scholarly journals Promising Practices

2017 ◽  
Vol 2 (1) ◽  
pp. 32-41
Author(s):  
Jennifer Edic Bryant ◽  
Karen Escalante ◽  
Ashley Selva
Keyword(s):  
Teacher Perceptions ◽  
Student Development ◽  
Teacher Leaders ◽  
Leadership Capacity ◽  
Leadership Roles ◽  
Principal Succession ◽  
School Sites ◽  
Building Leadership Capacity ◽  
K 12 ◽  
The Impact

This study applies transformational leadership theory practices to examine the purposeful ways in which principals work to build the next gen- eration of teacher leaders in response to the shortage of K-12 principals. Given the impact, principals have on student development and the shortage of those applying for the principalship, the purpose of this cross-case analysis was to discover how principals build leadership capacity at their respective school sites and groom individuals for leadership roles. Further, this study explored teacher perceptions of the practices in addition to factors that facilitated or inhibited the implementation of the principals’ practices. Three school principals served as the primary participants for this research, and data were gleaned from interviews, observations, and artifacts. Findings indicated that the principals fostered leadership capacity by providing authentic administrative opportunities for teachers pursuing the administration credential. Additionally, the principals’ methods for building leadership capacity were positively perceived by the identified teacher leaders. Factors that facilitated leadership capacity development include school and district systems and structures, while factors that inhibited teachers’ development include psychological concerns. This study illuminates the need for principals to build leadership capacity at their school sites in order to purposefully prepare teacher leaders for principal succession.

scholarly journals Filipino Science Teachers’ Evaluation on Webinars’ Alignments to Universal Design for Learning and Their Relation to Self-Efficacy amidst the Challenges of the COVID-19 Pandemic

2021 ◽  
Vol 7 (2) ◽  
pp. 421-451
Author(s):  
Mary Dane F. Leonardo ◽  
Jeongho Cha
Keyword(s):  
Professional Development ◽  
Teacher Perceptions ◽  
Science Teachers ◽  
Self Efficacy ◽  
Universal Design ◽  
Universal Design For Learning ◽  
The Philippines ◽  
Design For Learning ◽  
K 12 ◽  
The Impact

Abstract The COVID-19 pandemic has led teachers in the Philippines to rely on technology to provide and support continued education for K-12 students. However, it is not only technology, but also the interactive online learning environments crafted by teachers that impact student science learning. To support teachers to cope with pandemic teaching, the government provided professional development in the form of teacher-training webinars. This study evaluated the webinars using Universal Design for Learning (UDL) principles to understand the impact these professional development sessions had on science teachers’ self-efficacy for delivering science instruction during the pandemic. The study found that webinars including UDL design elements improved science teachers’ self-efficacy for teaching science and there were no significant differences in teacher perceptions relative to gender or teaching experience. Implications for the use of UDL to design long-term professional development offerings beyond the pandemic are discussed.

scholarly journals Teacher perceptions of influence, autonomy, and satisfaction in the early Race to the Top era

2018 ◽  
Vol 26 ◽  
pp. 62
Author(s):  
Kim B. Wright ◽  
Samantha M. Shields ◽  
Katie Black ◽  
Manjari Banerjee ◽  
Hersh C. Waxman
Keyword(s):  
Job Satisfaction ◽  
Teacher Evaluation ◽  
Teacher Perceptions ◽  
Standardized Test ◽  
Race To The Top ◽  
Early Years ◽  
School Level ◽  
Teachers Perceptions ◽  
K 12 ◽  
The Impact

