Pressures and influences on school leaders navigating policy development during the COVID‐19 pandemic

2021 ◽  
Author(s):  
Peter Fotheringham ◽  
Thomas Harriott ◽  
Grace Healy ◽  
Gabrielle Arenge ◽  
Elaine Wilson
Keyword(s):  
Policy Development ◽  
School Leaders

scholarly journals Scenarios of Future Schooling and Futures Thinking from the Perspectives of Educational and Schools’ Leaders Perspectives

2021 ◽  
Author(s):  
Peter Carey
Keyword(s):  
Policy Development ◽  
Expert Panel ◽  
School Leaders ◽  
Font Size ◽  
The Future ◽  
Future Of Education

<p>The researcher<b> </b>aimed to understand how the system and school leaders, as well as an expert panel would respond to scenarios of future schooling the scenarios as constructed in the OCED <i>Schooling for Tomorrow</i> scenarios, the <i>HolonIQ</i> five scenarios <i>for the Future of Learning and Talent,</i> and the Sanborn et al. Future of Education: Four Scenarios (see the tables under the section <i>Scenarios</i>). The researcher aimed to understand what this suggested concerning the system and school leaders’ perceptions, knowledge and values relating to future schooling, and what it suggested for policy development and change in Australian schools.</p> @font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:roman; mso-font-pitch:variable; mso-font-signature:-536870145 1107305727 0 0 415 0;}p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:""; margin:0cm; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman",serif; mso-fareast-font-family:"Times New Roman";}.MsoChpDefault {mso-style-type:export-only; mso-default-props:yes; font-family:"Calibri",sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi; mso-fareast-language:EN-US;}div.WordSection1 {page:WordSection1;}

scholarly journals Scenarios of Future Schooling and Futures Thinking from the Perspectives of Educational and Schools’ Leaders Perspectives

2021 ◽  
Author(s):  
Peter Carey
Keyword(s):  
Policy Development ◽  
Expert Panel ◽  
School Leaders ◽  
Future Of Education

<p>The researcher aimed to understand how the system and school leaders, as well as an expert panel would respond to scenarios of future schooling the scenarios as constructed in the OECD <i>Schooling for Tomorrow </i>scenarios, the Holon IQ five scenarios for the<i> Future of Learning and Talent</i>, and the Sanborn et al. <i>Future of Education </i>(see the tables under the section <i>Scenarios</i>). The researcher aimed to understand what this suggested concerning the system and school leaders perceptions, knowledge and values relating to future schooling, and what it suggested for policy development and change in Australian schools.</p>

scholarly journals Scenarios of Future Schooling and Futures Thinking from the Perspectives of Educational and Schools’ Leaders Perspectives

2021 ◽  
Author(s):  
Peter Carey
Keyword(s):  
Policy Development ◽  
Expert Panel ◽  
School Leaders ◽  
Font Size ◽  
The Future ◽  
Future Of Education

<p>The researcher<b> </b>aimed to understand how the system and school leaders, as well as an expert panel would respond to scenarios of future schooling the scenarios as constructed in the OCED <i>Schooling for Tomorrow</i> scenarios, the <i>HolonIQ</i> five scenarios <i>for the Future of Learning and Talent,</i> and the Sanborn et al. Future of Education: Four Scenarios (see the tables under the section <i>Scenarios</i>). The researcher aimed to understand what this suggested concerning the system and school leaders’ perceptions, knowledge and values relating to future schooling, and what it suggested for policy development and change in Australian schools.</p> @font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:roman; mso-font-pitch:variable; mso-font-signature:-536870145 1107305727 0 0 415 0;}p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:""; margin:0cm; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman",serif; mso-fareast-font-family:"Times New Roman";}.MsoChpDefault {mso-style-type:export-only; mso-default-props:yes; font-family:"Calibri",sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi; mso-fareast-language:EN-US;}div.WordSection1 {page:WordSection1;}

scholarly journals Profesjonelle fellesskap på ungdomstrinnet som del av skolens utvikling

