scholarly journals Revisiting the Progressive Education Debate: Ontario Schooling in the 1950s

2021 ◽  
Author(s):  
Frank K. Clarke
Keyword(s):  
School Board ◽  
School Boards ◽  
Professional Education ◽  
Progressive Education ◽  
Original Research ◽  
The 1950S ◽  
Ontario Education

This paper explores the debate over progressive education in Ontario pedagogy during the 1950s and expands upon the work of previous scholars who argue that schooling in the 1950s was neither strictly traditional nor progressive but rather a blend of the two approaches. This study expands upon previous research by looking at various school boards in the province. Drawing upon original research from provincial and school board archives, as well as professional education journals, I conclude that although traditionalism was a common approach in Ontario education, the reality was that the 1950s were not as conservative as some scholars have argued, and that there was more nuance in pedagogy, with pockets of progressive experimentation throughout the province.

scholarly journals Beyond the Progressive Education Debate: A Profile of Toronto Schooling in the 1950s

2005 ◽  
Author(s):  
Paul Axelrod
Keyword(s):  
Political Culture ◽  
Progressive Education ◽  
Traditional Education ◽  
Original Research ◽  
Education School ◽  
Instructional Needs ◽  
History Of ◽  
The Subject ◽  
The 1950S ◽  
The Times

This paper revisits the subject of progressive education in Canada in the 1950s. Drawing from original research on the history of schooling in Toronto, it contends that historians and educational commentators have simplified the educational debates and struggles of that era. Rather than a case of either progressive or traditional education, school policy was an amalgam in which educators were using available and emerging tools to address the perceived instructional needs of a ballooning population. They employed what they thought worked. But they did so within the political culture and dominant values of the province and the times. The analysis has implications for historiographical approaches to progressive education and school reform.

scholarly journals Diversity in health professional education scholarship: a document analysis of international author representation in leading journals

BMJ Open ◽  
2020 ◽  
Vol 10 (11) ◽  
pp. e043970
Author(s):  
Brittany Buffone ◽  
Ilena Djuana ◽  
Katherine Yang ◽  
Kyle J Wilby ◽  
Maguy S El Hajj ◽  
...  
Keyword(s):  
Health Professional ◽  
Professional Education ◽  
Teaching And Learning ◽  
Western Europe ◽  
English Language ◽  
Data Extraction ◽  
Document Analysis ◽  
Original Research ◽  
Health Professional Education ◽  
Eligibility Criteria

ObjectivesThe global distribution of health professionals and associated training programmes is wide but prior study has demonstrated reported scholarship of teaching and learning arises from predominantly Western perspectives.DesignWe conducted a document analysis to examine authorship of recent publications to explore current international representation.Data sourcesThe table of contents of seven high-impact English-language health professional education journals between 2008 and 2018 was extracted from Embase.Eligibility criteriaThe journals were selected according to highest aggregate ranking across specific scientific impact indices and stating health professional education in scope; only original research and review articles from these publications were included for analysis.Data extraction and synthesisThe table of contents was extracted and eligible publications screened by independent reviewers who further characterised the geographic affiliations of the publishing research teams and study settings (if applicable).ResultsA total 12 018 titles were screened and 7793 (64.8%) articles included. Most were collaborations (7048, 90.4%) conducted by authors from single geographic regions (5851, 86%). Single-region teams were most often formed from countries in North America (56%), Northern Europe (14%) or Western Europe (10%). Overall lead authorship from Asian, African or South American regions was less than 15%, 5% and 1%, respectively. Geographic representation varied somewhat by journal, but not across time.ConclusionsDiversity in health professional education scholarship, as marked by nation of authors’ professional affiliations, remains low. Under-representation of published research outside Global North regions limits dissemination of novel ideas resulting in unidirectional flow of experiences and a concentrated worldview of teaching and learning.

scholarly journals Symbiotic relationships in patients' engagements with practice nurses

