scholarly journals Case-based Instruction for Leadership Learning in the Norwegian National School Leadership Program

2021 ◽  
pp. 194277512110293
Author(s):  
Kirsten Foshaug Vennebo ◽  
Marit Aas
Keyword(s):  
School Leadership ◽  
Research Question ◽  
Leadership Programs ◽  
Leadership Program ◽  
National School ◽  
Case Application ◽  
Based Instruction ◽  
Case Organization ◽  
Formal School ◽  
Case Based

This article focuses on the use of case-based instruction in the National School Leadership Program offered by universities in Norway. The research addresses the following research question: How can case-based instruction promote leadership learning when used in school leadership programs? The study demonstrates case-based instruction’s ability to create promising learning possibilities for leadership learning. Hence, to effectively use case-based instruction in formal school leadership programs, there is a need for more empirical research on case-based instruction in practice, especially related to case content, case organization and facilitation, case analysis, case application, and linking case-based instruction to authentic learning in schools.

scholarly journals Utdanna skoleleiar – nye spenningar?

2016 ◽  
Vol 10 (4) ◽  
pp. 201-217
Author(s):  
Hedvig Abrahamsen ◽  
Ingrid Syse ◽  
Astrid Øydvin
Keyword(s):  
School Leadership ◽  
School Leaders ◽  
Theory And Practice ◽  
Leadership Role ◽  
Leadership Program ◽  
New School ◽  
National School ◽  
Program Leadership ◽  
Group Interviews ◽  
E Mail

Føremålet med studien er å auke kunnskapen om den norske rektorutdanninga ved å undersøkje korleis eit utval skoleleiarar beskriv kva nye spenningar dei opplever i leiarkvardagen sin etter at dei har gjennomført studiet. Gjennom analyse av fokusgruppeintervju og e-postintervju med skoleleiarar identifiserer vi tre område for spenningar. Vi beskriv desse som balanseøvingar som skoleleiarane opplever at dei må handtere i kvardagen. Den første er forventningar og nye krav, den andre er balansen mellom nærleik og distanse til lærarane, og den tredje handlar om å balansere ulike kompetansar. Det teoretiske rammeverket belyser perspektiv på leiing som individualistisk eller systemisk og korleis kopling mellom teori og praksis aukar profesjonsforståinga. Utvikling av fagspråk er eit sentralt element i dette. Ein av implikasjonane som blir løfta fram, er at rektorutdanninga bør bevisstgjere studentane på at ny kompetanse og endra forståing av leiarrolla kan gi nye spenningar.Nøkkelord: rektorutdanning, leiing, spenningarAbstractThis study aims at increasing our knowledge about the national school leadership program in Norway by investigating how school leaders describe new tensions they experience in their day-to-day practices after they have finished the program. Through analyses of focus group interviews and e-mail interviews with previous school leader students, three areas of tension are identified. These tensions are in this article described as balancing exercises. The first balancing exercise is situated between expectations and new demands, the second one is described as balancing between being close to and being distant from the teachers, and the third balancing exercise focuses on the situation where some school leaders have participated in training programs, while others have not. The theoretical framing of this investigation illuminates individualistic and systemic perspectives on school leadership and how connecting theory and practice may increase understanding of one’s own profession. The development of a professional language is central. One of the implications put forward is that the school leadership program should make the students aware of and focus on the fact that new competencies and changed understanding of the leadership role may give new school leaders new challenges.Keywords: national school leadership program, leadership, tensions

The Instructional Goals of the School Leadership Program: Future School Leaders’ and Educational Leadership Professors’ Perspectives1

1999 ◽  
Vol 9 (1) ◽  
pp. 79-91
Author(s):  
Jianping Shen ◽  
Chia-Lin Hsieh
Keyword(s):  
Educational Leadership ◽  
School Leadership ◽  
School Leaders ◽  
National Sample ◽  
Leadership Program ◽  
Instructional Goals ◽  
Future School

Through analyzing data from 147 professors of educational leadership and 457 future school leaders in a national sample, the study (a) inquired into the di mensionality of the instructional goals of the school leadership program and (b) com pared the importance of these instructional goals as perceived by the two groups. It was found that the respondents perceived there were multidimensions to the instruc tional goals of the school leadership program and that there was more similarity than difference between the two groups. Implications of the findings were discussed in terms of developing and improving the school leadership program.

