scholarly journals School Development in South Carolina - Building Leadership Capacity for Evidence-Based School Development in South Carolina Schools

2021 ◽  
pp. 95-115
Author(s):  
Peter Moyi ◽  
Suzy Hardie ◽  
Kathleen M. W. Cunningham
Keyword(s):  
South Carolina ◽  
School Improvement ◽  
Design Research ◽  
Development Program ◽  
Leadership Capacity ◽  
School Development ◽  
Local Context ◽  
Evidence Based ◽  
Improvement Science ◽  
Building Leadership Capacity

AbstractThis study presents two U.S. school development projects aimed at building leadership capacity for continuous school development that attempts to use “evidence-based” ideas from the standpoint of education values and understandings with a renewed sensitivity to culturally diverse students in South Carolina schools. The Lowcountry Educator Initiative (LEI) uses a professional development program designed for educators from various schools. School Improvement through Improvement Science (SITIS), stems from a larger university-school partnership initiative that includes other institutions around the United States. The two projects serve as compelling examples that push on the limited scope that federal and local policy requirements place on educational institutions to provide evidence of improvements that lead to educational success. This work offers qualitative evidence that honors, recognizes, and leverages the strengths of the participants’ contexts to facilitate improvement in practice. The projects implemented offer evidence for (1) providing leadership support for school improvement efforts, (2) the use of local context in improving practice, and (3) the valuing of various data to engage in locally-relevant and appropriate work. We recommend centering the local context and improvement science approaches in research design, research funding, and educator preparation.

The School Development Program: A Model for School Improvement

1988 ◽  
Vol 57 (1) ◽  
pp. 11 ◽  
Author(s):  
Norris M. Haynes ◽  
James P. Comer ◽  
Muriel Hamilton-Lee
Keyword(s):  
School Improvement ◽  
Development Program ◽  
School Development ◽  
School Development Program

scholarly journals Building Leadership Capacity and Enacting School Improvement Policy: Voices from the Field

2018 ◽  
Vol 10 (1) ◽  
pp. 106 ◽  
Author(s):  
Lindy-Anne Abawi ◽  
Tania Leach ◽  
Julie Raitelli
Keyword(s):  
School Improvement ◽  
Leadership Capacity ◽  
Complex Environments ◽  
Education Policies ◽  
Policy Interpretation ◽  
Shared Beliefs ◽  
Improvement Strategies ◽  
Project Officer ◽  
Regional Project ◽  
Building Leadership Capacity

Education contexts engaging in reform, operate in complex environments that require the coherent implementation of education policies. Research highlights that systems that support shared leadership, strong communication practices and a sharp focus on the articulation of shared beliefs, are positioned to support strong policy interpretation though the enactment of school improvement strategies. This paper explores the inter-connected roles of a system middle leader (regional Project Officer) and a school leader (Principal) in interpreting and enacting systemic policy and direction in a state primary school within a regional context in Queensland, Australia. The case study utilised the regional Project Officer and Principal participants as co-researchers and captured their experiences through recorded narratives and narrative inquiry conversations. The thematic data analysis provides useful information about how school leaders can work with system middle leaders and their own school’s teaching teams to proactively grow the capacity, credibility and strength of teachers to translate policy into enacted school improvement strategies.

Building leadership capacity to drive sustainable water management: the evaluation of a customised program

2010 ◽  
Vol 61 (11) ◽  
pp. 2797-2807 ◽  
Author(s):  
A. C. Taylor
Keyword(s):  
Water Management ◽  
Leadership Development ◽  
Development Program ◽  
Leadership Capacity ◽  
Water Industry ◽  
Emerging Leaders ◽  
Australian Water ◽  
Methodological Triangulation ◽  
Sustainable Urban Water Management ◽  
Building Leadership Capacity

This paper describes a customised, six-month, leadership development program (LDP) that was designed for emerging leaders in the Australian water industry who were promoting sustainable urban water management (SUWM). It also presents results from an evaluation of the program's benefits, costs and overall ‘return on investment’ (ROI). The program was designed to help build emergent leadership capacity in the water industry, given strong evidence that this form of leadership plays an important role in advancing SUWM. It involved ‘360-degree feedback’ processes, training, individual leadership development plans, and coaching sessions. Its design was informed by a review of the literature, and its content was informed by local empirical research involving effective SUWM leaders. The evaluation used a seven-tier assessment framework that examined different dimensions of the program's performance using source and methodological triangulation. The results indicate that such LDPs can produce a range of positive outcomes, such as promoting desired leadership behaviours and generating a positive ROI estimate. Specifically, the program's estimated ROI was approximately 190% after only one year. The primary conclusion is that evidence-based LDPs which are highly customised for specific types of leaders in the water industry represent a promising type of intervention to build forms of leadership capacity which are needed to successfully promote SUWM.