2021 ◽  
Author(s):  
◽  
Elsa Lally
Keyword(s):  
General Practice ◽  
Narrative Inquiry ◽  
General Practitioners ◽  
Professional Education ◽  
Well Being ◽  
Original Research ◽  
Practice Nurses ◽  
Symbiotic Relationships ◽  
Primary Health ◽  
Health And Well Being

<p>Practice nurses engaging with patients is a daily activity in general practice. However, there is little research to assess these relationships from a primary health care, general practice standpoint. The purpose of this new and original research was to explore from patients' perspectives what occurs in general practice, and to establish how the engagements patients have with practice nurses influences patients' health and well-being. The conceptualisation of symbiotic relationships between practice nurses, general practitioners receptionists and patients described in this study, shows how these relationships work in practice, and how they shaped patients' perspectives of their engagements in the general practice setting. Although each person’s role was independent and capable of existing without the other, a mutually beneficial close association was developed.  From the experiences of 15 patients from seven rural and urban general practices in New Zealand, using Narrative Inquiry methodology informed by life course theory and White’s (2010) dimensions of well-being, the co-constructed stories gathered from the participants were analysed applying a modification of McCormack’s (2001) multiple lens model. Findings from the individual participant stories revealed three major themes – general practice activity, health focused practice, and professional comforting. Each of these themes described aspects of the participants' relationships and engagements with practice nurses that contributed to their health and well-being. The co-constructed stories described participants' relationships and engagements, not only with practice nurses but also with general practitioners and receptionists. The presence of the (often unseen) overarching doctor and of practice nurses filling the gap in patients' care was evident. Patients described practice nurses as both support for the doctor and as autonomous practitioners. Ease of access to practice nurses significantly contributed to patients obtaining competent health promoting care. Particularly cogent were the findings that practice nurses directly contributed to patients' health and well-being through nurses' skilled compassion and skilled companionship. Nurses actively listened to patients' concerns, suggesting strategies to move patients forward, while at the same time, providing space for them to move at their own pace. Receptionists were viewed as the 'fronts people' of the practice who triaged patients' health concerns, making decisions relating to whom the patient consulted, the doctor or the nurse.  By building on existing theories in Narrative Inquiry methodology, data collection and analysis, this research makes an important contribution to nursing knowledge. It provides new perspectives about nurse-patient relationships, as well as other relationships within general practice. The research also demonstrates that while there has been a significant increase in collaboration between nurses and general practitioners over time, this collaboration is distinct from the symbiotic relationships described. The findings have implications for health professionals' everyday practice, and for Primary Health Organisations and District Health Boards when undertaking health professional education and funding reviews. Future research into patients' relationships with practice nurses, doctors and receptionists, and how these relationships contribute to patients' health and well-being is necessary.</p>

Backtalk: School boards and superintendents should work in concert

2021 ◽  
Vol 103 (1) ◽  
pp. 67-68
Author(s):  
Rachel S. White ◽  
Mark Y. Lineburg
Keyword(s):  
Decision Making ◽  
School District ◽  
School Board ◽  
School Boards ◽  
Board Members ◽  
School Board Members ◽  
Shared Language

In response to a column by Joshua Starr about how superintendents act as buffers between the school district and the community, Rachel S. White and Mark Lineburg suggest that school board members must also serve a buffering function. They encourage school board members and superintendents to work in concert when making decisions and communicating those decisions to the community. Specifically, they stress the importance of centering students in their decision making and of creating a shared language about the decisions they have made.

An Institutional Analysis of School Closures in Saskatoon and Windsor

1993 ◽  
Vol 25 (11) ◽  
pp. 1607-1626 ◽  
Author(s):  
A G Phipps
Keyword(s):  
School Board ◽  
Empirical Analysis ◽  
School Boards ◽  
Institutional Analysis ◽  
Archival Data ◽  
School Closures ◽  
The Real ◽  
The Public ◽  
The Empirical Analysis

During the 1978–88 period the public and the Catholic separate boards closed seventeen schools in Saskatoon and twenty-two in Windsor. The repertories of involvements and interactions between the community representatives and the school board officials during the reviews of the closure of these schools are theorized. The empirical analysis utilizes archival data for two episodes of school closures in each city, after which the school boards might have amended their procedures for the closures. The findings illustrate the real and instantiated powers, and the agency skills of the involved community representatives versus those of the school board officials.

