Leadership and Supervision

2020 ◽  
Author(s):  
Sally J. Zepeda ◽  
Ahmed M. Alkaabi ◽  
Mark D. Tavernier
Keyword(s):  
Risk Taking ◽  
Teaching And Learning ◽  
Career Stage ◽  
Collaborative Process ◽  
The Core ◽  
Core Function ◽  
Field Supervision ◽  
Support Teacher ◽  
External Forces ◽  
And Control

Supervisory leadership must be enacted as a daily and persistent practice to support teachers’ efforts to educate children, despite the constant influx of accountability demands and requirements from internal and external forces that often distract from the core function of teaching and learning. As a field, supervision has progressed from autocratic practices used to inspect and control teachers to more developmental and differentiated forms to support teachers’ own wish to evaluate, understand, and improve their practices. The tensions between supervision as a support and the summative aspects of evaluation continue to polarize the teacher–supervisor relationship. Supervisory leadership is a collaborative process that builds cultures of trust and risk-taking. Supervisory leadership connects supervision, teacher evaluation, and professional development to support teacher growth and development. Embedded in these processes are the principles of adult learning and career-stage theory to accommodate various needs to foster cognitive development and enhance instructional practices.

scholarly journals Creativity and risk-taking in teaching and learning settings: Insights from six international narratives

2021 ◽  
Vol 2-2 ◽  
pp. 100024
Author(s):  
Danah Henriksen ◽  
Michael Henderson ◽  
Edwin Creely ◽  
Ana Amélia Carvalho ◽  
Miroslava Cernochova ◽  
...  
Keyword(s):  
Risk Taking ◽  
Teaching And Learning

Bare classifier phrases in Thai and other mainland Asian languages: implications for classifier theory and typology

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Nitipong Pichetpan ◽  
Mark W. Post
Keyword(s):  
Comprehensive Analysis ◽  
The Core ◽  
Core Function ◽  
Nominal Classification ◽  
Discourse Functions ◽  
And Gender ◽  
Referential Function ◽  
Asian Languages ◽  
Modern Standard

Abstract This article provides a comprehensive analysis of the little-known “bare classifier phrase” construction in Modern Standard Thai. It describes the syntax, semantics and discourse functions of Thai bare classifier phrases, and further proposes a diachronic account of their origin in reduction of post-posed numeral ‘one’. Following this synchronic and diachronic description, this article attempts to locate Thai within a working typology of bare classifier constructions in mainland Asian languages, and further argues for the importance of bare classifier constructions to the theory of classifiers more generally. Following Bisang (1999) and others, it argues that bare classifier constructions reveal the core function of classifiers in Asian languages to be individuation – a referential function. It therefore cautions against some recent proposals to merge classifiers and gender markers within a single categorical space defined on the semantic basis of nominal classification, and in favour of continuing to treat classifiers as a discrete linguistic category – in mainland Asian languages, at least.

Quantitative Changes of the Lipid and Fatty Acid Composition of Leaves of Aleurites montana as a Consequence of Growth under 700 ppm CO2 in the Atmosphere

1996 ◽  
Vol 51 (11-12) ◽  
pp. 833-840 ◽  
Author(s):  
P He ◽  
A Radunz ◽  
K. P Bader ◽  
G. H Schmid
Keyword(s):  
Fatty Acids ◽  
Thylakoid Membrane ◽  
Saturated Fatty Acids ◽  
Phospholipid Fraction ◽  
Phospholipid Content ◽  
The Core ◽  
Glycolipid Fraction ◽  
Carbonic Acids ◽  
And Control ◽  
Β Carotene

