Teacher leadership: toward a new conceptual framework

2019 ◽  
Vol 4 (1) ◽  
pp. 2-14 ◽  
Author(s):  
Jill Harrison Berg ◽  
Bill Zoellick
Keyword(s):  
Conceptual Framework ◽  
Knowledge Base ◽  
Teacher Leadership ◽  
Research Literature ◽  
Teacher Leader ◽  
Content Type ◽  
Four Dimensions ◽  
Education Leaders ◽  
Definition Of ◽  
Teaching Learning

Purpose Conceptual ambiguity about the term “teacher leadership” has retarded development of useful research on this topic. The purpose of this paper is to propose a conceptual framework that researchers might utilize to clarify key assumptions embedded in their use of the term “teacher leadership,” enabling members of this research community to better understand and build upon each other’s work and to develop a knowledge base on teacher leadership. Design/methodology/approach In 2016 a community of researchers convened in a conversation about their varied conceptions of teacher leadership. The authors analyzed documentation from this convening to identify key ways in which members’ conceptions of teacher leadership diverged. They then drew upon the teacher–leader research literature and their own experiences with teacher–leader initiatives to propose a conceptual framework that would support researchers to define teacher leadership in ways that meet established criteria for an empirically-useful concept. Findings Four dimensions of teacher leadership that should be referenced in an empirically-useful definition of teacher leadership are: legitimacy, support, objective and method. It is hypothesized that clarifying one’s assumptions about each of these dimensions and providing descriptive evidence of how they are instantiated will address the conceptual ambiguity that currently stymies the accumulation of knowledge in this field. Originality/value This paper presents a framework that can provide a strong foundation for the development of a knowledge base on teacher leadership, which is needed to inform education leaders’ efforts to maximize teachers’ leadership influence as asset for improving teaching, learning and schools.

scholarly journals Making sense of international variations in lesson study and lesson study-like practices

2018 ◽  
Vol 7 (3) ◽  
pp. 201-216 ◽  
Author(s):  
Brahm Norwich
Keyword(s):  
Conceptual Framework ◽  
Professional Learning ◽  
Lesson Study ◽  
Learning Approaches ◽  
Content Type ◽  
Group Problem Solving ◽  
Making Sense ◽  
Learning Practices ◽  
Learning Development ◽  
Definition Of

Purpose The purpose of this paper is to examine variations within lesson study (LS) practices and their connections with related traditions: teacher research/enquiry approaches, professional development models, professional learning communities and group problem-solving approaches. Questions are addressed about the relationships between different professional learning approaches in terms of definitions and frameworks. Design/methodology/approach Academic databases and website sources were searched in a purposive way to identify 20 practices associated with these traditions for comparative analysis. Findings A conceptual framework consisting of eight dimensions was constructed to account for the variations within and between these professional learning traditions: for instance, about the settings in which the practices take place, the purposes of the practices and the specific procedures involved. By illustrating how specific practices fitted within this framework it is concluded that the variations within the LS tradition are wide enough to make it difficult to identify a set of necessary and sufficient features of LS to distinguish LS practices from the other non-LS professional learning practices. Reasons are also given for considering whether a polythetic type of definition of professional learning/development practices might be constructed. Research limitations/implications The possibility for a more systematic review of professional learning approaches for the construction of a conceptual framework is discussed. Practical implications Ways in which this kind of conceptualisation can be useful in promoting clarity about professional learning practices and in developing these practices are discussed. Originality/value The originality of this paper lies in the construction of a conceptual framework to analyse similarities and differences within and between various professional learning traditions.

Assessing e-readiness of the Copperbelt University, Zambia: case study

2016 ◽  
Vol 33 (5) ◽  
pp. 315-332 ◽  
Author(s):  
Matuka Chipembele ◽  
Kelvin Joseph Bwalya
Keyword(s):  
Conceptual Framework ◽  
Theory And Practice ◽  
Policy Makers ◽  
Content Type ◽  
Working Environments ◽  
Methodological Triangulation ◽  
Ict Infrastructure ◽  
Teaching Learning ◽  
The University