In the present study, hierarchical linear modeling with random intercept models was used to estimate the impact school and teacher-level factors had on K-12 teachers’ perceptions of school influence, curricular and pedagogical autonomy, and job satisfaction in the early years of the Race to the Top Era. The main predictors investigated were whether students’ standardized test scores were used as a component of either a teacher’s formal teacher evaluation or compensation, as well as whether teachers worked in a Race to the Top state. Additional school- and teacher-level predictors included percentage minority teachers and students, urbanicity of the school, teacher grade band, years teaching experience, and annual base salary. The study’s findings include statistically significantly yet small, negative correlations between teaching in a RTTT Phase I or II state at the time of the survey and teachers’ perceptions of their school-level influence, curricular autonomy, and pedagogical autonomy. In addition, the use of SGM measures in teacher evaluation, compensation, or both, statistically significantly negatively predicted both teachers’ pedagogical and curricular autonomy, as well as job satisfaction. These findings are consistent with previous studies that found teachers’ classroom autonomy and job satisfaction to be lessened post-NCLB (Crocco & Costigan, 2007; Faulker & Cook, 2006; Huss & Eastep, 2011). 

scholarly journals Creating Links between the School and the Community Beyond its Walls: What Teachers and Principals Do to Develop and Lead School-Community Partnerships

2015 ◽  
Vol 9 (1) ◽  
Author(s):  
Catherine Hands
Keyword(s):  
Community Involvement ◽  
School Personnel ◽  
School Community ◽  
Community Partnerships ◽  
Magnet School ◽  
Leadership Roles ◽  
Partnership Development ◽  
K 12 ◽  
Collaborative Activities ◽  
The Impact

This paper is based on a qualitative case study examining the impact of social context on school-community partnerships. Sixty-four students and school personnel at one K-12 magnet school in southern California participated in 21 open-ended, 45-minute interviews. Observations were conducted, and documents were collected. Structural, cultural and agentive issues impacted partnership establishment. Teachers and the principal valued a school culture was conducive to community involvement. They collectively developed the school’s mission and vision with a focus on global citizenship, and initiated partnerships consistent with the vision. The stages of the partnership development process are discussed, and it is argued that they are broadly applicable to the establishment of collaborative activities. Funding and networks contributed to the professional development, resources and technology needed to support partnering. Findings extend research by identifying the educators’ leadership roles in partnering, and the structures and cultures that facilitate it.

scholarly journals Evaluating the impact of the first 10 years of the Cambridge Masters in Conservation Leadership

Oryx ◽  
2021 ◽  
pp. 1-10
Author(s):  
Chris Sandbrook ◽  
Howard P. Nelson ◽  
Shelley Bolderson ◽  
Nigel Leader-Williams
Keyword(s):  
Natural World ◽  
Leadership Capacity ◽  
Course Structure ◽  
University Of Cambridge ◽  
Key Stakeholders ◽  
Programme Design ◽  
Using Data ◽  
Building Leadership Capacity ◽  
The University ◽  
The Impact

Abstract Conservation lacks sufficient well-trained leaders who are empowered to catalyse positive change for the natural world. Addressing this need, the University of Cambridge launched a Masters in Conservation Leadership in 2010. The degree includes several features designed to enhance its impact. Firstly, it recruits international, gender-balanced cohorts of mid-career professionals, building leadership capacity in the Global South and providing a rich environment for peer learning. Secondly, teaching includes applied leadership training in topics such as fundraising, leading people and networking, as well as interdisciplinary academic topics. Thirdly, the degree is delivered through the Cambridge Conservation Initiative, a partnership of international NGOs and networks, facilitating extensive practitioner-led and experiential learning. We present details of programme design and evaluate the impact of the Masters after 10 years, using data from course records, student and alumni perspectives, and interviews with key stakeholders. The course has broadly succeeded in its design and recruitment objectives. Self-assessed leadership capabilities, career responsibilities and the overall impact of alumni increased significantly 5 years after graduation. However, specific impacts of alumni in certain areas, such as on their professional colleagues, have been less clear. We conclude by outlining future plans for the Masters in light of growing demands on conservation leaders and the changing landscape of leadership capacity development. These include reforms to course structure and assessment, long-term support to the alumni network and developing a conservation leadership community of practice.

