Search results for: Leadership
Page 4/5 48 items
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
This article is a critical retrospective account of the decisions made by a team of evaluators contracted to assess a week-long leadership program for high school youth. The program planners all sought to prepare community youth leaders to foster the freedom of religion, but they varied in how they believed this ought to be achieved. The ethical dilemmas discussed in the article focus on the authors' choices of engagement or non-engagement as they strove to understand different stakeholders' perspectives, while also witnessing events that challenged their own perspectives of the program.
Updated: Mar. 01, 2011
The authors propose the revival of reverence and reverential listening in teaching and leading in schools. The authors take Woodruff's philosophical and historical analysis of reverence and extend it to education, particularly for teachers and school leaders. The authors’ purpose is to show what reverential listening is and how it can be part of best practices in schools. The authors conclude that small acts of reverent kindness, like the acts of reverent listening accomplished by teachers and leaders in schools, can be transformative.
Updated: Nov. 23, 2010
Stimulating Teachers' Reflection and Feedback Asking: An Interplay of Self-Efficacy, Learning Goal Orientation, and Transformational Leadership
The purpose of the study was to investigate how teachers' reflection and feedback asking can be explained by occupational self-efficacy, learning goal orientation and transformational leadership. Data were collected from a survey completed by 456 teachers from a Dutch College for Vocational Education and Training. The findings show that occupational self-efficacy and learning goal orientation are positively related to reflection and feedback asking.
Updated: Sep. 05, 2010
Preparing Special Education Administrators for Inclusion in Diverse, Standards-Based Contexts: Beyond the Council for Exceptional Children and the Interstate School Leaders Licensure Consortium
In this article, the authors examine the standards used to prepare special education administrators. The authors offer new insights into the knowledge and skills needed to facilitate the inclusion of diverse students with disabilities in standards-based classrooms.
Updated: Jun. 15, 2010
This paper reports upon findings from four multiple-perspective case studies of successful principals in challenging urban contexts. Each principal was described as making a significant difference to the quality of school education. The analysis of the cases identified that there were several interconnected strategies that are not only important, but essential for leadership success in these schools. They are related to setting the directions, developing people, redesigning the organisation and changing the culture of the school. Each of them encompasses more specific competencies, attitudes and considerations.
Updated: Jan. 12, 2010
This article explores the sacred space of teaching and learning by examining a five-year personal inquiry into the study and practice of teaching leadership. The article explains a parallel process which describes students' learning and the author's own learning and development as a teacher, scholar, and university leader as a result of working together in experiential undergraduate leadership classes.
Updated: Dec. 08, 2009
Three significant impediments to mentoring success have been identified in the literature: insufficient time; mentors' lack of professional expertise; and personality mismatches. To address these issues, a skills training program was developed in Victoria. This program utilized the principles of adult attachment theory and time-limited therapy. The model was introduced to principals across grade levels. The results indicated significant improvement in the skills set and confidence levels of mentors (i.e. experienced school principals).
Updated: Dec. 07, 2009