Purpose The purpose of this paper is to assess e-readiness (preparedness) of the Copperbelt University (CBU) with a view to ascertain the likelihood of the university benefiting from various opportunities unlocked by the adoption and use of ICT in advancing its core mandate of teaching, learning and collaborative research. Design/methodology/approach The study used the network readiness model emanating from the socio-technical theory, which underpins the extended technological enactment framework. Further, it employed a positivist approach and adopted a case study method coupled with methodological triangulation at data collection stage. With a 95 per cent confidence level of a possible sample frame of 2,980, the study sampled 353 respondents with a response rate of 81 per cent. Findings The results show that anticipated ICTs users have not leveraged available ICT infrastructure or are unaware of its existence. Further, quantitative constructs: “accessibility to ICTs” and “requisite ICTs skills” has significant impacts on e-readiness indicators and in integration of ICTs in CBU core business activities. Also, the study argues that institutional ICT policy and working environments reshape users’ perception of ICTs for teaching, learning and research. Research limitations/implications The proposed conceptual framework only accounted for 43 per cent variance of the factors determining e-readiness of CBU. Originality/value Investigating CBU’s e-readiness will enable policy-makers to prioritise interventions needed for transforming the university into an e-ready entity favourably placed to benefit from digital opportunities. Also the emanating conceptual framework is important to theory and practice in integrating ICTs universities business value chains especially in contextually similar environments.

“A counterfeit friendship”: mate crime and people with learning disabilities

2014 ◽  
Vol 16 (6) ◽  
pp. 355-366 ◽  
Author(s):  
Roderick Andrew Landman
Keyword(s):  
Learning Disabilities ◽  
Service Provision ◽  
Design Methodology ◽  
Hate Crime ◽  
Research Literature ◽  
Project Work ◽  
Content Type ◽  
Victims Of Crime ◽  
Firm Data ◽  
Definition Of

Purpose – The purpose of this paper is to offer an introduction to the recently recognised phenomenon of “mate crime” as it affects people with learning disabilities. It looks at how concerns arose, considers what may make people with learning disabilities particularly susceptible, and proposes a provisional definition of “mate crime”. Design/methodology/approach – The paper draws on the author's own project work, and reviews the extant research literature on “disablist” hate crime to examine the extent to which so-called “mate crime” has been both explicitly and implicitly identified and analysed in the literature. Findings – The literature review indicates that “mate crime” has not been explicitly identified in any scholarly research to date, either under that or any other name. Crimes that we might label as “mate crimes” have, however, appeared in more general literature concerning the experiences of people with disabilities in general, and as victims of crime. Social implications – Despite a lack of firm data there is sufficient in the literature, combined with increasing anecdotal evidence and case studies, to suggest that people with learning disabilities are particularly susceptible to “mate crime”, and are being targeted by perpetrators. Increasing independence and reduced service provision are likely to increase the risks. The author argues that mate crime differs significantly from other manifestations of hate crime and abuse, and needs to be conceptualised, analysed and handled differently. Originality/value – Whilst the issue of “mate crime” is gaining increasing professional and media attention it lacks any academic base and a definition. This paper attempts to establish an agreed definition and conceptualisation of “mate crime”.

scholarly journals BECOMING A TEACHER: HOW TO RECOGNIZE THE SELF AS A LEADER IS A CLASSROOM

2020 ◽  
Vol 2 ◽  
pp. 513
Author(s):  
Vilma Zydziunaite ◽  
Lina Kaminskiene ◽  
Vaida Jurgile ◽  
Tetiana Ponomarenko
Keyword(s):  
Teacher Leadership ◽  
Descriptive Analysis ◽  
Continuous Process ◽  
Teacher Professionalism ◽  
Teacher Leader ◽  
Self Awareness ◽  
Effective Learning ◽  
Self Recognition ◽  
Teaching Learning ◽  
High Degree

The notion of ‘teacher leader in a classroom’ recently has been shifted. In the past, teacher leadership in a classroom was limited to didactics and expertise. Teachers have long served as ‘executors’, ‘executants’, not ‘leaders’ who are capable to manage the change and co-creation of knowledge within the interaction with students in a classroom. The aim of the study is to provide the descriptive analysis on contemporary research-based development regarding teacher leadership with the focus on concepts such as ‘becoming a teacher’, ‘professionalism of a teacher’, ‘co-creation’ and ‘teacher leadership’. Methods. The study is based on descriptive theoretical analysis. Conclusion. Becoming a teacher is the continuous process and means accepting the chal-lenge of imparting knowledge and guidance and approaching a high degree of ambivalence as it requires great diligence on the part of the teacher to be able to carry out her / his pro-fessional responsibilities. Co-creation is inseparable part of both - becoming a teacher and being a teacher leader as it helps to support the positive teaching-learning relationships and create the effective learning environments. Teacher leadership in a classroom is impossible to implement without self- recognition, which means in teaching practices teacher’s self-awareness.