Abstract Leaf lipids of Aleurites plants that were cultivated for 5 months in air containing 700 ppm CO2, were compared to those of control plants cultivated at 350 ppm CO2. The content of ether soluble lipids referred to dry matter is the same in CO2-and control plants. The comparison of lipids analyzed as the pigments chlorophyll and carotenoids, phospholipids and glycolipids shows that the ratio of phospholipids and glycolipids is slightly shifted in favor of phospholipids in CO2-plants. Thus, within the group of phospholipids, phosphatidylglycerol and phosphatidylinositol occur in higher concentrations in CO2-plants. Although the differences in the lipid content appear moderate in CO2-and control plants, it is the saturation degree of fatty acids that differs substantially. The fatty acids of CO2-plants contain according to the higher phospholipid content approx. 5% more saturated fatty acids. Stearic acid is three-fold increased. Whereas in the phospholipid fraction saturated fatty acids comprise one half of all fatty acids, the unsaturated fatty acids make up for 80 to 90% in the glycolipid fraction. In CO2-plants not only in the phospholipid fraction but also in the glycolipid fraction saturated fatty acids occur in a higher portion. This means that not only in the cell membrane of CO2-plants but also in the thylakoid membrane the fluidity is decreased. Also in the wax-fraction long-chained carbonic acids with 20 -26 carbon atoms occur. As the portion of these carbonic acids is twice as high in CO2-plants, it is concluded that a stronger formation of the wax layers exists in CO2-plants. By means of Western blotting and by the use of lipid and carotenoid antisera the binding of lipids onto proteins of photosystem II and photosystem I was analyzed. It is seen that besides the major amount of lipids which build up the thylakoid membrane, some lipids are also bound to membrane peptides. Whereas monogalactolipid is bound to the LHCP-complex peptides, to the OEC1 -peptide and the 43 and 47 kDa chlorophyll binding peptides, the anionic lipids sulfoquinovosyldiglyceride and phosphatidylglycerol and digalactolipid are bound to the core peptides of PS II and PS I. β-carotene and the xanthophylls were found to be bound to the core peptides and β-carotene and violaxanthin were also bound to the light-harvesting pigment complex.

scholarly journals Teaching traditions in science education in Switzerland, Sweden and France: A comparative analysis of three curricula

2017 ◽  
Vol 17 (1) ◽  
pp. 51-70
Author(s):  
Laurence Marty ◽  
Patrice Venturini ◽  
Jonas Almqvist
Keyword(s):  
Science Education ◽  
Learning Outcomes ◽  
Scientific Literacy ◽  
Teaching And Learning ◽  
Science And Society ◽  
The Core ◽  
Moral Tradition ◽  
Science Curricula ◽  
Expected Outcomes ◽  
Academic Tradition

Classroom actions rely, among other things, on teaching habits and traditions. Previous research has clarified three different teaching traditions in science education: the academic tradition builds on the idea that simply the products and methods of science are worth teaching; the applied tradition focuses on students’ ability to use scientific knowledge and skills in their everyday life; and the moral tradition opens up a relationship between science and society, focusing on students’ decision making concerning socio scientific issues. The aim of this paper is to identify and discuss similarities and differences between the science curricula in Sweden, France and Western Switzerland in terms of teaching traditions. The study considers the following dimensions in the analysis: (1) the goals of science education as presented in the initial recommendations of the curricula; (2) the organization and division of the core contents; and (3) the learning outcomes expected from the students in terms of concepts, skills and/or scientific literacy requirements. Although the three traditions are taken into account within the various initial recommendations, the place they occupy in the content to be taught is different in each case. In the Swedish curriculum, our analyses show that the three traditions are embedded in the initial recommendations and in the expected outcomes. On the other hand, in the Western-Swiss and French curricula, the three traditions are embedded in the initial recommendations but only academic tradition can be found in the expected outcomes. Therefore, the Swedish curriculum seems to be more consistent regarding teaching traditions. This may have some consequences on teaching and learning practices, which will be discussed in the article. Moreover, our analyses enable us to put forward definitions of teaching tradition.

Study on Novel Automatic Steel Bundling Machine Pneumatic Control System

2012 ◽  
Vol 490-495 ◽  
pp. 594-597
Author(s):  
Cheng Qun Li ◽  
Liang Gao
Keyword(s):  
Control System ◽  
Control Program ◽  
Control Flow ◽  
Pneumatic Control ◽  
The Core ◽  
New Type ◽  
Action Process ◽  
And Control

This paper introduces a new type of automatic steel bundling machine for bundling process, which includes a pneumatic action process, mainly do some researches on the pneumatic control system. The system chooses PLC as the core control component, puts forward the hardware of control system and control flow. Eventually we have been designed the control program.

