scholarly journals Pedagogical Coordination in Secondary Schools from a Distributed Perspective. Adaptation of the Distributed Leadership Inventory (DLI) in the Spanish Context

2020 ◽  
Vol 10 (7) ◽  
pp. 175
Author(s):  
Inmaculada García-Martínez ◽  
Pedro J. Arrifano Tadeu ◽  
José Luis Ubago-Jiménez ◽  
Carlos Brigas
Keyword(s):  
School Improvement ◽  
Secondary Schools ◽  
Distributed Leadership ◽  
Delphi Method ◽  
Leadership Characteristics ◽  
Pilot Test ◽  
Department Heads ◽  
Academic Improvement ◽  
Potential Capacity ◽  
Set Up

Introduction: Leadership as the second factor in school improvement needs potential leaders to be effective. Method: The present study aimed to know the potential capacity of leaders in Spanish secondary schools through the adaptation of the DLI questionnaire to Spanish. To accurately adapt this questionnaire, the present research group conducted content validity processes in 2017, using the Delphi Method, in which eight experts from the Spanish Network for Research into Leadership and Academic Improvement were invited to participate (RILME). As part of a pilot test, preliminary tools were administered to 547 participants from secondary schools in Granada and Jaén (Spain). Results: The present study reports on the adaptation of the DLI instrument within the Spanish context. Acceptably high values were obtained in the analysis of reliability and internal consistency, suggesting that this item can be reliably utilised for the exploration of the dynamics of internal functioning in secondary education and the evaluation of the distribution of leadership characteristics. Conclusions: The pilot study highlights how heads of studies and department heads are potential leaders, making it easier to set up and sustain educational projects in schools.

scholarly journals From Entrepreneurship to Entrepreneurial Education in Lower Secondary School: Pedagogising by Means of the Pedagogic Device

2016 ◽  
Vol 2 (1) ◽  
pp. 36
Author(s):  
Monika Diehl
Keyword(s):  
School Improvement ◽  
Secondary School ◽  
Secondary Schools ◽  
Capitalist Society ◽  
Entrepreneurial Education ◽  
Lower Secondary School ◽  
School Cultures ◽  
Pedagogic Discourse ◽  
Improvement Programme ◽  
Pedagogic Device

<p>This study is part of a school improvement programme on entrepreneurial education and investigates teachers’ understanding and transmission of entrepreneurial education in two Swedish lower secondary schools, through interviews and observations. Entrepreneurship is a well-established concept within capitalist society, but the interest here is to investigate the transmission of it into pedagogic discourse and communication. Bernstein’s concept of the pedagogic device is used to reason on the process of what happens, and why, when the concept of entrepreneurship is transformed into entrepreneurial education. The results indicate different understandings and connotations on a deeper level, and also show that transmission to colleagues and pupils faces a series of challenges. In practise, the findings show different approaches to entrepreneurial education among individual teachers, but also between schools. This can be explained by gaps in the transmitting process, but also by different school cultures and diverse forms of collegial collaboration, which may affect transmission among colleagues and thus the transmission to pupils. Pupils’ backgrounds may also have an impact on the differences. <strong></strong></p>

scholarly journals Teachers’ Perception about English as a Medium of Instructions: Evidence from the Government Higher Secondary Schools of Sindh, Pakistan

2021 ◽  
Vol 11 (4) ◽  
pp. 362-371
Author(s):  
Abul Ala Mukhtar ◽  
Zafarullah Sahito ◽  
Abida Siddiqui
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
Mother Tongue ◽  
Social Institutions ◽  
Medium Of Instruction ◽  
Structured Interviews ◽  
Common People ◽  
British Rule ◽  
The Government ◽  
Set Up

This case study inquires the perceptions and experiences of teachers about the English as a medium of instructions at government higher secondary schools of Warah city of Sindh, Pakistan. It witnesses that a large chunk of the population is diversified to use their provincial or regional languages as destined by socio-political heritage. Because English was remained a paramount part of educational context in Pakistan during British rule. In Sindh, students learn English from their teachers at their schools, who by no means really acquire the required proficiency in the English language. The research design undertaken was qualitative in nature and revolved around the semi structured interviews. English as a medium of instruction has a daunting and remarkable role to set to be set up across the globe. The mother tongue has the supreme role to play in the organized system of social institutions, which has massive resources of linguistics pouring down to the common people in the forms of superb streams of dialects with definite code of syntax, semantics and pragmatism. The extra reading materials with the support of technology, the English lessons can play a pivotal role to give internalization and adaptation of English language as a medium of instruction.