Promoting intentional unlearning through an unlearning cycle

2019 ◽  
Vol 32 (1) ◽  
pp. 67-79 ◽  
Author(s):  
Juan Gabriel Cegarra-Navarro ◽  
Anthony Wensley
Keyword(s):  
Conceptual Development ◽  
Organizational Context ◽  
Research Literature ◽  
Content Type ◽  
Current State ◽  
Widespread Agreement ◽  
Organizational Theories ◽  
Research Gap ◽  
Definition Of ◽  
The Relationship

Purpose Although there is widespread agreement about the importance of and need for unlearning particularly in an organizational context, concerns have been expressed by some researchers with respect to the coherence of the concept. The purpose of this paper is to complement organizational theories of unlearning with a clearer definition of intentional unlearning and develops an “unlearning cycle” comprising of the steps that influence unlearning focused on the need to update knowledge obtained in the past. Design/methodology/approach In this paper, the authors review both the current state of conceptual development and the empirical underpinning of the concept of unlearning and relate it to emerging literature on the links between levels of learning to then propose a conceptual framework which includes employees and managers as key actors in enabling intentional unlearning. Findings Unlearning critics have argued that unlearning has no explanatory value and is unnecessary because clear alternatives and less problematic concepts better frame the research gap that has been identified in the unlearning research literature. By addressing these concerns, this study proposes three key structures to facilitate intentional unlearning, namely, those represented by the unlearning cycle. Originality/value This study sheds light on the relationship across different unlearning levels. In addition, this study attempts to indicate how greater rigor may be brought to the development of research in the fields of intentional unlearning.

Knowledge management: does gender matter? A systematic review of literature

2020 ◽  
Vol 24 (6) ◽  
pp. 1315-1342
Author(s):  
Peter Heisig ◽  
Selvi Kannan
Keyword(s):  
Knowledge Management ◽  
Literature Review ◽  
Conceptual Framework ◽  
Systematic Literature Review ◽  
Practical Implication ◽  
Research Literature ◽  
Future Research ◽  
Content Type ◽  
And Gender

Purpose This paper aims to review for the first time existing research literature about the role of gender in creating, sharing and using knowledge in organizations and proposes a conceptual framework to guide future research directions. Design/methodology/approach Based on the systematic literature review method this study collects, synthesizes and analyses articles related to knowledge management (KM) and gender published in online databases by following a pre-defined review protocol. The paper analyses 41 papers published in peer-reviewed journals. Findings The role of gender in KM has been rarely addressed in KM journals and journals with specific emphasis on gender. The existing literature is fragmented, but existing research suggests that knowledge sharing might be influenced by gender. Based on the analysis and synthesis, a conceptual framework is proposed to guide further research on determining if gender matters in KM. Research limitations/implications Academic researchers should aim to include gender-related variables into their KM research to further explore if gender matters in KM. Practical implications The practical implication suggests that managers and knowledge managers should raise awareness about how stereotypes and gendered expectations about role behaviour affect how knowledge and experiences are created and shared within the organization. Social implications The authors believe that a better understanding of knowledge handling and gendered role expectations at the workplace could also have an impact beyond organizational boundaries. Originality/value The paper presents the first comprehensive systematic literature review of the article published on knowledge creation, sharing and usage and gender and provides a conceptual framework for future research.

The role of trust in innovation ecosystems

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Fernanda Kalil Steinbruch ◽  
Leandro da Silva Nascimento ◽  
Daniela Callegaro de Menezes
Keyword(s):  
Conceptual Framework ◽  
Design Methodology ◽  
Three Dimensions ◽  
Content Type ◽  
Four Dimensions ◽  
Innovation Ecosystems ◽  
Network Collaboration ◽  
Broad Understanding

Purpose There are indications that trust is essential in innovation ecosystems relations. However, studies have not yet focused on deeply exploring such connection. The purpose of this paper is to discuss the influence of trust among actors in the context of innovation ecosystems. Design/methodology/approach This study developed a conceptual framework and a set of propositions. We raised a discussion based on the intertwining of three widely known dimensions of trust (ability, benevolence and integrity) and four dimensions of innovation ecosystems (network collaboration, interdependency, value co-creation and innovation objectives). Findings This paper suggests that trust contributes to the development of innovation ecosystems’ dimensions. In addition, it sheds light on the need to consider all three dimensions of trust together and simultaneously, because, by itself, none of them is sufficient to build trust in innovation ecosystems. Also, we argue that the different connections between the dimensions of trust and those of innovation ecosystems lead to the development of such ecosystems. Originality/value Through the approach of an underexplored area of research, this paper contributes to a broad understanding of the role of trust in innovation ecosystems toward the pursuit of creating innovation. It also proposes a novelty to the field, by suggesting four dimensions of innovation ecosystems to help managers analyze ecosystems through a more practical perspective.

