Search results for: Leadership
Page 3/6 52 items
This article examines teacher leadership. The authors were interested in developing stronger teachers, accomplished teacher leaders, and a transformed teaching profession. The findings reveal that utilizing teacher leaders in teacher education courses, via video conference, creates opportunities for mutual responsibility of P–12 schools and higher education in the preparation of new teachers. The authors hope to further understand the power of these real- time interactions between future teachers and teacher leaders.
Updated: Apr. 12, 2015
This paper argues that teacher education curricula should include leadership knowledge. The authors discuss the political realities that affect teachers. They also discuss how these realities are best met with teacher leadership knowledge. They claim that knowledge of leadership would enable teachers to label what they see and do. In conclusion, the authors propose opportunities for the teaching profession to reclaim its pedagogical and curricular knowledge and to understand its own acts of leadership.
Updated: Jan. 12, 2015
The Potential of Communities of Practice as Contexts for the Development of Agentic Teacher Leaders: A Three-Year Narrative of One Early Childhood Teacher's Journey
This article uses an explanatory narrative of participation and transformation across two consecutive early childhood communities of practice to chronicle the evolution of a teacher leader, Michelle. This narrative illustrates how the continuity of experience spawned her development from apprentice toward an agentic teacher leader, characterized by an ethical ideal, disposition of lifelong learner, and participation in joint endeavors. The authors reveal how Michelle constructed and reconstructed her leadership roles through individual and collective inquiry grounded in daily practices.
Updated: Oct. 26, 2014
This article examined the question What are the effective teaching characteristics of non-traditional, culturally and linguistically diverse (CLD) student teachers placed in rural, elementary schools with high populations of Latino/a students? Findings from this study reflected highly consistent and effective teaching characteristics of the CLD teacher candidates completing a distance-delivered teacher preparation program in remote, rural areas. Discussion as to what teacher education program attributes contributed to their development of effective teaching attributes was offered, with culturally responsive supports, like instructional mediators, personal instructor/leadership caring, and a sense of community among students and teachers, noted.
Updated: Sep. 15, 2014
This study examines pre-service teacher research in a nine-month teacher education programme, implemented as a means of making explicit links between research and practice. The results reveal that although student teachers expressed significant concerns about having to develop a research question, they conferred with and developed questions in conjunction with their associate teachers. However, they also indicated that support from the associate teacher presented a significant challenge. Furthermore, the results reveal that understanding a research disposition to be integral to teaching proved to be a significant conceptual challenge amongst some of the pre-service teachers and associate teachers.
Updated: Mar. 26, 2014
The current study is a comparison of PhD and EdD dissertations from 1997 to 2010 in the content area of special education on the variables of research design, statistics, target populations, significance of results as well as the age and exceptionality category of participants. No differences were found in the percentage of dissertations in special education for type of degree by gender and type of research by degree type.
Updated: Mar. 19, 2014
The Professional Learning Community as Subversive Activity: Countering the Culture of Conventional Schooling
The objective for this study was to gain new knowledge about the experience of teachers in the early stage of professional learning community (PLC) development. This study reports findings from semi-structured focus group interviews with teachers in an urban/suburban high school after one year of school-wide professional development introducing the PLC as a school-wide practice. The authors conclude that The authors claim that as long as PLC work is perceived by teachers as a professional development option that they may choose to embrace or ignore, then systemwide change is unlikely to occur. The authors suggest that by establishing an urgent cause, the leader may then offer assistance to the staff in addressing the problem in the form of an initiative to cultivate collaborative reflective practice with the goal of transforming the school into a PLC.
Updated: Feb. 04, 2014
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