The Role of Social Capital for Teacher Professional Learning and Student Achievement: A Systematic Literature Review

2021 ◽  
pp. 100391
Author(s):  
Ema Kristina Demir
Keyword(s):  
Social Capital ◽  
Student Achievement ◽  
Literature Review ◽  
Professional Learning ◽  
Systematic Literature Review ◽  
Teacher Professional Learning ◽  
Teacher Professional

The effects of sustained classroom-embedded teacher professional learning on teacher efficacy and related student achievement

2010 ◽  
Vol 26 (8) ◽  
pp. 1598-1608 ◽  
Author(s):  
Catherine D. Bruce ◽  
Indigo Esmonde ◽  
John Ross ◽  
Lesley Dookie ◽  
Ruth Beatty
Keyword(s):  
Student Achievement ◽  
Teacher Efficacy ◽  
Professional Learning ◽  
Teacher Professional Learning ◽  
Teacher Professional

Teacher Education and Lesson Study

2019 ◽  
Author(s):  
Peter Dudley
Keyword(s):  
Professional Learning ◽  
Lesson Study ◽  
Teacher Professional Learning ◽  
Complex Environment ◽  
Global Spread ◽  
Teacher Professional ◽  
System Improvement ◽  
Specific Factors ◽  
Learning Factors

Lesson Study is a form of collaborative, classroom-based teacher professional development, and also a form of institutional and local educational system improvement. It originated in Japan and experienced rapid global spread in the 21st century. The deliberate processes of Lesson Study can help overcome specific factors that can form barriers to teacher professional learning—factors such as the complex environment of the classroom and the role of tacit knowledge.

The Moderation Role of Transformational Leadership in the Effect of Instructional Leadership on Teacher Professional Learning and Instructional Practice: An Integrated Leadership Perspective

2021 ◽  
pp. 0013161X2110350
Author(s):  
Mehmet Şükrü Bellibaş ◽  
Ali Çağatay Kılınç ◽  
Mahmut Polatcan
Keyword(s):  
Transformational Leadership ◽  
Instructional Leadership ◽  
Teacher Learning ◽  
Professional Learning ◽  
Teacher Practices ◽  
Teacher Professional Learning ◽  
Teacher Professional ◽  
Integrated Leadership ◽  
The Relationship

Aim: While integrated leadership has received significant scholarly attention in the past decade, most existing research in this vein has focused on its impact on student achievement and often dismissed how it might be related to instructional practices, which are at the center of many school reforms. In this research, we examined the relationship between integrated leadership and teacher professional learning and teacher practices in Turkey, where educational policy makers have recently introduced several school reform initiatives. More specifically, we aimed to examine the moderating function of transformational leadership in the relationship between instructional leadership and teacher practices, with an emphasis on the mediating role of teacher professional learning. Research Design: We conducted this study with a cross-sectional design and moderated mediation model. Data collected from 616 teachers working in a mix of primary and secondary schools in Turkey were analyzed using structural equation modeling and bootstrapping tests. Findings: We found evidence that transformational leadership acted as a moderator of the indirect effect of principal instructional leadership on teachers' instructional practices through teacher professional learning. Implications: This study adds to the accumulated body of knowledge on the effects of school leadership by concluding that the effect of instructional leadership on teacher learning and practice is contingent upon the extent to which principals enact transformational leadership. School principals who adopt a more comprehensive leadership approach that combines instructional leadership and transformational leadership practices can maximize their effects on student achievement through teacher learning, and better address the ever-growing demands of educational reforms.

Leadership that matters: creating cultures of academic optimism that support teacher learning in Thailand

2020 ◽  
Vol 58 (6) ◽  
pp. 605-627 ◽  
Author(s):  
Dhirapat Kulophas ◽  
Philip Hallinger
Keyword(s):  
Teacher Learning ◽  
School Leadership ◽  
Professional Learning ◽  
School Leaders ◽  
Academic Optimism ◽  
Teacher Professional Learning ◽  
Content Type ◽  
Learning Centered ◽  
Teacher Professional