The Relevance of Al-Ghazali’s Educational Views on the Contemporary System of Muslim Education: Focus on Islamic Education in Uganda

2021 ◽  
Vol 4 (1) ◽  
pp. 1-12
Author(s):  
AbdulSwamad Gyagenda
Keyword(s):  
Teaching And Learning ◽  
Primary Source ◽  
The Other ◽  
Islamic Education ◽  
Learning Models ◽  
Ultimate Truth ◽  
Contemporary World ◽  
The Core ◽  
Body And Soul ◽  
Philosophy Of Knowledge

Imam Al-Ghazali used a combination of the wisdom, exposure and experience he had acquired while running the Nizamiyyah colleges to contribute to the core of the theory knowledge, education and Islamic sciences. His ideas suggest that God is the primary source of knowledge and sense alone cannot deliver one to the ultimate truth. He categorised knowledge according to the needs of the society. Knowledge according to him should shape an individual and help him/her to interact with the creator and with the other existents. Knowledge should affect body and soul, mind and heart and ultimately deliver one to happiness here and in the hereafter. His views on the core values of Islam affecting both individuals and society can be employed in determining and redefining the philosophy of knowledge in our contemporary world. The brief on the philosophy of knowledge reflected in here as well as the method of teaching and instruction especially in the Islamic institutions is drawn from Al-Ghazali’s rich reservoir of experience. This literature can be used to develop teaching and learning models and polices in developing Islamic academic institutions especially in Uganda.

Prosocial Behaviors in Emergencies: Mating Motive Changes Men and Women’s Heroic Helping Tendencies Differently

2021 ◽  
Author(s):  
Cai Xing ◽  
Tingting Liu ◽  
Xi Zhang
Keyword(s):  
Risk Taking ◽  
Significant Interaction ◽  
Financial Risk ◽  
Prosocial Behaviors ◽  
Costly Signaling ◽  
Financial Decisions ◽  
Theory Of Evolution ◽  
Increased Risk ◽  
Opposite Sex ◽  
And Control

It has been well documented that men are much more likely to provide heroic assistance in emergencies (Johnson, 1996). However, such heroic rescue disobeys the theory of evolution (Darwin, 1871). Studies investigated charitable donations suggested that public prosocial behaviors might be considered as costly signaling behaviors, serving the function of displaying one’s wealth and generosity, with the ultimate goal of attracting potential mates (Griskevicius et al., 2007). Although heroic rescue meets the four criteria of costly signaling behaviors, there was no direct evidence supporting the notion that heroic rescue, like public charity, also serves the function of attracting potential mates. The present study directly tests this possibility by examining the effect of mating motivation on men and women’s heroic rescue tendencies in emergent situations. The present study used a 2 (gender: male vs. female) × 2 (mating motivation induction vs. control condition) study design, and participants (N = 196, 90 males and 106 females; Mage = 22.36, SD = 2.89) were randomly assigned to the mating condition and control condition. In line with the previous studies (Durante & Li, 2009; Griskevicius et al., 2007; Hill & Durante, 2011; Roney, 2003; Wilson & Daly, 2004), mating motivation was induced by photographs of highly attractive opposite sex. Then, heroic rescue tendencies were measured by the questionnaire of Griskevicius et al. (2007), which consisted of five emergent situations. Participants’ risk-taking tendencies on financial decisions were also measured by a 10-item questionnaire developed by Liu (2010). The total scores of each of these two questionnaires served as the dependent variables. The results of the experiments showed a significant interaction between gender and mating priming on heroic behaviors: after mating motivation induction, male participants showed higher intentions of heroic rescue, whereas female participants showed lower intentions of heroic rescue. The present study also replicated previous findings (McAlvanah, 2009; Li & Zhang, 2010) regarding the effect of mating motivation priming on financial risk taking: mating motivation induction increased risk-taking tendency in financial decisions, males tend to be more risk seeking in making financial decisions, and there was no significant interaction between gender and mating priming on financial risk-taking decisions. Results from the financial decisions further confirmed the representativeness of the sample recruited in the current study and further validated the results on heroic behaviors. Based on the Costly Signaling Theory (Smith & Bird, 2001), these results concurred with the hypotheses that heroic behaviors served the function of displaying men’s advantages, such as vigor and responsibility, to potential mates and winning the intersexual selection (Farthing, 2005; Kelly & Dunbar, 2001). However, for women, the high-risk of heroic behaviors have potential harm to their offspring and are unattractive to men (Taylor et al., 2000). Thus, after eliciting the mating motivation, women would avoid the risk and reduced their intentions to offer heroic rescue in emergencies.

