Scenarios of Future Schooling and Futures Thinking from the Perspectives of Educational and Schools’ Leaders Perspectives

10.31124/advance.14676072 ◽

2021 ◽

Author(s):

Peter Carey

Keyword(s):

Policy Development ◽

Expert Panel ◽

School Leaders ◽

Font Size ◽

The Future ◽

Future Of Education

The researcher aimed to understand how the system and school leaders, as well as an expert panel would respond to scenarios of future schooling the scenarios as constructed in the OCED Schooling for Tomorrow scenarios, the HolonIQ five scenarios for the Future of Learning and Talent, and the Sanborn et al. Future of Education: Four Scenarios (see the tables under the section Scenarios). The researcher aimed to understand what this suggested concerning the system and school leaders’ perceptions, knowledge and values relating to future schooling, and what it suggested for policy development and change in Australian schools. @font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:roman; mso-font-pitch:variable; mso-font-signature:-536870145 1107305727 0 0 415 0;}p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:""; margin:0cm; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman",serif; mso-fareast-font-family:"Times New Roman";}.MsoChpDefault {mso-style-type:export-only; mso-default-props:yes; font-family:"Calibri",sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi; mso-fareast-language:EN-US;}div.WordSection1 {page:WordSection1;}

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Scenarios of Future Schooling and Futures Thinking from the Perspectives of Educational and Schools’ Leaders Perspectives

10.31124/advance.14676072.v1 ◽

2021 ◽

Author(s):

Peter Carey

Keyword(s):

Policy Development ◽

Expert Panel ◽

School Leaders ◽

Font Size ◽

The Future ◽

Future Of Education

The researcher aimed to understand how the system and school leaders, as well as an expert panel would respond to scenarios of future schooling the scenarios as constructed in the OCED Schooling for Tomorrow scenarios, the HolonIQ five scenarios for the Future of Learning and Talent, and the Sanborn et al. Future of Education: Four Scenarios (see the tables under the section Scenarios). The researcher aimed to understand what this suggested concerning the system and school leaders’ perceptions, knowledge and values relating to future schooling, and what it suggested for policy development and change in Australian schools. @font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:roman; mso-font-pitch:variable; mso-font-signature:-536870145 1107305727 0 0 415 0;}p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:""; margin:0cm; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman",serif; mso-fareast-font-family:"Times New Roman";}.MsoChpDefault {mso-style-type:export-only; mso-default-props:yes; font-family:"Calibri",sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi; mso-fareast-language:EN-US;}div.WordSection1 {page:WordSection1;}

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Pressures and influences on school leaders navigating policy development during the COVID‐19 pandemic

British Educational Research Journal ◽

10.1002/berj.3760 ◽

2021 ◽

Author(s):

Peter Fotheringham ◽

Thomas Harriott ◽

Grace Healy ◽

Gabrielle Arenge ◽

Elaine Wilson

Keyword(s):

Policy Development ◽

School Leaders

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Informing the Development of a Standardized Clinical Definition of Neonatal Abstinence Syndrome: Protocol for a Modified-Delphi Expert Panel (Preprint)

10.2196/preprints.25387 ◽

2020 ◽

Author(s):

Dmitry Khodyakov ◽

Shahla Jilani ◽

Stephanie Dellva ◽

Laura J. Faherty

Keyword(s):