2021 ◽  
pp. 87-106
Author(s):  
Tone Cecilie Carlsten ◽  
Inger Throndsen ◽  
Julius K. Björnsson
Keyword(s):  
Teacher Collaboration ◽  
Policy Development ◽  
School Leaders ◽  
Secondary Level ◽  
Professional Communities ◽  
Learning And Development ◽  
Central Resource ◽  
The Individual ◽  
Recent Policy

Professional communities at the lower secondary level as part of the school’s development This chapter invites to a discussion of how TALIS 2018 data about professional communities relates to recent policy development aimed at school development. Teacher collaboration is considered a central resource in the individual school’s organization, and exchange of experience with colleagues is often highlighted when teachers are asked about their most important source of learning and development. Policy development in Norway has aimed at strengthening professional collaboration for quality development of schools, especially at the lower secondary level. The chapter highlights some results from TALIS 2018 that show how teachers at the lower secondary level collaborate and how school leaders provide feedback and assessments to support and facilitate the teachers’ further professional development by asking what the characteristics of collaboration at the lower secondary level are; and what kind of measures school leaders are implementing to support teachers who need follow-up. Answers to these questions are compared to Norwegian findings from TALIS 2008 and TALIS 2013.

Dental health policy development

1985 ◽  
Vol 49 (11) ◽  
pp. 746-747
Author(s):  
DF Redig
Keyword(s):  
Health Policy ◽  
Policy Development ◽  
Dental Health

Needs assessment and policy development: Native Hawaiians as Native Americans.

1988 ◽  
Vol 43 (5) ◽  
pp. 383-387 ◽  
Author(s):  
Ormond W. Hammond
Keyword(s):  
Native Americans ◽  
Needs Assessment ◽  
Policy Development ◽  
Native Hawaiians

Act Up! Creating opportunities for programming and policy development in education

2012 ◽  
Author(s):  
Judith Auerbach ◽  
Alinah Segobye
Keyword(s):  
Policy Development ◽  
Act Up

Non-governmental organizations as key partners in mental health in Europe

2014 ◽  
Vol 11 (01) ◽  
pp. 27-34 ◽  
Author(s):  
A. E. Baumann
Keyword(s):  
Mental Health ◽  
Health Policy ◽  
Policy Development ◽  
Mental Health Problems ◽  
Action Plan ◽  
Mental Health Policy ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
Health Action ◽  
Health Action Plan

SummaryThe shift towards a rights-based approach to health which has taken place over the past decade has strengthened the role of civil society and their organizations in raising and claiming the entitlements of different social groups. It has become obvious that non-governmental organizations (NGOs) are central to any successful multi-stakeholder partnership, and they have become more recognized as key actors in health policy and programme development and implementation. There is a broad spectrum of NGOs active in the area of mental health in Europe which aim to empower people with mental health problems and their families, give them a voice in health policy development and implementation and in service design and delivery, to raise awareness and fight stigma and discrimination, and foster implementation of obligations set by internationally agreed mental health policy documents. With the endorsement of the Mental Health Action Plan 2013-2020 (20) and the European Mental Health Action Plan (19) stakeholders agree to strengthen capacity of service user and family advocacy groups and to secure their participation as partners in activities for mental health promotion, disorder prevention and improving mental health services.

Organized Labor, State Structures, and Social Policy Development: A Case Study of Old Age Assistance in Ohio, 1916-1940

1989 ◽  
Vol 36 (2) ◽  
pp. 181-196 ◽  
Author(s):  
Jill Quadagno ◽  
Madonna Harrington Meyer
Keyword(s):  
Social Policy ◽  
Old Age ◽  
Policy Development ◽  
Organized Labor ◽  
Old Age Assistance
Sign in / Sign up

Export Citation Format

Share Document