scholarly journals Writing matters in leadership practice

2016 ◽  
Vol 7 (2) ◽  
Author(s):  
Louise M Thomas ◽  
Anne B Reinertsen
Keyword(s):  
21St Century ◽  
Collaborative Process ◽  
Leadership Practice ◽  
Individual Agency ◽  
And Control

This is an attempt to rethink, ultimately forethink, leadership as a collaborative process of writing and what we think leadership might look like in the 21st century. We try to move beyond leadership taking into account complex relations that shape emergent processes of organizing and change. It is a move away from ideas of individual agency and control. Traditional concepts of hierarchy, selective application, linearity and rationality are no longer appropriate. We offer different shades and elaborations. None are complete or finished. The authority of the reader and audience is pivotal. Through multiple engagements with writing we hope to offer glimpses of powerful leadership.

Learning Black Language Matters

2017 ◽  
Vol 10 (4) ◽  
pp. 360-377 ◽  
Author(s):  
April Baker-Bell ◽  
Django Paris ◽  
Davena Jackson
Keyword(s):  
High School Students ◽  
Collaborative Research ◽  
Teaching And Learning ◽  
Qualitative Inquiry ◽  
Educational Justice ◽  
School Students ◽  
Culturally Sustaining Pedagogy ◽  
The Core ◽  
Black Language

How can and must critical qualitative inquiry be part of ongoing struggles for cultural and educational justice with the communities of our work? We explore this question by reflecting on our collaborative research on culturally sustaining pedagogy centered in the study of Black Language (BL). Building on the core humanizing research notion of dialogic consciousness-raising between researchers and participants, we describe the ways the three of us came to deepened knowledge about the role of BL in our lives and in the lives of the high school students we worked with through a humanizing research as culturally sustaining pedagogy framework. In this framework, the ability to participate in BL, research-based knowledge about BL, and critical collaborative research on BL joined reciprocal inquiry with teaching and learning to center the value of our Black language and Black lives within a schooling and research enterprise that often devalues both.

scholarly journals Problem-Based Learning Strategy in Improving Students’ Skill in Performing a Speech

2018 ◽  
Vol 1 (1) ◽  
pp. 13-27
Author(s):  
Hilmiyah Akib ◽  
Abd. Rauf Ibrahim
Keyword(s):  
Experimental Design ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
The People ◽  
Twelfth Grade ◽  
Quasi Experimental ◽  
Contextual Teaching ◽  
And Control

This study focused on students’ skill in performing a speech and had conducted based on the problem. The students think performing a speech is the difficult thing, the students think there are problems appear when the students perform a speech in front of the people, suddenly forgetting the script, getting anxious, and getting blank. The researcher considered to conduct this study when doing observation at MAN 2 Parepare since the students showed fair competence in performing a speech. The objective of the study is to give some abilities and knowledge in this case Contextual Teaching and Learning that focused in Problem-based. The study applied quasi-experimental design, with two groups namely experimental class and control class. The populations of the study were the twelfth grade students at MAN 2 Parepare where the total numbers were 84 students. The samples of the study were consisted of 39 students. The result showed that the students’ skill in performing a speech of the twelfth grade students of MAN 2 Parepare could be improved through Problem-Based Learning Strategy. In performing s speech, the speakers need to be brave, except having some abilities in performing a speech.

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