Principal succession in schools: A literature review (2003–2019)

2020 ◽  
pp. 174114322094033
Author(s):  
Felipe Aravena
Keyword(s):  
School Improvement ◽  
School System ◽  
Methodological Approach ◽  
Common Pattern ◽  
Principal Succession ◽  
Educational Management ◽  
Factors Affecting ◽  
Leadership Quality ◽  
K 12 ◽  
The Impact

Principal succession is an inevitable phenomenon in school systems. Given the relevance of principal succession for leadership quality and school improvement, there has been a lack of research in recent decades that has synthesized principal succession. This study aims to review the literature from 2003 to 2019 on principal succession in schools. Using a systematic review as the methodological approach, the eight core educational management and administration leadership journals were selected to collect the sources. Among this corpus of data, four main topics emerged: (a) factors affecting principal succession; (b) the dilemma between change and continuity; (c) the impact of principal succession on teachers; and (d) the evaluation of succession programs. We found that the volume of evidence on principal succession in K-12 schools is low and narrow, even with the importance of the topic. Given the increasingly common pattern of principal movements across the school system, it is urgent to research principal succession in greater detail. Otherwise, the association between principal succession and school failure will be maintained.

The Digital Divide and K-12 Student Computer Use

10.28945/2926 ◽  
2005 ◽  
Author(s):  
James N. Morgan ◽  
Craig A. VanLengen
Keyword(s):  
Digital Divide ◽  
Computer Use ◽  
Census Data ◽  
Internet Access ◽  
Demographic Characteristics ◽  
The Internet ◽  
Substantial Impact ◽  
Limited Basis ◽  
K 12 ◽  
The Impact

The divide between those who have computer and Internet access and those who do not appears to be narrowing, however overall statistics may be misleading. Measures of computer availability in schools often include cases where computers are only available for administration or are available only on a very limited basis (Gootman, 2004). Access to a computer and the Internet outside of school helps to reinforce student learning and emphasize the importance of using technology. Recent U.S. statistics indicate that ethnic background and other demographic characteristics still have substantial impact on the availability and use of computers by students outside of the classroom. This paper examines recent census data to determine the impact of the household on student computer use outside of the classroom. Encouragingly, the findings of this study suggest that use of a computer at school substantially increases the chance that a student will use a computer outside of class. Additionally, this study suggests that computer use outside of the classroom is positively and significantly impacted by being in a household with adults who either use a computer at work or work in an industry where computers are extensively used.

Friends from Home: Asset and Liability to African American Students Attending a Predominantly White Institution

NASPA Journal ◽  
2004 ◽  
Vol 41 (4) ◽  
Author(s):  
Douglas A. Guiffrida
Keyword(s):  
African American ◽  
Student Affairs ◽  
Predominantly White ◽  
Student Development ◽  
African American Students ◽  
Predominantly White Institution ◽  
Student Affairs Practitioners ◽  
Student Departure ◽  
American Students ◽  
The Impact

The importance of connections with peers to student development and retention has been highlighted in Astin's (1984) Theory of Student Involvement and Tinto's (1993) Theory of Student Departure, which are two of the most widely referenced and validated models in student affairs literature. However, recent research has questioned the applicability of these models to African American students who attend predominantly White institutions (PWIs). Although prior research has indicated that the models should be modified to recognize the importance of students’ relationships with their families, research has failed to understand the impact of relationships with friends from home. The purpose of this qualitative study was to understand the conditions under which friends from home were perceived as assets or liabilities to 99 African American undergraduates who attended a PWI. The results provide a link for broadening the applicability of Astin’s and Tinto's models and offer student affairs practitioners deeper insight into African American students' experiences at PWIs.

scholarly journals Challenging Whiteness at Claremont High School

2021 ◽  
pp. 155545892199320
Author(s):  
Terri Nicol Watson ◽  
Angel Miles Nash
Keyword(s):  
High School ◽  
Teacher Leaders ◽  
Dress Code ◽  
School Policies ◽  
Academic Scholarship ◽  
Honor Roll ◽  
The Impact