Withdrawal Syndrome ◽

Policy Development ◽

Expert Panel ◽

The United States ◽

Neonatal Abstinence Syndrome ◽

Abstinence Syndrome ◽

Rating Data ◽

Modified Delphi ◽

Other Substances ◽

Definition Of

UNSTRUCTURED Background: Neonatal abstinence syndrome (NAS) is a postnatal withdrawal syndrome that most commonly results from prenatal opioid exposure. Every 15 minutes, an infant is born in the United States with signs of NAS. The field lacks a standardized clinical definition of NAS, complicating discussions on programmatic and policy development to support opioid-exposed mothers and infants. The goal of this paper is to describe a protocol for a systematic expert panel process to inform the development of a clinical definition of NAS. Methods and analysis: We will conduct two three-round online modified-Delphi panels using the ExpertLensTM system and will follow recommendations for Conducting and REporting of DElphi Studies (CREDES). One panel will focus on developing key components of a clinical definition of NAS; the second panel will focus on neonatal opioid withdrawal syndrome (NOWS), which is a term that has come into use to differentiate opioid-exposed infants from infants exposed to other substances in utero. However, there is lack of agreement on the precise clinical definition of NOWS and how it is distinct from or overlaps with NAS. Each panel will complete two rating rounds and a discussion round using a similar protocol. We will analyze all rating data descriptively and determine the presence of agreement within and between the two panels; we will also perform thematic analysis of the qualitative comments to contextualize the panel findings. The results of these panels will be used to inform the clinical definition of NAS and will be disseminated and discussed at a national conference on NAS. Results: This study will inform the development of clinical definition of NAS based on input from clinical experts. Conclusions: A standardized clinical definition of NAS will help to better characterize NAS incidence and design effective clinical, public health, and policy interventions to support opioid-exposed mother-infant dyads.

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Profesjonelle fellesskap på ungdomstrinnet som del av skolens utvikling

Hva kan vi lære av TALIS 2018? ◽

10.23865/noasp.123.ch5 ◽

2021 ◽

pp. 87-106

Author(s):

Tone Cecilie Carlsten ◽

Inger Throndsen ◽

Julius K. Björnsson

Keyword(s):

Teacher Collaboration ◽

Policy Development ◽

School Leaders ◽

Secondary Level ◽

Professional Communities ◽

Learning And Development ◽

Central Resource ◽

The Individual ◽

Recent Policy

Professional communities at the lower secondary level as part of the school’s development This chapter invites to a discussion of how TALIS 2018 data about professional communities relates to recent policy development aimed at school development. Teacher collaboration is considered a central resource in the individual school’s organization, and exchange of experience with colleagues is often highlighted when teachers are asked about their most important source of learning and development. Policy development in Norway has aimed at strengthening professional collaboration for quality development of schools, especially at the lower secondary level. The chapter highlights some results from TALIS 2018 that show how teachers at the lower secondary level collaborate and how school leaders provide feedback and assessments to support and facilitate the teachers’ further professional development by asking what the characteristics of collaboration at the lower secondary level are; and what kind of measures school leaders are implementing to support teachers who need follow-up. Answers to these questions are compared to Norwegian findings from TALIS 2008 and TALIS 2013.

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Exploring the preliminary development of the Community Equity Literacy Leadership Assessment (CELLA) for school leaders

Journal of Educational Administration ◽

10.1108/jea-05-2017-0058 ◽

2019 ◽

Vol 57 (1) ◽

pp. 36-49 ◽

Cited By ~ 1

Author(s):

Terrance Green ◽

Melissa Rodgers

Keyword(s):

Expert Panel ◽

School Leaders ◽

Empirical Work ◽

Leadership Teams ◽

Panel Survey ◽

Leadership Assessment ◽

Literacy Leadership ◽

Content Type ◽

Survey Review ◽

Development Methods

PurposeThe purpose of this paper is to describe the ongoing, iterative and empirical work to develop, test and revise the Community Equity Literacy Leadership Assessment (CELLA) for principals through several studies: a sorting study and expert panel survey review.Design/methodology/approachThis study employs several survey development methods, including a sorting study and expert panel survey review.FindingsThe findings suggest that each study improved the CELLA’s items and provided useful learning for future testing cycles of inquiry.Originality/valueResearch suggests that principal leadership is a significant aspect of equitable and authentic school–family–community engagement. However, there is a paucity of theoretically grounded and psychometrically sound instruments to assess principals’ knowledge and skills in this area. To address this gap, the authors developed the CELLA for school leaders and their leadership teams.

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