A Study of School Board Minutes: Records of Reform

1989 ◽  
Vol 11 (4) ◽  
pp. 389-404 ◽  
Author(s):  
Jeri Nowakowski ◽  
Patricia F. First
Keyword(s):  
Educational Reform ◽  
School Board ◽  
School Boards ◽  
Policy Making ◽  
Reform Movement ◽  
Educational Governance ◽  
Local Policy ◽  
Local School District ◽  
Local School

The purpose of this study was to evaluate the degree to which the Illinois Educational Reform Act of 1985 was being implemented at the local school district level as measured by the number of reform-related board motions, discussions and reports documented in local school board minutes the year preceding passage of the reform act and the 2 years following its passage. The study provides evidence of the amount and nature of local policy-making directly responding to legislated reform. Further, it indicates that school boards are responding to some areas of the reform bill more than to others, and that some school boards are responding to reform provisions more than to others. Finally, the study raises serious policy questions about why local school boards have been neglected in the eighties reform movement and about the role of these boards in the future of educational governance.

scholarly journals Governance in Transformation: Alberta School Board Chairs’ Perspectives on Governance

2012 ◽  
Vol 3 (1) ◽  
Author(s):  
Keith Seel ◽  
Jim Gibbons
Keyword(s):  
School Board ◽  
School Boards ◽  
Nonprofit Sector ◽  
Boundary Spanning ◽  
Large System ◽  
Five Dimensions ◽  
Frontières Symboliques ◽  
Legislative Changes ◽  
Symbolic Boundary ◽  
School Board Chairs

ABSTRACTSchool boards are typically removed from nonprofit sector analyses because they are part of the “MUSH” set of organizations (municipalities, universities, schools, and hospitals) that both stand outside of the more typical nonprofit sector and tend to be closely affiliated with government. Nevertheless, school boards offer a unique opportunity to examine the governance of a large system of regulated activity that affects millions of citizens. How such systems should be governed has been a matter of concern for nearly 40 years. This study presents data from Alberta school board chairs regarding their perception of governance transformation being brought about by legislative changes. Five dimensions of governance are proposed as defining the current and anticipated governance domain within which school boards operate. Tensions within and between these dimensions signify symbolic boundary constructions that need to be scrutinized in anticipation of the governance transformation and boundary spanning activities of school boards required by the new legislation.RÉSUMÉLes conseils scolaires sont généralement retirés des analyses du secteur communautaire parce qu’ils font partie de l’ensemble d’organisations « MUSH » (les municipalités, les universités, les écoles et les hôpitaux); ces organisations se distinguent du secteur communautaire typique et ont tendance à être étroitement associées au gouvernement. Néanmoins, les conseils scolaires offrent une occasion unique d’observer la gouvernance d’un vaste système d’activités réglementées qui affecte des millions de citoyens. La façon dont de tels systèmes devraient être gérés fait l’objet de préoccupations depuis presque 40 ans. Cette étude présente les perceptions de présidents de conseils scolaires de l’Alberta en ce qui a trait à la transformation de la gouvernance apportée par des modifications à la loi. Cinq dimensions de la gouvernance sont proposées pour définir à la fois le domaine de gouvernance dans le cadre duquel fonctionnent actuellement les conseils scolaires et celui dans le cadre duquel il est prévu qu’ils fonctionneront. Les tensions entre ces dimensions et les tensions au sein de celles-ci indiquent des constructions de frontières symboliques qui nécessitent un examen minutieux dans le but de prévoir la transformation de la gouvernance ainsi que les activités d’expansion des conseils scolaires exigées par la nouvelle législation.