An Evaluation of the School Development Program Model at a Charter High School

2007 ◽  
Author(s):  
Christina Buelna ◽  
Ann Levett ◽  
Liza Cariaga-Lo ◽  
Christine Emmons
Keyword(s):  
High School ◽  
Development Program ◽  
School Development ◽  
Program Model ◽  
School Development Program

scholarly journals Evidence-Based Design in Architectural Education: Designing the First Maggie’s Centre in Israel

2021 ◽  
pp. 193758672110079
Author(s):  
Nirit Putievsky Pilosof ◽  
Yasha Jacob Grobman
Keyword(s):  
Literature Review ◽  
Architectural Design ◽  
Early Stage ◽  
Scientific Research ◽  
Well Being ◽  
Architectural Education ◽  
Local Context ◽  
Evidence Based ◽  
Architecture Education ◽  
The Impact

Objective The study examines the integration of the Evidence-based Design (EBD) approach in healthcare architecture education in the context of an academic design studio. Background Previous research addressed the gap between scientific research and architectural practice and the lack of research on the use of the EBD approach in architectural education. Methods The research examines an undergraduate architectural studio to design a Maggie’s Centre for cancer care in Israel and evaluates the impact of the EBD approach on the design process and design outcomes. The research investigates the impact of the integration of three predesign tasks: (1) literature review of healing architecture research, (2) analysis and comparison of existing Maggie’s Centres, and (3) analysis of the context of the design project. Results The literature review of scientific research supported the conceptual design and development of the projects. The analysis of existing Maggie’s centers, which demonstrated the interpretation of the evidence by different architects, developed the students’ ability to evaluate EBD in practice critically, and the study of the projects’ local context led the students to define the relevance of the evidence to support their vision for the project. Conclusions The research demonstrates the advantages of practicing EBD at an early stage in healthcare architectural education to enhance awareness of the impact of architectural design on the users’ health and well-being and the potential to support creativity and innovative design. More studies in design studios are needed to assess the full impact of integrating EBD in architectural education.

scholarly journals “What is the actual goal of the pathway?”: examining emergency department physician and nurse perspectives on the implementation of a pediatric concussion pathway using the theoretical domains framework

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Anh Ly ◽  
Roger Zemek ◽  
Bruce Wright ◽  
Jennifer Zwicker ◽  
Kathryn Schneider ◽  
...  
Keyword(s):  
Emergency Department ◽  
Health Care Providers ◽  
Clinical Pathways ◽  
Theoretical Domains Framework ◽  
Local Context ◽  
Emergency Department Physician ◽  
Evidence Based ◽  
Care Providers ◽  
Structured Interviews ◽  
Pediatric Concussion

Abstract Background Multiple evidence-based clinical practice guidelines (CPGs) exist to guide the management of concussion in children, but few have been translated into clinical pathways (CP), which operationalize guidelines into accessible and actionable algorithms that can be more readily implemented by health care providers. This study aimed to identify the clinical behaviours, attitudinal factors, and environmental contexts that potentially influence the implementation of a clinical pathway for pediatric concussion. Methods Semi-structured interviews were conducted from October 2017 to January 2018 with 42 emergency department clinicians (17 physicians, 25 nurses) at five urban emergency departments in Alberta, Canada. A Theoretical Domains Framework (TDF)-informed interview guide contained open-ended questions intended to gather feedback on the proposed pathway developed for the study, as well as factors that could potentially influence its implementation. Results The original 14 domains of the TDF were collapsed into 6 clusters based on significant overlap between domains in the issues discussed by clinicians: 1) knowledge, skills, and practice; 2) professional roles and identity; 3) attitudes, beliefs, and motivations; 4) goals and priorities; 5) local context and resources; and 6) engagement and collaboration. The 6 clusters identified in the interviews each reflect 2–4 predominant topics that can be condensed into six overarching themes regarding clinicians’ views on the implementation of a concussion CP: 1) standardization in the midst of evolving research; 2) clarifying and communicating goals; 3) knowledge dissemination and alignment of information; 4) a team-oriented approach; 5) site engagement; and 6) streamlining clinical processes. Conclusion Application of a comprehensive, evidence-based, and theory-driven framework in conjunction with an inductive thematic analysis approach enabled six themes to emerge as to how to successfullly implement a concussion CP.

Leadership Capacity for Lasting School Improvement

2003 ◽  
Vol 87 (637) ◽  
pp. 79-82
Author(s):  
Dorothy E. Hardin
Keyword(s):  
School Improvement ◽  
Leadership Capacity
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