Exam grading 2021: The challenges ahead

SecEd ◽  
2021 ◽  
Vol 2021 (2) ◽  
pp. 12-13
Author(s):  
Tom Middlehurst
Keyword(s):  
Secondary School ◽  
School Leaders

Several trends are emerging from the concerns that school leaders have about this summer's exam grading process. Tom Middlehurst looks at the main sticking points and offers advice and reassurance for secondary school leaders and teachers

Middle School Students’ Understanding of Peer Alcohol Use and Implications for Secondary School Leaders

2016 ◽  
Vol 26 (4) ◽  
pp. 661-689
Author(s):  
Karen F. Osterman ◽  
Dean C. Bacigalupo ◽  
Jennifer Garrett
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Alcohol Use ◽  
Secondary School ◽  
School Leaders ◽  
School Students

scholarly journals Promoting collaboration in a competitive context: school improvement networks in Chile

2019 ◽  
Vol 58 (2) ◽  
pp. 208-226
Author(s):  
Mauricio Pino-Yancovic ◽  
Constanza Gonzalez Parrao ◽  
Luis Ahumada ◽  
Alvaro Gonzalez
Keyword(s):  
School Improvement ◽  
Secondary School ◽  
School Performance ◽  
School Leaders ◽  
National Study ◽  
Opportunities To Learn ◽  
Improvement Strategy ◽  
Content Type ◽  
School Networks ◽  
System Improvement

Purpose Chile has developed the school improvement networks (SINs) strategy to support the work of school leaders. The purpose of this paper is to analyze the functioning and effect of the SINs strategy as perceived by principals and curriculum coordinators across the country. Design/methodology/approach An adapted version of the Educational Collaborative Network Questionnaire was applied to a sample of 1,723 participants from 1,375 schools distributed in 398 networks. Descriptive, factor and sub-group statistical analyses by school performance categories and by different roles within these schools and networks are presented. Findings Results indicate that school leaders perceive SINs as an opportunity to work effectively in shared projects that can later be implemented in their own schools. Participants indicate that they can share knowledge in their networks and use it to solve problems in their own schools, which is especially relevant for secondary school leaders who work in difficult circumstances. Results suggest that it is important to facilitate greater autonomy for school leaders in their networks, especially regarding decision making about network goals and activities that are more significant to their contexts. Originality/value This is a national study of a recent school improvement strategy, which provides evidence, from the perspective of school leaders, of its strengths and improvement areas. This study shows that despite being in a competitive context, principals and curriculum coordinators value the opportunities to learn from and with others. These results can be of value for other contexts attempting to promote school networks as a means for school and system improvement.

scholarly journals Conversations with Australian Teachers and School Leaders About Using Differentiated Instruction in A Mainstream Secondary School

2021 ◽  
Vol 46 (7) ◽  
pp. 97-113
Author(s):  
Kathryn Gibbs ◽  
◽  
Wendy Beamish ◽  
Keyword(s):  
Secondary School ◽  
Differentiated Instruction ◽  
Administrative Support ◽  
School Leaders ◽  
Learning Opportunities ◽  
Experienced Teachers ◽  
Small Scale ◽  
Australian Study ◽  
Structured Interviews ◽  
Assessment Tasks

Circumstances in today’s schools are requiring a rethinking of pedagogical approaches so that equitable learning opportunities are provided to all students. This small-scale, qualitative Australian study reports how some teachers and school leaders viewed differentiated instruction (DI) being applied in their secondary campus to address diverse abilities and needs. Individual semi-structured interviews were conducted using Zoom. The analysis of data identified three themes related to DI: understandings, practices, and concerns. Findings showed that all participants understood many of the important elements of DI. Teachers reported using several well-known DI strategies, with experienced teachers applying a more considered approach. Teachers raised concerns about limited time for planning and instruction while school leaders expressed concerns about the adjustment of assessment tasks and feedback on progress to individual students. These findings provide starting points for more in-depth investigations at secondary schools. Implications linked to teacher preparation and administrative support in schools are presented.

scholarly journals School leadership, school inspection and the micropolitics of compliance and resistance: Examining the hyper-enactment of policy in an area of deprivation

2020 ◽  
pp. 174114321989847 ◽  
Author(s):  
Aly Colman
Keyword(s):  
Secondary School ◽  
School Leadership ◽  
School Leaders ◽  
Leadership Teams ◽  
Local Context ◽  
Leadership Roles ◽  
School Inspection ◽  
Policy Enactment ◽  
Insight Into

This paper examines the influence of intense scrutiny from Ofsted on school leadership and policy enactment. Data was collected in a coastal area of deprivation, providing the setting for a detailed case study of school leadership in a state secondary school and a state primary school, both with recent or ongoing experience of intense scrutiny from Ofsted. Seventeen interviews were undertaken with staff involved in leadership roles. The analyses of data and discussion form an understanding of how policy is enacted in relation to the dual responsibility that school leaders negotiate between the local context at Seatown and Ofsted. This paper suggests that Ofsted forces a privileging of a compliant and consistent enactment of policy; a hyper-enactment of policy, that reduces the capacity of school leaders to address the significant social context of the school. Foucault’s work on self-disciplinary technologies provides insight into the micropolitical spaces which open up for some school leaders. The discussion on the micropolitics of compliance and resistance offers insight into the tensions pertinent to school leadership teams and explores issues relevant to those interested in policy and inspection activity, particularly those within areas of deprivation.