Ebony Wright was slated to graduate from Claremont High School in the spring. She was on the honor roll, captain of the girls’ varsity softball and swim teams, and recently awarded an academic scholarship to attend a highly ranked university in the fall. Ebony was a “model” student. How she found herself sitting in the principal’s office several weeks before graduation was a shock to everyone. This case study challenges the function of whiteness in school policies. Aspiring school and teacher leaders are provided with the opportunity to consider the impact of a seemingly race-neutral school dress code policy.

scholarly journals The impact of preferences for clinical and managerial leadership roles on the willingness to apply for a medical leadership position: Analysis of gender differences among a sample of German senior physicians

2021 ◽  
pp. 095148482110102
Author(s):  
Florian Liberatore ◽  
Julia Schätzle ◽  
Henrik Räwer ◽  
Kia Homayounfar ◽  
Jörg Lindenmeier
Keyword(s):  
Structural Equation ◽  
Medical Profession ◽  
Equation Modeling ◽  
Mentoring Programs ◽  
Leadership Roles ◽  
University Hospitals ◽  
Managerial Leadership ◽  
Clinical Leadership ◽  
Medical Leadership ◽  
The Impact

Background The hybrid role (clinical and managerial leadership tasks) of physicians in medical leadership positions (MLPs) is a driver of the attractiveness of these positions. The increasing feminization of the medical profession makes gender-related preferences for hybrid roles relevant. Purpose The current study uses the (EPL) career aspirations framework to analyze the (gender-related) effects that efficacy beliefs, motivations, and preferences for clinical leadership and managerial leadership have on the willingness of chief physicians to apply for an MLP. Methodology: A survey of senior physicians in German university hospitals yielded a sample size of N = 496. The resulting data were analyzed using a structural equation modeling approach. Findings The results confirm the low preference for MLPs among senior physicians, which is mainly affected by preferences for managerial leadership tasks. Female senior physicians perceive the position of an MLP to be less attractive than their male counterparts do, and female physicians’ willingness to apply for an MLP is concurrently driven by their preferences for clinical leadership and managerial leadership tasks. Practical implications: Mentoring programs could boost female senior physicians’ preparedness for MLPs. Further, flexibility in fulfilling managerial leadership tasks could be promoted to make MLPs more attractive to women.

Improving practice: Giving voice to the experiences of sexual health education teachers

2021 ◽  
pp. 001789692110296
Author(s):  
Carol A Cummings ◽  
Christine M Fisher ◽  
Rosemary Reilly-Chammat
Keyword(s):  
Health Education ◽  
Sexual Health ◽  
Teacher Perceptions ◽  
Rhode Island ◽  
Sex Education ◽  
Comparative Approach ◽  
Accurate Information ◽  
Sexual Health Education ◽  
Cross Sectional ◽  
K 12

Objective: To explore teachers’ beliefs, experiences and barriers influencing teaching related to sexual health education. Methods, Design and Setting: Descriptive, cross-sectional study design. Rhode Island certified health teachers ( n = 190) completed an online sexual health education survey. Teacher perceptions about the need and benefits of teaching this subject, coverage of essential topics, their experiences and the barriers they faced were gathered. Qualitative questions were analysed using open, axial and selective coding. Constant comparative approach was used to identify themes. Descriptive statistics were used to analyse quantitative items. Results: Findings indicated that 98% of teachers felt that sexual health education should be taught. Less than 50% agreed that coverage for topics identified in the national sexuality education standards for grades K-12 should begin at each grade level. Two common themes – prevention and access to accurate information – emerged as reasons for teaching the subject. Themes generated from teacher experiences revealed the use of a risk reduction approach to sexual health education. Healthy sexual development, gender identity, inclusive education and all components of a comprehensive approach were not identified. Perceived barriers to teaching included teacher comfort, time, parents’ likely responses and lack of training. Conclusion: Findings signal the need for ongoing professional development to broaden teachers’ understanding of comprehensive sex education and address the beliefs and barriers that hinder inclusive and comprehensive teaching approaches. Good quality training in which teachers reflect on their beliefs and develop proficiency in the use of effective pedagogies can strengthen educator capacity and self-efficacy.

Sign in / Sign up

Export Citation Format

Share Document