Redefining Supervision: A Joint Inquiry Into Preparing School-Based Leaders to Supervise for Equity

This article documents two professors’ inquiry into a lesson on supervising for equity in a supervisor preparation course. Through an iterative process of lesson design, lesson implementation, analysis of student work, and pedagogical discussion, we refine the lesson. Our study sheds light on the potential challenges of preparing supervisors to promote equity, offers pedagogical insights to leadership programs invested in instilling a commitment to social justice, and reflects the promise of collaborative faculty inquiry for curriculum development. The study contains implications for educational leadership faculty and program coordinators as well as facilitators of professional development for school leaders.

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Social Justice Across The English Curriculum In Indonesian Secondary Schools

International Journal of English Education and Linguistics (IJoEEL) ◽

10.33650/ijoeel.v2i1.1260 ◽

2020 ◽

Vol 2 (1) ◽

pp. 28-35

Author(s):

Sugiono Sugiono

Keyword(s):

Social Justice ◽

Secondary Schools ◽

Curriculum Development ◽

Relevant Literature ◽

Knowledge And Skills ◽

English Curriculum ◽

Classroom Activities ◽

School Based ◽

Curriculum Framework ◽

Teachers And Students

Social justice across curriculum is believed to entail changes in society, and thus the integration of social justice into curriculum comes to be crucial. Socially just curriculum deals with the principles of inclusive practices at schools, access to important knowledge and skills to all students, and the empowerment of students to act for socially just change. The purpose of this study was to investigate the extent to which the English curriculum in Indonesian secondary schools, year 10, is socially just. This study focused on documentary research, analysing the collected documents – the curriculum framework and school-based curriculum development – from the lens of socially just curriculum indicators. These indicators were constructed based on the state ideology, Pancasila (Five Principles) and prominent scholars’ viewpoints of social justice covered in relevant literature. The results showed that most of all, those documents reflected the indicators for socially just curriculum. Nevertheless, to make a judgment as to whether the English curriculum is socially just is not a simple matter, since further research, which promotes talks with teachers and students, observation of classroom activities, analysis of methods of assessment, student textbooks, workbooks, and other resources, would be necessary to be done.

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School‐based Curriculum Development as a Process of Teachers’ Professional Development

Educational Action Research ◽

10.1080/0965079930010105 ◽

1993 ◽

Vol 1 (1) ◽

pp. 65-93 ◽

Cited By ~ 14

Author(s):

Shoshana Keiny

Keyword(s):

Professional Development ◽

Curriculum Development ◽

School Based ◽

Teachers Professional Development

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Gifted Education in Hong Kong: A School-Based Support Program Catering to Learner Diversity

ECNU Review of Education ◽

10.1177/2096531120967447 ◽

2020 ◽

Vol 3 (4) ◽

pp. 632-658

Author(s):

Ruby S. H. Cheung ◽

Anna N. N. Hui ◽

Alan C. K. Cheung

Keyword(s):

Professional Development ◽

Hong Kong ◽

Curriculum Development ◽

Student Development ◽

Gifted Education ◽

Financial Support ◽

Gifted Students ◽

Parent Empowerment ◽

School Based ◽

Education In Hong Kong

Purpose: This study explores the contributions and effectiveness of the Jockey Club “Giftedness into Flourishing Talents” Project (Project GIFT) in supporting learner diversity in gifted education, including meeting the educational and psychological needs of highly capable and gifted students in Hong Kong. Design/Approach/Methods: This study investigates the effectiveness of Project GIFT in supporting the development of diversity in learning in 20 project schools. Through close cooperation with project schools, Project GIFT comprised six developmental areas: school development, curriculum development, teachers’ professional development, parent empowerment, student development, and financial support. To further assess the usefulness of the school-based support provided by Project GIFT, this study examines the implementation of school-based gifted education in two project schools based on the aforementioned components. Findings: This study reveals Project GIFT’s significant role in promoting school-based gifted education in Hong Kong schools. Indeed, it was the first cross-institutional and research-based educational program in gifted education that intervened at both Level 1 (whole class) and Level 2 (pullout) of the three-tiered policy stipulated by the Hong Kong Education Bureau. One of the few gifted education programs implemented in Asia, Project GIFT focused on six key components to specifically support high-ability and gifted students with diverse educational and affective needs. This study shows that Project GIFT significantly enhanced diversity in learning, its collaboration with two key schools resulting in the successful enhancement of school development, professional development, curriculum development, student development, parent empowerment, and financial support. Originality/Value: The article fills the research gap by examining the effectiveness of a school-based gifted education program focused on enriching and differentiating curricula for different regular and pull-out programs. In doing so, this article attests to the success of the program in addressing the educational and psychosocial needs of gifted students at local schools in Hong Kong.

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