Insights into the shifting perspectives of members of the Gypsy and Traveller community on schooling, and implications for school leaders

2017 ◽  
Vol 31 (1) ◽  
pp. 14-20
Author(s):  
Anna RT Smith
Keyword(s):  
Secondary School ◽  
Interpretative Phenomenological Analysis ◽  
Formal Education ◽  
School Leaders ◽  
Formal Schooling ◽  
Female Adult ◽  
Cultural Aspects ◽  
Negative Perceptions ◽  
Adult Member ◽  
Primary And Secondary School

This article focuses on the perceptions and experiences of education of two female adult members of the Gypsy and Traveller community and one female adult member of the settled community who works closely with Travellers. Narrative interviews were conducted in England in 2016, to gain some understanding of the factors contributing to the persistently relatively low educational outcomes of Travellers. Data were analysed in accordance with the principles of interpretative phenomenological analysis (IPA). Findings suggest that traditional cultural aspects of the Traveller community strongly influence attitudes to education and whether formal education is accessed. Whilst there are indications that negative perceptions of formal schooling have been entrenched in the Traveller community, this research found that attitudes to education may be slowly changing, particularly with younger generations. This largely stems from a recognition of the need for a level of formal education and qualifications owing to changes in the availability of traditional forms of employment for Travellers. Nonetheless, it emerged that deeply rooted negative views about formal schooling remain, particularly with regard to the perceived dangers and safety concerns associated with secondary schools. There are far-reaching implications for school leaders. Pivotal to this is a need for schools to be fully inclusive to ensure that the cultural needs of Gypsies and Travellers are met, particularly since the Traveller Education Service (TES) has been vastly reduced. For this to be possible, educators, school leaders and governors require a deeper understanding of the culture of the Gypsy and Traveller community, which should inform proactively inclusive policies, procedures and practices in formal educational settings. This might encourage more Travellers to engage with and remain in formal education, at primary and secondary school and beyond, and could also help foster positive relationships with local communities.

scholarly journals Grading Principles in Pandemic-Era Learning: Recommendations and Implications for Secondary School Leaders

2020 ◽  
Vol 5 (S1) ◽  
pp. 8-14
Author(s):  
Matt Townsley
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
School Leaders ◽  
Previous Literature ◽  
Technology Access ◽  
Letter Grades ◽  
Do No Harm ◽  
Education School ◽  
K 12

As the COVID-19 pandemic unfolded in K-12 education, school leaders quickly pivoted from prioritizing continuous instruction and technology access to the output, grades.  In response to these unprecedented times, secondary schools utilized “do no harm” grading methods, such as freezing previous grades and replacing letter grades with pass-fail.  The purpose of this essay is to describe grading principles that secondary school leaders should consider during future pandemic era learning, and to suggest implications based upon previous literature.

scholarly journals RESEARCH ETHICS: AN INVESTIGATION INTO WHY SCHOOL LEADERS AGREE OR REFUSE TO PARTICIPATE IN EDUCATIONAL RESEARCH

2013 ◽  
Vol 52 (1) ◽  
pp. 7-20
Author(s):  
Lisbeth M. Brevik
Keyword(s):  
Professional Development ◽  
Qualitative Study ◽  
Secondary School ◽  
Research Ethics ◽  
Key Words ◽  
School Leaders ◽  
Upper Secondary School ◽  
Research Projects ◽  
Value Judgments ◽  
Upper Secondary

The present qualitative study investigates the reasons given by 236 Norwegian upper secondary school leaders when they either accepted or refused to take part in a research project. The analysis shows that those who agreed to participate gave two main reasons, while the range of reasons among those who refused was more diverse. Moreover, when making their decisions the school leaders considered the consequences for their schools and their teachers, and to some extent, their students. These findings are discussed in relation to consequence ethics and value judgments, in the hope of contributing to a renewed perspective on research ethics. There is a tendency to consider research ethics a matter of how researchers should treat their participants to safeguard the participants’ interests. However, the findings of the present study suggest that it is equally important to understand the participants’ perspectives, which will in turn help researchers provide the information needed to better inform, and hopefully recruit participants for research projects. Key words: accountability, consequence ethics, professional development, reading, research ethics.

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