scholarly journals Responding to the education reform agenda: A study of school superintendents' instructional leadership.

2007 ◽  
Vol 15 ◽  
pp. 5 ◽  
Author(s):  
Paul V. Bredeson ◽  
Brad W. Kose
Keyword(s):  
Instructional Leadership ◽  
Education Reform ◽  
Survey Data ◽  
Teaching And Learning ◽  
Curriculum And Instruction ◽  
Education Reforms ◽  
School Superintendents ◽  
Reform Initiatives ◽  
Accountability Systems ◽  
Reform Agenda

Education reforms have affected schools and the educators who work in them. Using state-wide survey data from 1993 and 2003, this study examines how the work of school superintendents has been affected over a ten-year period by these reform initiatives, especially increased demands for accountability. The general message from our data is that superintendents are interested in curriculum and instruction and believe these are important tasks, but the daily realities of their work often subvert even the most committed professional. Further, the data indicate that superintendents may be able to use external accountability mechanisms as levers to move the internal accountability systems to support improved teaching and learning.

scholarly journals A new approach to understanding teachers’ classroom practices

2014 ◽  
Vol 7 ◽  
Author(s):  
Lyla Alsalim
Keyword(s):  
Education Reform ◽  
Teaching And Learning ◽  
Classroom Practices ◽  
Teacher Practices ◽  
Traditional Approach ◽  
Reform Initiatives ◽  
New Approach ◽  
Teachers Beliefs ◽  
Recent Reform

Teaching is generally considered a complex practice that involves the constant and dynamic interaction between the teacher, the students and the subject matter. One of the main goals of most education reform initiatives has been to change teachers’ classroom practices. Most recent reform curricula focus on highlighting teacher practices that promote and evoke students’ understanding alongside the changes in content (Tirosh & Graeber, 2003). Changes to a teacher’s role that are included in the education reform movement call for more research in order to understand and theorise teachers’ classroom practices. In this paper, I will present patterns-of-participation (PoP) as a promising framework that aims to understand the role of the teacher for emerging classroom practices. Instead of relying on a traditional approach to understanding classroom practices by analysing teachers’ beliefs, this framework applies a participatory approach to look for patterns in the participation of individual teachers in many social practices at the school and in the classroom. Some of these practices are directly related to the teaching and learning of mathematics while others are not. And some of them relate to communities that are not actually present in the classroom or at the school. PoP views teachers’ social interaction in a certain community as a piece which is influenced by other pieces of social interactions. In every interaction, the ‘pieces’ shape a ‘fluctuating pattern' that shows the shifting impact of different, previous practices and the dynamic relations between them (Skott, 2010; 2011; 2013).

Integrated Leadership: How Principals and Teachers Share Transformational and Instructional Influence

2009 ◽  
Vol 19 (5) ◽  
pp. 504-532 ◽  
Author(s):  
Susan M. Printy ◽  
Helen M. Marks ◽  
Alex J. Bowers
Keyword(s):  
Transformational Leadership ◽  
Content Analysis ◽  
Instructional Leadership ◽  
Case Studies ◽  
Teaching And Learning ◽  
Curriculum And Instruction ◽  
Quality Teaching ◽  
Shared Instructional Leadership ◽  
Integrated Leadership ◽  
Interdependent Relationships

Transformational leadership by the principal appears to be a precondition of shared instructional leadership in schools, but it does not guarantee that principals and teachers will collaborate on curriculum and instruction. The present study, a content analysis of existing case studies, explores the ways in which teachers respond to transformational leadership by the principal, with attention paid to the influence and conditions that activate interdependent relationships and enhance shared transformational leadership and shared instructional leadership. A contrast school, where shared instructional leadership did not take hold, suggests that structures and processes that organize teachers’ work differently do not automatically result in the kinds of interactions associated with quality teaching and learning.

Design Philanthropy: Challenges and Opportunities in the Evolution of Philanthropic Giving

2021 ◽  
pp. 089590482110494
Author(s):  
Melissa Arnold Lyon ◽  
Shani S. Bretas ◽  
Douglas D. Ready
Keyword(s):  
Education Reform ◽  
Teaching And Learning ◽  
Educational Innovation ◽  
Venture Philanthropy ◽  
Policy Borrowing ◽  
The Past ◽  
Challenges And Opportunities ◽  
Instructional Core ◽  
Democratic Engagement

Over the past several decades large philanthropies have adopted aggressive approaches to education reform that scholars have labeled venture philanthropy. These efforts focused on broad changes to schooling and education policy, borrowing techniques from the venture capital world. But many foundations have recently become convinced that market forces and macro-level policymaking alone cannot drive educational improvement, particularly in areas related to classroom teaching and learning. In response, foundations have begun to design their own instructional innovations and identify providers to implement them. This paper interprets these recent efforts as early evidence of a distinct adaptation in the evolving role of philanthropies, which we dub design philanthropy. Although this approach represents an attempt by foundations to simultaneously increase democratic engagement, directly influence the instructional core, and spur educational innovation, it poses new risks for coherence, scalability, and sustainability in education policymaking.

