2011
The current evaluation study investigated the results of a professional development initiative for subject specialist teachers seconded to a leadership role in their curriculum areas. The authors used a mixed method approach utilised both quantitative and qualitative data to investigate understandings of the pilot programme from three perspectives: (a) the Senior Subject Adviser ; (b) the managers of the School Support Services hosting the Senior Subject Adviser in their regions; and (c) the teachers whom Senior Subject Adviser supported.
Updated: Nov. 01, 2011
Do Primary School Teachers in Cypriot Schools See themselves as Leaders? Echoing Practitioners’ Voices on Levers and Barriers
The current article reports on a small‐scale study of five cases located in one urban primary school. This study examines the views of primary school teachers in Cyprus in relation to teacher leadership. In particular, the study investigates the perceptions of teachers as to their potential to exhibit leadership functions as formal and/or informal teacher leaders.
Updated: Jul. 26, 2011
This article presents a case study investigated the educational experiences of Canadian preservice teachers. These preservice teachers participated in a course designed to teach about online teaching. Students gained experience in course design and delivery, and safe and ethical behavior related to technology. Findings indicated that projects in which students actively applied their knowledge were more engaging than threaded discussion.
Updated: Jun. 13, 2011
In this article, the author argues that for teachers to be leaders in contemporary classrooms, teacher education programs need to focus more on the deeper and wider implications of ICT and the Internet in education than has hitherto been the practice. The author considers the reforms in the ICT teacher training policy in Hong Kong. The article shows that these reforms, and the fact that Hong Kong is a 'wired', has resulted in pre-service teachers being well informed in the technical competencies of computer usage and its pedagogical manifestations.
Updated: Mar. 22, 2011