scholarly journals Supervision to Deepen Teacher Candidates’ Understanding of Social Justice: The Role of Responsive Mediation in Professional Development Schools

2021 ◽  
Vol 4 (2) ◽  
pp. 80-100
Author(s):  
Megan Lynch ◽  
Keyword(s):  
Professional Development ◽  
Social Justice ◽  
Teacher Candidates ◽  
Professional Development Schools

The road less travelled: A Zimbabwean leadership dilemma

2021 ◽  
pp. 1-16
Author(s):  
Patrick Cairns
Keyword(s):  
Professional Development ◽  
Social Justice ◽  
Social Change ◽  
Emerging Market ◽  
National Level ◽  
Development Program ◽  
Subject Area ◽  
List Type ◽  
Teaching Case

Subject area of the teaching case: The values-based leadership (VBL) themes lend the case to use in courses focussed on individual leadership approaches, personal-professional development, personal mastery, or individual agency in social change and social justice movements. The emerging market context adds a layer of complexity to the protagonist's journey, which may make the case especially relevant for use among students who work in this context or in courses that deal with volatility, uncertainty, complexity, and ambiguity (VUCA). Student level: The primary target audience for this case is postgraduate students in a management or professional development program. Brief overview of the teaching case: This case offers a leadership profile of lawyer Fadzayi Mahere as she pursues social change at the national level by running for political office in Zimbabwe in 2018. The case recounts Mahere's professional journey through human rights law and local activism, which eventually drives her to run as an independent for a position in the national election. She does this as a response to the dire state of the country: economic crisis, social instability, and political corruption that are making life increasingly untenable for most people. In spite of running a strong grassroots campaign, Mahere loses the election and is faced with the dilemma of whether or not to forego independence and join the dominant opposition party. The case therefore centres around the role of values in leadership, the role of narrative in shaping the decision to lead, and how these things impact a leader's strategy for affecting social change and achieving social justice. Expected learning outcomes: Appreciate the systemic nature of social problems in an emerging market context and how this creates different opportunities for a leader to act on a problem Understand how a leader's identity, in terms of values and experiences, shapes their motivations and informs their strategy for leading a change effort Understand the dimensions of values-based leadership (VBL) – transformational, authentic, accountability, and ethical leadership – and how the actions of a values-driven leader reflect these Identify the mechanisms that aspiring leaders practicing VBL can use to build an authentic narrative for key stakeholders to accept and embrace them Recognise the different strategies a leader can adopt to achieve values-driven outcomes, while maintaining alignment with the different dimensions of VBL

scholarly journals Modeling and the Gradual Release of Responsibility: What Does It Look Like in the Classroom?

2010 ◽  
Vol 19 (2) ◽  
Author(s):  
Nancy Maynes ◽  
Lynn Julien-Schultz ◽  
Cilla Dunn
Keyword(s):  
Professional Development ◽  
Mixed Methods ◽  
Key Words ◽  
Direct Instruction ◽  
Teacher Candidates ◽  
Lesson Planning ◽  
Research Literature ◽  
Gradual Release Of Responsibility ◽  
Gradual Release

Recent professional development efforts in literacy have highlighted the role of the teacher as a model for students using direct instruction.  Direct instruction is a lesson methodology taught to teacher candidates. We developed a schematic to represent the confluence of evidence found in the research and analysis of several lesson planning templates in order to create a visual representation of the elements of instruction that could be used to plan lessons. Previous research has demonstrated that modeling was not used frequently in classrooms. We were interested in determining if teachers were still using modeling infrequently. To investigate this, we identified three questions we would pursue through action research and mixed methods of analysis in local classrooms. These questions focused on determining the amount of time spent modeling in classrooms and the actions used after modeling to determine the extent these actions were reflected in the research literature. We found that teachers are using modeling much more frequently than was found to be the case in the previous study, but that the instructional actions following modeling are often inconsistent with research literature conceptions.   Key Words: direct instruction, modeling, gradual release of responsibility, models for teaching

Moral Factor of Social and Economic Progress

2007 ◽  
pp. 55-62 ◽  
Author(s):  
O. Bogomolov
Keyword(s):  
Economic Development ◽  
Social Justice ◽  
Moral Atmosphere ◽  
Economic Progress ◽  
Moral Factor

The article reveals the influence of the spiritual and moral atmosphere in the society on economic development. The emphasis is put especially on the role of social confidence and social justice. The author indicates also some measures on improving the worsening moral situation in Russia.

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