scholarly journals Educational leadership on the Chinese mainland: A case study of two secondary schools in Beijing

2017 ◽  
Author(s):  
Manhong Lai ◽  
Lijia Wang ◽  
Wei Shen
Keyword(s):  
Educational Leadership ◽  
Secondary Schools ◽  
Teacher Development ◽  
Leadership Style ◽  
Curriculum Reform ◽  
Main Concern ◽  
Ministry Of Education ◽  
Paternalistic Leadership ◽  
Personal Lives

In recent years, the main concern of the Chinese Ministry of Education has been the quality of education. Principals are expected to play a key role in guiding the developmental direction of their schools, in guaranteeing the implementation of curriculum reform and in facilitating school-based teacher development. The aim of the study referred to in this article was to investigate the characteristics of principals' educational leadership through a case study of two secondary schools in Beijing. The study employed a qualitative research method to investigate educational leadership in two secondary schools in Beijing. The observations of our study indicate a strong tendency for principals to implement the traditional top-down instructional type of leadership promoted by the District Education Bureau. At one of our sample schools, the principal employed a paternalistic leadership style, and teachers at both schools emphasized the paternalistic role of the principal, including in engaging in various aspects of their personal lives. At our second sample school, the principal was attempting to delegate certain levels of authority and responsibility to ordinary teachers. However, we found that her efforts were being hindered by middle managers.

scholarly journals Compare Leadership Characteristics of CEOs in Chinese Hospitality Industry: A Case Study of Zhang Yong and Sun Jian

2020 ◽  
Vol 9 (4) ◽  
pp. 1
Author(s):  
Shuman Wang ◽  
Yao Ma
Keyword(s):  
Leadership Styles ◽  
Leadership Style ◽  
Rapid Development ◽  
Hotel Industry ◽  
Cultural Background ◽  
Leadership Characteristics ◽  
Paternalistic Leadership ◽  
Chinese Characteristics ◽  
Transformational Leadership Style

In recent years, the influence of the leadership style and characteristics under the local cultural background on employees’ attitudes and behaviors has attracted the attention of scholars at home and abroad. With rapid development, China’s catering and hotel industry has produced a number of well-known and influential leaders, such as Zhang Yong and Sun Jian. In this study, Zhang and Sun are selected as the research objects to explore the unique leadership styles and characteristics of entrepreneurs who grew up under the local cultural background. Based on grounded theory, this qualitative study compares and analyzes the characteristics of the two leaders. It conclude that Zhang has a paternalistic leadership style and Sun has a transformational leadership style with Chinese characteristics.

Problems of English Composition in Jordanian Secondary Schools

1993 ◽  
Vol 101-102 ◽  
pp. 1-22
Author(s):  
Khalaf Al-Makhzoumy ◽  
Mohammed O. Al-Shorafat
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Foreign Language ◽  
Secondary Students ◽  
Secondary School Teachers ◽  
Main Concern ◽  
Ministry Of Education ◽  
School Teachers ◽  
Writing Ability ◽  
General Consensus

There is a general consensus among researchers that most students of English as a foreign language (EFL) are weak in writing composition. One of the main reasons for their weakness is due to the fact that there is no general agreement among teachers on how to teach and/ or evaluate compositions. Secondary school teachers in Jordan often complain that most students face problems and make errors when they write English compositions. These errors are usually reflected in school exams as well as in the General Secondary School Examination (Tawjihi), held annually by the Ministry of Education. The main concern of this research is to study students' problems in writing English compositions in Jordanian Secondary Schools. A questionnaire has been set for this purpose. The research is expected to identify the most serious problems that secondary students face and recommend certain procedures to avoid these problems and improve students' writing ability in English compo-sitions.

scholarly journals Implication of Class-Based Assessment on Teachers: A Case Study

