Search results for: Administrators
Page 2/3 27 items
Creating Expansive Learning Opportunities in Schools: The Role of School Leaders in Initial Teacher Education Partnerships
This paper analyses the learning opportunities afforded pre-service teachers when participating in a primary school placement in London, England as part of their university teacher education course. The study integrates developmental work research into an initial teacher education school/university partnership, and considers the role of the school leader in this.
Updated: Mar. 20, 2013
Emerging Teachers–emerging Identities: Trust and Accountability in the Construction of Newly Qualified Teachers in Norway, Germany, and England
The current article focuses on the construction of teacher identities in terms of trust and accountability. The article provides a comparison of the perspectives of new teachers from Norway, Germany, and England about their relationships to significant ‘others’, and how these influence their lives as teachers. The findings revealed a variation between these three national school systems in the ways that trust and accountability impact teachers' identity.
Updated: Jan. 09, 2013
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
This article uses an examination of marketization in Philadelphia over a six-year period to explore the ability of individuals and groups to work with and influence the school district and hold officials accountable. The authors find that the marketization of education in Philadelphia had a major impact on the district’s institutional structure and practices for interacting with local stakeholders.
Updated: Oct. 27, 2011
Assessment of, for, and as Learning Within Schools: Implications for Transforming Classroom Practice
The current study explored teachers' and administrators understanding and use of “assessment of, for, and as learning”. The sample consisted of 18 administrators and 20 teachers from two school districts in southern Ontario, Canada. One of the key findings from this study is that teachers in both panels tended to over-emphasize assessment of learning techniques, whereas a minority used assessment for and as learning on a consistent basis.
Updated: Jul. 26, 2011
Does Student Teaching Abroad Affect Teacher Competencies? Perspectives From Iowa School Administrators
The purpose of this study was to examine how school administrators in the state of Iowa perceive undergraduate teaching majors who obtain their student teaching experience abroad. 138 K-12 principals in the state of Iowa were electronically surveyed to determine their general demographics and personal traits, as well as district and career information. This research helped to validate previous studies addressing the fact that students returned to the United States with an expanded world view, an increased respect for diverse cultures, and more tolerance of educational differences.
Updated: Jul. 17, 2011
The Reasons For and the Impact of Principal-On-Teacher Bullying on the Victims’ Private and Professional Lives
The current paper examines the reasons for principal-on-teacher bullying and the impact of the bullying on the victims. The findings support the literature that the lack of an effective regime for monitoring of regulations governing principals’ behavior and the characteristics of the bullies and victims are reasons for bullying.
Updated: Apr. 04, 2011
A Few Steps Forward in the Process of Looking Back: Setting Parameters for a Self-study of Administrative and Program Development Work over 18 Years
The current self-study examines one teacher education administrator's program development work over a period of 18 years and in two institutions in the USA. The author argues that the administrator was both the department chairperson and a full faculty member. The findings suggest that there are both a complexity of roles and multiple roles that are influenced by outside forces.
Updated: Feb. 21, 2011
Knowledge Construction and Personal Relationship: Insights About a UK University Mentoring and Coaching Service
The current article explores a mentoring and coaching service among UK university staff. For this purpose, the author interviewed 12 mentors/coaches and eight of their clients. The author examines the link between the construction of knowledge and personal relationship, considering the personal relationship both of mentor/coach with clients, and among mentors/coaches themselves. The author concludes by considering implications from the findings about mentoring and coaching.
Updated: Jan. 02, 2011
The authors share findings, insights, and implications from “Going Virtual! The Status of Professional Development for K12 Online Teachers. This is a report from 2007, which supported by the North American Council for Online Learning. The authors conducted a national survey of 259 K-12 online teachers, administrators, and professional development trainers. This article provides three main insights from the study. The article discusses implications for K12 online teacher professional development practice, policy, and research.
Updated: Oct. 12, 2010