Difficult Decisions: The GAL and “Schwarz-Grün” in Hamburg

2014 ◽  
Vol 32 (4) ◽  
pp. 1-20
Author(s):  
Alice Cooper
Keyword(s):  
Education Reform ◽  
State Level ◽  
Election Campaign ◽  
Reform Agenda ◽  
Absolute Majority ◽  
Trade Offs

In 2008 the first state-level CDU-Green coalition was formed in Hamburg. Drawing on the literature on party goals (vote-, office-, policy, internal cohesion- and democracy-seeking), this article examines the GAL's decisions to join and to end the coalition. It examines the trade-offs between party goals as they evolved in different phases of “schwarz-grün,” with particular reference to the Greens' education reform agenda. While policy- and vote-seeking complemented each other during the election campaign, vote-, office- and party unity-seeking conflicted with each other in the Greens' decision to enter a coalition with the CDU. Later, policy- and democracy-seeking conflicted with each other when a referendum organized by a citizens' initiative defeated the Greens' education reform, a defeat that contributed significantly to the premature end of the CDU-Green coalition. New elections led to defeats for vote-, office-, and policy-seeking when the SPD achieved an absolute majority.

scholarly journals Instructional Leadership in Malaysia

2019 ◽  
Vol 8 (6S3) ◽  
pp. 537-547
Keyword(s):  
Student Achievement ◽  
Instructional Leadership ◽  
Teacher Development ◽  
Teaching And Learning ◽  
School Leaders ◽  
Secondary Data ◽  
Strong Relationship ◽  
Ministry Of Education ◽  
The Right ◽  
Improving Student Achievement

Leadership of school leaders regardless principals or headmasters is among the key factors that can affect the academic achievement of students directly or indirectly. Based on previous research, a strong relationship between student achievement and leadership of school leaders was proven. The Ministry of Education Malaysia (MoE) has outlined three approaches to improving student achievement through the improvement of school leaders' performance. One of the approaches is school leaders should act as instructional leaders who are actively involved in teacher development activities by planning, coordinating and evaluating the teaching and learning process (T&L) at school. This concept paper will discuss several matters related to instructional leadership such as background and development of instructional leadership, instructional leadership definitions, the development of instructional leadership concepts, instructional leadership models and the issues and challenges that exist in implementing this leadership styles. The analysis was done in the context of Malaysia and abroad. The paper is written based on extensive secondary data analysis. After analyzing matters relating to instructional leadership, it can be concluded that instructional leadership is a form of leadership that every school leader needs to practice for excellence achievements in a school. With a lot of challenges nowadays, it needs to be addressed so that the direction of the school is on the right track and students’ achievement can be enhanced.

scholarly journals The Role Of Education Reform In Uzbekistan In Reducing Youth Delinquency

2020 ◽  
Vol 02 (11) ◽  
pp. 73-78
Author(s):  
Tojibayev Bakhromjon Turabayevich ◽  
◽  
Azimov Ashirali Mexmonboevich ◽  
◽  
◽  
...  
Keyword(s):  
Human Capital ◽  
Young People ◽  
Education Reform ◽  
Social Institution ◽  
Modern World ◽  
Education Reforms ◽  
Youth Delinquency

The article assesses the importance of education in the modern world and its role in reducing youth deviation as a social institution. Education reforms in Uzbekistan emphasize the quality of reducing the deviation of young people by increasing the efficiency of "human capital".

scholarly journals Continuing Education Reform in Hong Kong

2003 ◽  
Vol 11 ◽  
pp. 5
Author(s):  
Chris Dowson
Keyword(s):  
Higher Education ◽  
Hong Kong ◽  
Education Reform ◽  
Continuing Education ◽  
Educational Reform ◽  
English Language ◽  
Learning Difficulties ◽  
Education Reforms ◽  
Professional Control ◽  
Considerable Pressure

Following initiations in educational reform that began in the 1990s, Hong Kong continues to experience considerable pressure for educational reform. On the surface many of these initiatives parallel reform policies/movements in Asia and indeed, globally. The success of any reform is dependent on how it is contextualised prior to and at implementation. In this article, an exploration is made into how reforms in four particular sareas, namely: professional development of principals, higher education, English language standards, and inclusion of students with learning difficulties have been conceived, contextualised and managed in Hong Kong, as it moves gradually toward increased adoption of education reforms. These areas are linked in that each describes and critiques contextualization with reference to areas such as accountability, co-operation and professional control.

scholarly journals Teaching and learning nature of scientific knowledge: Is it Déjà vu all over again?

