Preparation and Training for School Leadership: Case studies of nine women headteachers in the secondary independent sector

2001 ◽  
Vol 21 (1) ◽  
pp. 101-115 ◽  
Author(s):  
Margaret McLay ◽  
Marie Brown
Keyword(s):  
School Leadership ◽  
Case Studies ◽  
Independent Sector ◽  
And Training

Service Oriented Architecture (SOA) Implementation

2018 ◽  
Vol 10 (2) ◽  
pp. 1-21 ◽  
Author(s):  
Tom Yoon ◽  
Bong-Keun Jeong
Keyword(s):  
Case Studies ◽  
Service Oriented Architecture ◽  
Successful Implementation ◽  
Business Units ◽  
Small Project ◽  
Service Oriented ◽  
Multiple Case ◽  
Multiple Case Studies ◽  
And Training

Using a multiple case studies and surveys, this article finds that factors essential to successful Service Oriented Architecture (SOA) implementations include establishing effective SOA governance, establishing SOA registries, starting with a small project, collaboration between business and IT units, strengthening trust among business units, and training. This article also explores business and IT motivations for SOA implementation and the benefits realized from this implementation. The findings from this article can provide a guidance for practitioners on the successful implementation of SOA.

Friendship, temperance and the probable: Erasmus, sermo rhetoric, and the early modern English civic state

2017 ◽  
Vol 35 (2) ◽  
pp. 189-227 ◽  
Author(s):  
Lynette Hunter
Keyword(s):  
Early Modern ◽  
Case Studies ◽  
Political Action ◽  
Education And Training ◽  
Early Modern English ◽  
Civic Agency ◽  
Rhetorical Structures ◽  
The Impact ◽  
And Training

The essay explores Erasmus' development of a fourth category of rhetoric, the familiar, in its work as a rhetoric of the absent audience in both personal and sociopolitical contexts, and as a rhetoric resonant with early modern theories of friendship and temperance. The discussion is set against a background of Caxton's printing of the translation of Cicero's De Amicitia, because Erasmus casts friendship as the context for appropriate communication between people from quite different education and training, along with the probable rhetoric that enables appropriate persuasion. The probable rhetorical stance of temperate friendship proposes a foundation for a common weal1 based on a co-extensive sense of selfhood. This focus suggests that the familiar rhetoric set out in Erasmus' De Conscribendis epistolis draws on Cicero's rhetoric of sermo2 at the heart of friendship.3 It explores the effects of the rhetorical stance of probable rhetoric, both for personal and social writing, and for political action, and looks at the impact of sermo rhetoric on ideas of identity and civic politics in an age of burgeoning circulation of books (both script and print). The essay concludes with three post-Erasmian case studies in English rhetoric [Elyot, Wilson, Lever] that use probable rhetoric to document approaches to individual and civic agency and which offer insights into the Western neoliberal state rhetorical structures of today.

scholarly journals “Choose Your Own Adventure”: Web-Based Case Studies of Inclusive Education as a Form of Professional Learning for School Principals

2021 ◽  
pp. 194277512110469
Author(s):  
Steve Sider ◽  
Kimberly Maich ◽  
Jacqueline Specht ◽  
Carolyn Treadgold ◽  
Hillary Winger
Keyword(s):  
School Leadership ◽  
Case Studies ◽  
Inclusive Education ◽  
Professional Learning ◽  
School Principals ◽  
School Administrators ◽  
Function Form ◽  
Multiple Perspectives ◽  
Web Based ◽  
Inclusive School

We examine the process of developing web-based case studies, a novel form of professional learning for principals, specifically related to inclusive school leadership. Based on the input from 39 principals, 5 case studies were developed with branching scenarios that provided multiple options for decision-making. These “choose your own adventure” case studies were used in a special education for school administrators course with 109 participants in Ontario, Canada. We consider the authenticity of the cases, the importance of incorporating multiple perspectives, and issues related to function, form, and choice. We incorporate five lessons for developing web-based case studies.

scholarly journals School performance in three South East Asian countries: lessons in leadership, decision-making and training

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
CM Hugues D. Gill ◽  
Elizaveta Berezina
Keyword(s):  
Decision Making ◽  
Teacher Training ◽  
Staff Development ◽  
School Leadership ◽  
School Performance ◽  
Professional Learning ◽  
East Asian ◽  
Content Type ◽  
International Student Assessment ◽  
And Training