scholarly journals Globally-Minded Leadership: A New Approach for Leading Schools in Diverse Democracies

2019 ◽  
Vol 15 (2) ◽  
Author(s):  
Ariel Tichnor-Wagner
Keyword(s):  
School Leadership ◽  
Theory Approach ◽  
Leadership Programs ◽  
Global Migration ◽  
Leadership Attributes ◽  
Educational Leadership Programs ◽  
Technological Advances ◽  
Leading Schools ◽  
Critical Competencies ◽  
Depth Interviews

Global migration, global markets, and technological advances have connected the world at an unprecedented scale and have diversified the communities with which people engage and the schools in which educators teach. This study explores the school leadership attributes that facilitate the learning of critical competencies needed to thrive in a diverse, interconnected world. Using agrounded theory approach to analyze in-depth interviews with eleven practicing school principals, ten globally minded leadership practices emerged from the data. These fell under the constructs of setting the direction, developing people, redesigning the organization, and situating glocally. Findings hold implications for how educational leadership programs and professional development providers can utilize this emerging framework to cultivate globally minded leaders.

scholarly journals ASSURANCE CASE FOR SAFETY AND SECURITY IMPLEMENTATION: A SURVEY OF APPLICATIONS

2020 ◽  
pp. 610-619
Author(s):  
Vladimir Sklyar ◽  
Vyacheslav Kharchenko
Keyword(s):  
Regulatory Regime ◽  
Critical Systems ◽  
Regulatory Requirements ◽  
Security Assurance ◽  
Case Methodology ◽  
Case Application ◽  
The Uk ◽  
Confirmation Analysis ◽  
Case Based ◽  
Assurance Case

This paper presents a survey of Assurance Case implementation for applications which are not directly related to the usual for Assurance Case regulatory regime. The UK is the country which first developed the theory of Assurance Case as a response to big catastrophes, and most applies Assurance Case regime for many industrial domains. USA, Australia and EU countries apply Assurance Case approach for safety and security regulation and licensing. For the last two decades Assurance Case has been used mostly for confirmation analysis of critical systems with established set of regulatory requirements. There are proven standards of use, notations and tools to support Assurance Case methodology. However, many researchers have tried to find approach to expand Assurance Case application to communicating domains. We group the following directions of Assurance Case applications as the following ones: Assurance Case for attributes assessment such as quality, dependability and, first of all, safety and security, Assurance Case based certification, improvement of argumentation, assurance based development, and Assurance Case for knowledge management. The main challenges and solutions of development and application of Assurance Case methodology, techniques and tools have been analyzed.

scholarly journals The Application of the Learning Sciences to the Design of Business Education Cases

2017 ◽  
pp. 141-168
Author(s):  
Michael D. Hamlin
Keyword(s):  
Situated Learning ◽  
Business Education ◽  
Teaching And Learning ◽  
Learning Sciences ◽  
Integrative Approach ◽  
Theoretical Perspectives ◽  
Business Practitioners ◽  
Based Instruction ◽  
Learning And Cognition ◽  
Case Based

Business education is education for practice and thus, requires a systematic and integrative approach that will guide students toward becoming reflective practitioners. Case-based education is an important tool that can provide the educational experiences that produce effective practitioners but only if its use is guided by a sound theoretical and research based framework. Research and theory from the learning sciences can guide case-based instructional practices. This chapter will provide a framework for the design of case-based instruction that incorporates teaching and learning affordances derived from the theory of situated learning and cognition. If the educational goal is to produce business practitioners with the skills and knowledge necessary to operate successfully in today's global business environment, business education needs to be prepared to incorporate theoretical perspectives derived from learning sciences research into case-based education.

scholarly journals The Application of the Learning Sciences to the Design of Business Education Cases

2018 ◽  
pp. 563-590
Author(s):  
Michael D. Hamlin
Keyword(s):  
Situated Learning ◽  
Business Education ◽  
Teaching And Learning ◽  
Learning Sciences ◽  
Integrative Approach ◽  
Theoretical Perspectives ◽  
Business Practitioners ◽  
Based Instruction ◽  
Learning And Cognition ◽  
Case Based

Business education is education for practice and thus, requires a systematic and integrative approach that will guide students toward becoming reflective practitioners. Case-based education is an important tool that can provide the educational experiences that produce effective practitioners but only if its use is guided by a sound theoretical and research based framework. Research and theory from the learning sciences can guide case-based instructional practices. This chapter will provide a framework for the design of case-based instruction that incorporates teaching and learning affordances derived from the theory of situated learning and cognition. If the educational goal is to produce business practitioners with the skills and knowledge necessary to operate successfully in today's global business environment, business education needs to be prepared to incorporate theoretical perspectives derived from learning sciences research into case-based education.