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Norman G. Lederman ◽  
Judith S. Lederman
Keyword(s):  
Empirical Research ◽  
Scientific Knowledge ◽  
Teaching And Learning ◽  
Curriculum And Instruction ◽  
The Body ◽  
Science Practices ◽  
History Of Research ◽  
History Of ◽  
Déjà Vu ◽  
Teaching Learning

AbstractThis review traces the history of research on the teaching and learning of nature of scientific knowledge (NOSK), and its implications for curriculum and instruction. Initially, the complex rubric of NOSK is clearly conceptualized, while recognizing that there is no singularly accepted definition. As part of this conceptualization NOSK is distinguished from the body of scientific knowledge and science practices/inquiry, the latter of which is often conflated with NOSK. The empirical research on NOSK related to teaching, learning, and assessment is briefly reviewed, followed by a discussion of the challenges that teachers face and a delineation of research foci that can help alleviate teachers’ challenges. Finally, a variety of important questions yet to be answered are delineated and explained.

scholarly journals AMALAN KEPIMPINAN INSTRUKSIONAL GURU BESAR DI SEKOLAH VERNAKULAR NEGERI SELANGOR DAN WILAYAH PERSEKUTUAN

2018 ◽  
pp. 109-132
Author(s):  
DONNIE ADAMS ◽  
RAVADHI PERIASAMY ◽  
EDWARD DEVADASON ◽  
SATINAH AWANG
Keyword(s):  
Instructional Leadership ◽  
Leadership Practices ◽  
Teaching And Learning ◽  
School Leaders ◽  
Cultural Influences ◽  
Sampling Technique ◽  
School Leader ◽  
Instructional Leader ◽  
Leadership Roles ◽  
Structured Interviews

Abstrak Kajian kualitatif ini bertujuan untuk mengkaji amalan kepimpinan instruksional guru besar di Sekolah Vernakular Negeri Selangor dan Wilayah Persekutuan. Kajian ini menggunakan temu bual separa berstruktur terhadap 14 orang guru besar di dua jenis sekolah vernakular, iaitu Sekolah Rendah Jenis Kebangsaan Tamil (SRJK (T)) dan Sekolah Rendah Jenis Kebangsaan Cina (SRJK(C)) yang terletak di kawasan bandar dan pinggir bandar. Teknik persampelan bertujuan yang dijalankan di dua jenis sekolah ini mendapati bahawa guru besar memahami tugas mereka untuk meningkatkan amalan pengajaran melalui penyeliaan guru. Dapatan juga menunjukkan amalan kepimpinan guru besar dalam memantau kualiti pengajaran dan pembelajaran di sekolah dijalankan dalam pelbagai kaedah. Kajian ini turut menunjukkan bahawa sebahagian daripada tugas dan harapan guru besar di Malaysia adalah selari dengan ciri-ciri dalam kepimpinan instruksional. Dalam konteks lain pula, beban kerja seorang guru besar dan keperluan untuk membuat pelaporan telah mendatangkan pelbagai cabaran berterusan kepada mereka semasa menjalankan tugas sebagai seorang pemimpin instruksional. Implikasi daripada kajian ini mempamerkan realiti kontemporari peranan guru besar dan amalan kepimpinan instruksional mereka di sekolah vernakular di Malaysia. Kesimpulannya, kajian ini menunjukkan kepimpinan instruksional dibina atas pengaruh sosial, politik dan budaya. Kata kunci: Amalan kepimpinan instruksional, pemimpin instruksional, guru besar. Abstract The purpose of this qualitative study is to outline school leaders’ instructional leadership practices in Selangor and Federal Territory Vernacular Schools. Semi-structured interviews were conducted with 14 primary school leaders from Chinese Schools (SRJK(C)) and Tamil Schools (SRJK (T)) in urban and suburban areas in Malaysia. The sampling technique utilised in two of these schools generated findings which showed that the school leaders understood their duties in improving instructional practice through supervision of teachers. Findings also showed school leaders’ leadership practices in monitoring the quality of teaching and learning in schools was done in many ways. The research also demonstrated some of the duties and hope of the school leaders’ in Malaysia as being particularly congruent with the features of instructional leadership practices. In another context, the workload of a school leader and the need for reporting has led to a series of challenges for them in carrying out their duties as instructional leaders. The implication of this study demonstrates the current reality of the roles of school leaders and their instructional leadership roles in vernacular schools in Malaysia. In conclusion, this research shows that instructional leadership is built on social, political and cultural influences. Keywords: Instructional leadership practices, instructional leader, school leader.

scholarly journals Education Reform in Hong Kong

2000 ◽  
Vol 8 ◽  
pp. 24 ◽  
Author(s):  
Chris Dowson ◽  
Peter Bodycott ◽  
Allan Walker ◽  
David Coniam
Keyword(s):  
Hong Kong ◽  
Education Reform ◽  
English Language ◽  
Quality Education ◽  
Policy Initiative ◽  
Reform Initiatives ◽  
Cultural Fit ◽  
Initial Teacher Training ◽  
Quality Movement ◽  
Almost All

Since the early 1990s, the pace of educational reform in Hong Kong has accelerated and broadened to incorporate almost all areas of schooling. The reforms introduced during this period can be subsumed under what has generally been labelled the quality movement. In this paper, we review and comment on a number of policy reform initiatives in the four areas of "Quality Education," English Language Benchmarking, Initial Teacher Training and the Integration of Pupils with Special Needs into Ordinary Classrooms. Following a brief description of each policy initiative, the reforms are discussed in terms of their consistency, coherence and cultural fit.

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