Charter school board members’ readiness to serve and implications for training

2019 ◽  
Vol 57 (2) ◽  
pp. 102-117 ◽  
Author(s):  
Marytza Gawlik ◽  
Ann Allen
Keyword(s):  
School District ◽  
School Board ◽  
Charter School ◽  
School Boards ◽  
Training And Development ◽  
Board Members ◽  
School Board Members ◽  
Content Type ◽  
Roles And Responsibilities ◽  
The Usa

Purpose Analyzing data collected from the charter school board members and the superintendent in a charter school district in a southeastern state about the quality and usefulness of training, the purpose of this paper is to provide an important foundation for understanding training and development for charter school boards in the USA. Design/methodology/approach This study uses a qualitative case study approach to examine a charter school district and the preparedness of charter school board members to serve in that district. The authors sampled one charter school district in the southeast region of the USA and interviewed five charter school board members and the superintendent. Findings The first theme is composition and responsibility of charter school board members, which outlines the roles and responsibilities that charter school board members assume when they serve on this charter district board. The second theme is preparedness to serve, which traces the readiness of charter school board members to serve on a board. The final theme is training and documents related to the kind of training charter school board members receive once they are appointed to the board. Originality/value This study provides a conceptual framework about the dimensions and standards associated with preparedness to serve as a charter school board member and broadens the authors’ understanding of the roles and responsibilities of charter school boards, their preparedness to serve and the training and development they receive.

A social cognitive investigation of Australian independent school Boards as teams

2016 ◽  
Vol 54 (3) ◽  
Author(s):  
Aparna Krishnan ◽  
Kerry Barnett ◽  
John McCormick ◽  
Geoffrey Newcombe
Keyword(s):  
Collective Efficacy ◽  
School Board ◽  
School Boards ◽  
Self Efficacy ◽  
Board Member ◽  
Social Cognitive ◽  
New South ◽  
New South Wales ◽  
Independent School ◽  
South Wales

Purpose The purpose of this exploratory study was to investigate independent school Boards as teams using a social cognitive perspective. Specifically, the study investigated Board processes and the nature of relationships between Board member self-efficacy, Board collective efficacy and performance of independent school Boards in New South Wales, Australia. Design/methodology/approach A multiple case study design that used qualitative research methods was employed. An expert steering group provided advice on the categorization of governance structures. A stratified purposeful sample of eight independent school Boards within the Sydney metropolitan area, New South Wales Australia participated. Data were collected from individual, semi-structured, face-to-face interviews with the Head of school, Board Chair and two Board members from each school. The interviews were digitally recorded and transcribed verbatim. Data were analyzed using qualitative data analysis procedures suggested in the literature. Findings The findings provide evidence that for independent school Board members in this study, self-efficacy and collective efficacy beliefs were related to perceptions of Board performance. Board member self-efficacy and Board collective efficacy appeared to be linked. Self-efficacy beliefs were primarily based on mastery experiences. Collective efficacy (at the individual level) primarily was based on members’ perceptions of Board past performance. Originality/value This paper provides insight into individual Board member beliefs likely to shape processes associated with independent school Board performance in New South Wales, Australia. The study is one of only a few that have adopted an empirical and descriptive approach, rather than only providing normative direction and imperatives.

Long-Term Rural Superintendents: Characteristics and Attributes

1992 ◽  
Vol 2 (4) ◽  
pp. 470-482 ◽  
Author(s):  
Edward W. Chance ◽  
Charles Butler ◽  
Joe Ligon ◽  
Rendell Cole
Keyword(s):  
School District ◽  
School Board ◽  
School Boards ◽  
Local Community ◽  
Rural School ◽  
Demographic Information ◽  
Open Communication ◽  
Rural School District

This paper presents the results of a study of superintendents who have served in one rural school district for twelve years or more. Superintendents in twenty-four districts were identified and interviewed. The superintendents shared demographic information, insights into their school boards, and professional opinions as to the reasons for their longevity. Reasons for their success were a stable school board, open communication, hiring good employees, and working closely with the local community.

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