2018 ◽  
Vol 13 (3) ◽  
pp. 48
Author(s):  
Feroz Mohammed Ali ◽  
MD Asif Iqubal
Keyword(s):  
Secondary Schools ◽  
Pilot Project ◽  
Assessment System ◽  
Current Status ◽  
Ministry Of Education ◽  
Ethical Considerations ◽  
Education Organization ◽  
Application Analysis ◽  
The Government

In Fiji, assessment has always been guided by curriculum through examination and tests which merely enclosed students’ aptitude of recalling conception skills. Supplementary categories of skills like application, analysis, synthesis and evaluation are barely incorporated in the traditional appraisal. Some of the indispensable qualities are not included in the customary assessment system. This makes learners rely extremely on their memorization skill leading them to become helpless, deficient required excellence to contribute fruitfully to the society. The government of Fiji has a sensible vision for the stipulation of its education organization and has impartially arbitrated the Class-Based Assessment (CBA) aspirant for learners’ holistic development. CBA has been implemented in secondary schools in 2009, through a pilot project. This research reveals the current status of the implemented assessment scheme through a study of a group of teachers of secondary schools and CBA resource personnel’s from the Ministry of Education. It discusses the issues emerging from the arguments of the scholars regarding CBA and its potentiality in Fiji. Despite the popularity and wide acceptance of Class-Based assessment in the western countries and Fiji itself it has often been criticized for several reasons, most of them related to the utilitarian perspective and related ethical considerations. CBA seems to be very difficult to maintain within the stipulated time of teaching. It is difficult for the teachers to switch from summative assessment to formative one as it seems an extra assessment together with a final examination.

scholarly journals The challenges of Integrating Indigenous Knowledge in the teaching of weather and climate in Geography in Manicaland province of Zimbabwe

2019 ◽  
Vol 2 (1) ◽  
pp. 30-46
Author(s):  
Joshua Risiro
Keyword(s):  
Secondary Schools ◽  
Indigenous Knowledge ◽  
Oral Tradition ◽  
Attitudes And Beliefs ◽  
Ministry Of Education ◽  
Group Discussions ◽  
Cultural Experiences ◽  
Weather And Climate ◽  
Teaching Learning

Scholars have acknowledged that the current education system in Zimbabwe has done very little to incorporate learners’ socio-cultural experiences. The purpose of the qualitative case study, from which this research draws its data, was to examine the views of the teachers and education officers on the challenges of integrating Indigenous Knowledge (IK) into the teaching of weather and climate. The study was conducted in secondary schools of Manicaland in Zimbabwe. It is hoped that these views from the various stakeholders can contribute to the ongoing discussions on updating the Geography curriculum (2015 – 2022) in Zimbabwe. Data was generated using interviews and focus group discussions. The study revealed numerous challenges in integrating IK into Geography in secondary schools which include the lack of written texts given the oral tradition, the training of teachers, insufficient IK experts for guidance, teachers own attitudes and beliefs, assessment challenges and urbanisation. However, I argue that these challenges should not detract from the decolonizing project of integrating IK into the Zimbabwean Geography curriculum, rather the challenges should open up avenues for further discussion on including IK in the curriculum. It is recommended that the Ministry of Education seek to address the challenges, reported on the integration of IK into the Geography curriculum, that lie within the ambit of teaching, learning and assessment.

scholarly journals Curriculum Reform: Forwards or Backwards?

1993 ◽  
Author(s):  
Warwick Elley
Keyword(s):  
Teacher Development ◽  
Curriculum Reform ◽  
Standards Of Learning ◽  
Ministry Of Education ◽  
Boards Of Trustees ◽  
Instructional Activities ◽  
Assessment Tasks ◽  
Curriculum Framework ◽  
Science Curricula ◽  
Mathematics And Science