scholarly journals Non-musical sound branding – a conceptualization and research overview

2018 ◽  
Vol 52 (7/8) ◽  
pp. 1505-1525 ◽  
Author(s):  
Nicolai Jørgensgaard Graakjær ◽  
Anders Bonde
Keyword(s):  
Conceptual Framework ◽  
Design Methodology ◽  
Research Literature ◽  
Potential Significance ◽  
Musical Sound ◽  
Content Type ◽  
Critical Issues ◽  
Practical Implications

Purpose The purpose of this paper is to advance the understanding of sound branding by developing a new conceptual framework and providing an overview of the research literature on non-musical sound. Design/methodology/approach Using four mutually exclusive and collectively exhaustive types of non-musical sound, the paper assesses and synthesizes 99 significant studies across various scholarly fields. Findings The overview reveals two areas in which more research may be warranted, that is, non-musical atmospherics and non-musical sonic logos. Moreover, future sound-branding research should examine in further detail the potentials of developed versus annexed object sounds, and mediated versus unmediated brand sounds. Research limitations/implications The paper provides important insights into critical issues that suggest directions for further research on non-musical sound branding. Practical implications The paper identifies an unexploited terrain of possibilities for the use of sound in marketing and branding. Originality/value The paper identifies a subfield within sound-branding research that has received little attention despite its inevitability and potential significance.

Inside-out: the forgotten side of ICT-enabled open innovation

2019 ◽  
Vol 24 (1) ◽  
pp. 24-38 ◽  
Author(s):  
Davide Aloini ◽  
Valentina Lazzarotti ◽  
Luisa Pellegrini ◽  
Pierluigi Zerbino
Keyword(s):  
Conceptual Framework ◽  
Information And Communication Technologies ◽  
Open Innovation ◽  
Deep Understanding ◽  
Content Type ◽  
Digital Platforms ◽  
Information And Communication ◽  
Ict Tools ◽  
Definition Of

Purpose The role of information and communication technologies (ICTs) and digital platforms in enabling connectivity and collaboration among actors is neglected when dealing with outbound open innovation (OI). Moreover, the outbound OI process is not currently defined in a univocal way. Thus, this paper aims to outline the outbound OI phases and to explore role and capabilities of ICTs in supporting it. Design/methodology/approach Through a literature review approach, the authors specified the outbound OI process. Hence, the authors leveraged the similarities between the knowledge management process phases and the outbound OI phases for developing a conceptual framework that could match the outbound OI phases with acknowledged categories of ICT tools. Findings Through a process-view, the authors outlined outbound OI as a three-phase process. The authors developed a matrix-shaped framework in which the columns represent the three outbound OI process phases, while the rows are three ICT categories that could be suitable for supporting the outbound OI process. Practical implications The framework is designed to guide a deep understanding of how ICTs could support specific phases of the outbound OI process. In so doing, it could be useful for software developers interested in the preliminary design of an ICT platform for outbound OI. Originality/value The conceptual framework proposal as follows: specifies a detailed, process-oriented definition of the outbound OI; allows to identify the main ICT categories supporting the phases of the outbound OI process; and provides guidance for further exploration about the role of ICT in outbound OI.

scholarly journals Learning with the devil: mentoring and advocates

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Fiona Wilson
Keyword(s):  
Lived Experience ◽  
Research Literature ◽  
Mentoring Relationships ◽  
Structured Interviews ◽  
Content Type ◽  
Research Findings ◽  
Definition Of ◽  
Almost All ◽  
Power Needs ◽  
The Devil

PurposeThe purpose of this research was to understand the lived experience of mentoring to provide insight for those who manage and experience mentoring at work.Design/methodology/approachSemi-structured interviews with a cohort of 43 mentors and their mentees plus key informants were conducted. It is a longitudinal qualitative study undertaken with a year's cohort of mentors (referred to as “devilmasters”) and mentees (“devils”) in the profession of law, amongst Scottish barristers, advocates.FindingsThe meanings of mentoring differed widely between individuals. Mentoring relationships differed in their depth, quality and benefits the mentees received. The research findings reveal the inconsistencies and inequalities that are a fundamental part of the experience of mentoring that, as yet, the research literature has missed. The research also revealed how mentoring alone was not enough and that structured training was required to supplement mentoring. Further, there is a dependency to be found in mentoring. The mentoring process is power laden.Research limitations/implicationsResearchers may need to provide a definition of mentoring to those they research. Power needs to be fore-grounded in research.Originality/valueAs almost all previous research on mentoring is survey based, this is one of the few studies of the lived experience of mentoring, socialization and cognitive apprenticeship.

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