Creating Spaces for Urban Youth: The Emergence of Culturally Responsive (Hip-Hop) School Leadership and Pedagogy

2013 ◽  
Vol 8 (2) ◽  
Author(s):  
Muhammad Khalifa
Keyword(s):  
Identity Development ◽  
School Leadership ◽  
Urban Youth ◽  
Hip Hop ◽  
Culturally Responsive ◽  
Research Question ◽  
Ethnographic Study ◽  
Social Needs ◽  
Theoretical Frameworks ◽  
Student Identities

AbstractLadson-Billings, Gay and among others have demonstrated the strong need for educational curriculum and practice to respond to the specific academic, cultural, and social needs of culturally unique, minoritized students. This article focuses on culturally responsive leadership practices for students with Hip-Hop identity performatives. This research uses theoretical frameworks from culturally relevant pedagogies and the scholarship that addresses how young students negotiate, perform, and reinvent and reestablish themselves through Hip-Hop culture, literacy, and identity. Such scholarship situates Hip-Hop pedagogies and student identity. This 2-year ethnographic study of an alternative school reports on how a culturally responsive school leader recognized and validated Hip-Hop student identities. Though he was somewhat removed from the Hip-Hop performative himself, the principal was able to create a safe space in which these student identities were able to exist, and in doing so, prevent the visceral impulse toward marginalization and exclusionary practice of Black and Latino Hip-Hop students that so many of his teachers possessed. Thus, the study discusses leadership theory, as it answers the following research question: How can urban school leaders play a role in forging a space for Hip-Hop identity development in the schools they lead? Secondarily it asks – given the tensions and contestations in representations of Hip-Hop music – if they should actually do this, and if so, what are the characteristics of such leadership?

Developing Preservice Teachers’ Instructional Design Skills Through Case-Based Instruction: Examining the Impact of Discussion Format

2018 ◽  
Vol 70 (4) ◽  
pp. 319-334 ◽  
Author(s):  
Adrie A. Koehler ◽  
Peggy A. Ertmer ◽  
Timothy J. Newby
Keyword(s):  
Preservice Teachers ◽  
Problem Solving ◽  
Class Discussion ◽  
Problem Solving Skills ◽  
Cognitive Levels ◽  
Design Skills ◽  
Based Instruction ◽  
The Impact ◽  
Active Facilitator ◽  
Case Based

For more than 100 years, case-based instruction (CBI) has been an effective instructional method for building problem-solving skills in learners. While class discussion is often included as part of the CBI learning process, the impact on learning is unclear. Furthermore, little research has focused on how specific facilitation strategies influence the development of learners’ problem-solving skills. This study examined the impact of case discussion facilitation strategies on the development of preservice teachers’ problem-solving skills. Specifically, two discussion formats were compared: instructor-facilitated (class discussions guided by instructor-crafted prompts and an active facilitator) and instructor-supported (discussions guided by instructor-crafted prompts only). Results indicated that while preservice teachers’ problem-solving skills improved in both sections of the course, individuals in the instructor-facilitated section demonstrated significantly higher scores on course activities and designed instructional activities at higher cognitive levels compared with preservice teachers who participated in the instructor-supported discussions. Results underscore the importance of an active facilitator in CBI.

How instructors can use case based learning (CBL): CBL approach can inspire more self-regulated learning in students

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Keyword(s):  
Situated Learning ◽  
Design Methodology ◽  
Self Regulation ◽  
Use Case ◽  
Content Type ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Case Based Learning ◽  
Based Instruction ◽  
Case Based

Purpose The purpose of this paper is to demonstrate the linkage of case-based instruction with the enhancement of self-regulated learning of employees. Design/methodology/approach The authors carried out a literature review of SRL and CBL, including reviewing the theories of situated learning and constructivism. They then provided a detailed design presentation for using CBL with trainees. Findings The findings of the analysis enable a full, detailed approach to the application of CBL for practitioner use Originality/value Case-based instruction has not previously been directly linked to the self-regulation of learning.

Sign in / Sign up

Export Citation Format

Share Document