In April 1993, the Minister of Education launched the New Zealand Curriculum Framework, which sets out the essential skills and achievement objectives to be developed in every school. During the year, also, the detailed national statements of aims and standards for Mathematics and Science were published, along with suggested instructional activities and assessment tasks. In addition the draft statement for English was released in October, for comment, and work was well advanced on the Technology and Social Science curricula. The Government’s hope is that these various documents would “specify clear objectives” and identify “for boards of trustees, teachers, students, parents and the wider community a progression of desirable standards of learning – against which students’ progress can be assessed” (Ministry of Education, 1993a). This is the hallmark of the reformed curricula – that the progression in each subject be clearly specified. The standards are spelled out in the form of eight successive levels in each learning area and students’ progress is to be assessed in relation to these levels. These statements are the first curriculum documents to be developed under the Ministry’s new contract system, and it remains to be seen whether they will acquire sufficient levels of teacher ownership and attract sufficient resourcing and teacher development to be successfully implemented, as intended....

scholarly journals Literature Instructions in Secondary Schools: A Case Study

2019 ◽  
Vol 8 (5C) ◽  
pp. 1226-1229
Keyword(s):  
High School ◽  
Active Learning ◽  
Secondary Schools ◽  
Language Learning ◽  
Qualitative Case Study ◽  
English Teachers ◽  
Ministry Of Education

Literature component has been made clear by the Ministry of Education (2012) in Malaysia Education Blueprint 2013-2025 to promote active learning and enhance learning. However, some studies show that learners might not be interested in literature lessons in schools for many different reasons. Their reactions and responses during the literature lessons show their lack of interest. This research was undertaken to investigate learners’ reactions during literature lessons. This qualitative case study was carried out on two mixed ability classes, consisting of 53 high school learners from two schools in Johor Bahru district and four English teachers. Lessons were observed and videotaped, and the participant-teachers were interviewed and audiotaped to seek responses on their learners’ reactions and responses during lessons. This research provides new insights on how learners perceive literature lessons in schools which promotes language learning.

Theoretical analysis of cheating at Slovak schools

2019 ◽  
Author(s):  
Zuzana Balázsiová ◽  
Matej Balázsi
Keyword(s):  
Theoretical Analysis ◽  
Secondary Schools ◽  
Slovak Republic ◽  
Age Groups ◽  
Ministry Of Education ◽  
Pedagogical Documentation

<p>Cheating occurs in all types of schools by students of all age groups. Any attempts to resolve this problem are ineffective and have only a temporary effect. The aim of this research was to analyze the content of the pedagogical documentation of randomly selected secondary schools, Slovak Universities and the Ministry of Education of the Slovak Republic in relation to cheating. The work outlines the causes of this phenomenon and ways to help eliminate it.</p>

THE ROLE OF LOCAL SOCIAL INSTITUTION IN COMMUNITY EMPOWERMENT IN BANDUNG REGENCY, INDONESIA

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Helly Ocktilia
Keyword(s):  
Leadership Style ◽  
Social Institution ◽  
Community Empowerment ◽  
Board Members ◽  
Supportive Leadership ◽  
Community Institutions ◽  
The Social ◽  
Descriptive Method

This study aims to gain a deeper understanding of the existence of the local social organization in conducting community empowerment. The experiment was conducted at Community Empowerment Institution (In Indonesia it is referred to as Lembaga Pemberdayaan Masyarakat/LPM). LPM Cibeunying as one of the local social institution in Bandung regency. Aspects reviewed in the study include the style of leadership, processes, and stages of community empowerment, as well as the LPM network. The research method used is a case study with the descriptive method and qualitative approach. Data collection was conducted against five informants consisting of the Chairman and LPM’s Board members, village officials, and community leaders. The results show that the dominant leadership style is participative, in addition to that, a supportive leadership style and directive leadership style are also used in certain situations. The empowerment process carried out per the stages of the empowerment process is identifying and assessing the potential of the region, problems, and opportunities-chances; arranging a participative activity plan; implementing the activity plan; and monitoring and evaluating the process and results of activities. The social networking of LPM leads to a social network of power in which LPM can influence the behavior of communities and community institutions in utilizing and managing community empowerment programs. From the research, it can be concluded that the model of community empowerment implemented by LPM Cibeunying Village is enabling, empowering, and protecting.

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