Purpose The three neighbouring nations of Indonesia, Malaysia and Singapore participated in the 2009, 2012 and 2015 Programme for International Student Assessment (PISA) cycles. Despite many similarities between the three nations, Singapore has consistently been a top PISA performer, with Malaysia and Indonesia in the bottom third of the international league tables. This paper aims to sketch the comparative Association of South East Asian Nations (ASEAN) context and uses PISA-derived metrics to contrast how differences in decision-making and school leadership, particularly in relation to staff development and training practices, may impact school performance across Indonesia, Malaysia and Singapore. Design/methodology/approach Ten scales from the 2015 PISA School Questionnaire for Malaysia, Singapore and Indonesia were analysed using ANOVA and t-tests as an aid to exploring the extent to which different approaches to teacher training, school leadership and governance may impact student performance. Findings Although Malaysian and Indonesian school principals report higher levels of autonomy than Singaporean peers, other evidence suggests that schools in Singapore may actually have greater decision latitude. Most significantly, Singaporean teachers take responsibility for key staff development decisions and skills transfer, whereas in Indonesia and Malaysia, teacher training is controlled by government administrators, a factor that may be a critical differentiator between the school systems. Practical implications In Singapore, teacher training is controlled by and for teachers through professional learning teams within schools and professional learning communities across schools; in Malaysia and Indonesia, similar decisions are taken by external administrators. Giving Malaysian and Indonesian teachers control over their own training could be a simple and powerful reform to target skills gaps and to generalise improvements in pedagogy quickly across schools and thus to lift school performance in these countries. Originality/value This paper highlights how differences at systemic and school levels, particularly in approaches to teacher training and leadership and may explain differentials in school performance in three ASEAN education systems.

scholarly journals All for one and one for all? Leadership approaches in complementary schools

2020 ◽  
pp. 174114322097128
Author(s):  
Linet Arthur ◽  
Ana Souza
Keyword(s):  
Instructional Leadership ◽  
School Leadership ◽  
Case Studies ◽  
Questionnaire Survey ◽  
Primary Schools ◽  
Small Primary ◽  
Using Data ◽  
The Uk ◽  
Leadership Approaches

This article explores the nature of leadership in Brazilian complementary schools in the UK. Such schools are typically parent-driven, voluntary and financially vulnerable. Using data from a questionnaire survey ( n=14; more than three-quarters of Brazilian complementary schools) and three in-depth case studies, leadership is examined in relation to five established approaches: directive, instructional, transformational, distributed and collaborative. The study found that the size of the school and the personality of the leader appeared to influence the type of leadership adopted. In terms of effectiveness, a combination of instructional leadership with an approach that motivated staff and volunteers (whether directive, collaborative or transformational, depending on the school’s circumstances) seemed most appropriate to the context of complementary schools. The research illustrates the complexity of school leadership and the overlap between different models. Leadership flexibility was important in responding to the needs of staff, students and parents. The findings are transferable to mainstream schools with contexts similar to those of complementary schools, particularly small primary schools and free schools.

Why lessons learnt are lost

2019 ◽  
Vol 28 (5) ◽  
pp. 677-690 ◽  
Author(s):  
Muhammad Haris ◽  
Abdur Rehman Cheema ◽  
Chamila Subasinghe
Keyword(s):  
Case Studies ◽  
Content Type ◽  
Good Practices ◽  
Know How ◽  
Cultural Preferences ◽  
Lessons Learnt ◽  
Cultural Preference ◽  
Housing Reconstruction ◽  
And Training ◽  
Practical Implications

Purpose The purpose of this paper is to reduce the gap in understanding the complexity of barriers, their modifiers and how these barriers and their modifiers result in malpractices and missed good practices in post-earthquake reconstruction contexts. This paper provides insights to the often asked question: why the lessons learnt from one earthquake event are not actually learnt and many of the mistakes around housing reconstruction are repeated? Design/methodology/approach The paper is based on the review of the literature of the top deadliest earthquakes in the developing countries and the two case studies of the 2005 Kashmir and 2015 earthquake in Pakistan. Findings Multifarious barriers, their modifiers, malpractices and missed good practices are deeply interwoven, and endemic and include weak financial standing, lack of technical know-how, vulnerable location, social and cultural preference, affordability and availability of materials, over-emphasis on technical restrictions, inefficient policies, lack of clarity in institutional roles, monitoring and training. Research limitations/implications The study is desk based. Practical implications A better understanding of barriers can help disaster-related organisations to improve the planning and implementation of post-earthquake housing reconstruction. Social implications The study contributes to the understanding concerning various social and cultural preferences that negotiate the Build Back Better (BBB) process. Originality/value The study offers a distinctive perspective synthesising the literature and the two case studies to sharpen the understanding of the complexity of barriers to BBB.

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