PurposeResearch on school leadership has confirmed that principals influence teacher and student learning by building an “academic-focused ethos” in their schools. In this study, our objective was to examine if and how the learning-centered leadership of principals influenced academic optimism of teachers and the resulting effects on their engagement in professional learning. More specifically, we examined this hypothesized set of leadership effects among teachers and principals in high schools located in Thailand.Design/methodology/approachThe study was conducted with 1,763 teachers and 152 principals from 159 randomly selected, medium size secondary schools located in Thailand. The research employed multi-level structural equation modeling and bootstrapping analyses in order to test and explore these relationships in a mediation model of school leadership effects on teacher professional learning through academic optimism.FindingsResults of this study reinforce prior research which has found that principal leadership can have significant direct and indirect effects on the professional learning of teachers. This finding is important because, as elaborated earlier, scholars believe that teacher professional learning is a key to sustainable improvement in schools. More specifically, our results extend prior research in two ways. First, as the first study to link Learning-Centered Leadership with Academic Optimism, this study extends findings that point to the role of school leadership in sustaining a culture of academic optimism in schools. Second, this study also established Academic Optimism as a mediator through which school leadership supports Teacher Professional Learning.Research limitations/implicationsAlthough our results support a positive conclusion concerning the effects of school leadership and academic optimism on teacher learning, this was a cross-sectional study. Therefore, caution must be exercised before drawing causal attributions. For example, research has also found that teachers who work in schools that evidence features of a professional learning community are more likely to have a greater sense of collective teacher efficacy, a variable that is also associated with Academic Optimism. Therefore, although our study proposed Academic Optimism as the mediator and teacher professional learning as the dependent variable, it is also possible that this relationship could be reversed or reciprocal (i.e. mutually reinforcing). Future research should continue to examine these possibilities using longitudinal and/or experimental research designs that enable clearer delineation of causal relationships. We also suggest the utility of qualitative and mixed methods studies capable of exploring in greater depth the mechanisms through which school leadership contributes to productive teacher learning.Practical implicationsThere is a need in Thailand, and elsewhere, to redefine the formal roles and professional standards of school leaders to include learning-centered practices. These standards should be embedded into the redesign of pre-service and in-service education programs for teachers and principals. We believe that, at present, relatively few school leaders in Thailand genuinely understand the meaningful impact they can have on teacher learning, and by extension, on student learning. Thus, there is a need for systemic change that recasts the nature of leadership expected from principals as well as the level of lifelong learning expected of teachers.Originality/valueThe findings from this research contribute to an evolving knowledge base on how school leaders influence teacher learning in different national contexts. The research also extends prior research by exploring the role of academic optimism as a mediator of school leadership effects on teacher learning.

Improving Teacher Professional Learning

2021 ◽  
pp. 147-166
Author(s):  
Addie Kelley
Keyword(s):  
Student Achievement ◽  
Professional Learning ◽  
School Administrators ◽  
Early Career ◽  
Teacher Professional Learning ◽  
Effective Teacher ◽  
Early Career Teachers ◽  
District Leaders ◽  
Teacher Professional ◽  
Career Teachers

This chapter examines the role of effective teacher professional learning as a support for early career teachers. It establishes the importance of teacher professional learning as a mechanism of increasing student achievement and investigates traditional professional development models' ineffectiveness. This chapter also includes a discussion of the merits of the cycle of inquiry model of teacher professional learning and explores the need to develop teachers as whole persons. The author identifies effective professional learning for teachers and asserts best practices for school administrators, district leaders, decision-makers, and other stakeholders to design and implement effective teacher professional learning that ultimately increases student achievement. This chapter concludes that cycles of inquiry that develop the whole teacher will enhance teacher professional learning and offer the greatest and most effective support for early career teachers.

School Leadership and Pedagogical Reform

2015 ◽  
pp. 103-131 ◽  
Author(s):  
Shirley O'Neill
Keyword(s):  
Student Achievement ◽  
School Leadership ◽  
Professional Learning ◽  
School Change ◽  
Teacher Professional Learning ◽  
Teachers And Students ◽  
Teacher Professional ◽  
Pedagogical Reform ◽  
Use Of Assessment

This chapter explores the journey of one Australian primary school that participated in an internationally renowned school revitalization project, where the nature and quality of leadership and results of change are able to achieve and sustain pedagogical reform and improve and enhance student achievement. It illuminates the nature of school change and examines its impact on pedagogy and learning. Through mapping a school's journey and a focus on research, changes in practices such as use of frameworks and protocols, teacher professional learning, and the compilation and use of assessment data are explored, as are the vital roles of both teachers and students in achieving change. The inclusion of students in the process, combined with leadership in school-wide pedagogy, is shown to have contributed to building students' capacity for learning besides that of teachers to implement a school-wide approach to pedagogy.

Preparing In-Service Teachers to Work With Linguistically and Culturally Diverse Youth

2019 ◽  
pp. 361-377 ◽  
Author(s):  
Lourdes Cardozo-Gaibisso ◽  
Ruth Harman
Keyword(s):  
Science Teachers ◽  
Professional Learning ◽  
Culturally Responsive ◽  
Teacher Professional Learning ◽  
Multilingual Students ◽  
Construction Of Knowledge ◽  
Systemic Functional Linguistic ◽  
Teacher Professional ◽  
K 12

Teacher professional learning (TPL) can function as a powerful resource in supporting culturally sustaining educational practices for multicultural and multilingual students. However, as this chapter discusses through a detailed description of the literature, the design of current TPL initiatives often leads to a perpetuation of top down discourses about the role of teachers and bilingual learners in K-12 contexts. To speak to these challenges, the chapter provides readers with a detailed account of a bilingual National Science Foundation (NSF)-funded model of professional learning that could serve as an alternative culturally sustaining model for TPL. Specifically, the goal of the NSF initiative was to position in-service ESOL and science teachers of English as agentive and culturally responsive in their work. The systemic functional linguistic paradigm that undergirded the initiative placed emphasis on incorporating students' linguistic and experiential repertories in co construction of knowledge. This chapter concludes with recommendations for the field.

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