Teacher Collaborative Action Research

2018 ◽  
Vol 28 (2) ◽  
pp. 173-201
Author(s):  
Katherine A. Curry ◽  
Jackie Mania-Singer ◽  
ED Harris ◽  
Shawna Richardson
Keyword(s):  
Professional Development ◽  
Action Research ◽  
School Improvement ◽  
Distributed Leadership ◽  
Professional Practice ◽  
Qualitative Case Study ◽  
Collaborative Action Research ◽  
Improvement Strategy ◽  
Collaborative Action

This qualitative case study utilized distributed leadership theory and Capobianco and Feldman's (2006) conceptualization of conditions for collaborative action research (CAR) to describe the implementation of CAR as professional development (PD) and school improvement strategy in two educational contexts, one alternative school and one rural, in a Midwestern state. Findings indicate that distributed leadership facilitates CAR as a powerful PD tool and results in development of action plans for school improvement; however, conditions are necessary for CAR to effect professional practice.

Exploring School Improvement in Hong Kong Secondary Schools

2012 ◽  
Vol 87 (2) ◽  
pp. 216-234 ◽  
Author(s):  
James Y. C. Ko ◽  
Philip Hallinger ◽  
Allan D. Walker
Keyword(s):  
Hong Kong ◽  
School Improvement ◽  
Secondary Schools

scholarly journals Food supply and actions to improve dietary behaviour of students – a comparison between secondary schools participating or not participating in the ‘Healthy School Canteen Program’

2014 ◽  
Vol 18 (2) ◽  
pp. 198-207 ◽  
Author(s):  
Ivon EJ Milder ◽  
Jochen Mikolajczak ◽  
Saskia W van den Berg ◽  
Madelon van de Veen-van Hofwegen ◽  
Wanda JE Bemelmans
Keyword(s):  
Secondary Schools ◽  
Food Supply ◽  
Eating Behaviour ◽  
Cross Sectional Study ◽  
Soft Drinks ◽  
Dietary Behaviour ◽  
Healthy Foods ◽  
Cross Sectional ◽  
School Canteen ◽  
Set Up

AbstractObjective(i) To identify determinants of participation in the ‘Healthy School Canteen Program’, a programme that encourages schools to set up their canteen in a way that promotes healthy dietary behaviour. (ii) To compare food supply and actions between participating and non-participating schools. (iii) To investigate what reasons schools have to increase attention for nutrition in the curriculum.DesignA cross-sectional study based on information from questionnaires performed in 2010/2011.SettingAll secondary schools (age group 12–18 years) in the Netherlands (n 1145).SubjectsResponse was 33 % (n 375). Analyses included all schools with a canteen in which food is offered (28 %, n 325).ResultsNone of the investigated determinants was associated with participation. Participating schools offered significantly (P < 0·001) more of eleven inventoried healthy foods (e.g. sandwiches, (butter)milk, fruit, light soft drinks, yoghurt and salad) than non-participating schools. However, there was no difference in the number of less healthy products offered (e.g. candy bars, cakes and regular soft drinks). Participating schools reported more often that they took actions to improve dietary behaviour and more often had a policy on nutrition. Participating schools more often increased attention for nutrition in the curriculum in recent years than non-participating schools (57 % v. 43 %, P = 0·01). Reported reasons were similar and included media attention, eating behaviour of students and ‘overweight’.ConclusionsSchools that participate in the programme seemed to offer more healthy products in their canteens and took more actions to improve dietary behaviour than non-participating schools. However, at all schools less healthy foods were also available.

Leadership for Improving Teaching Quality: Analysis of School Practice in Northeast China

2020 ◽  
Vol 7 (9) ◽  
pp. 359-374
Author(s):  
YU LI ◽  
WENFAN YAN ◽  
HENGFU WEN
Keyword(s):  
Secondary Schools ◽  
Education Reform ◽  
Distributed Leadership ◽  
Teaching Quality ◽  
School Level ◽  
Quality Analysis ◽  
Performance Excellence ◽  
School Practice ◽  
Quality Program ◽  
Northeast Of China

Chinese education reform has vigorously advocated the improvement of teaching quality. School leaders determine the overall trend and effect of teaching quality improvement. Based on the TQM theory, Baldrige Quality Program Education Criteria for Performance Excellence framework and distributed leadership theory, we defined the concept of leadership for teaching quality. The purpose of this study is to provide new understanding of the current situation and problems of teaching quality in primary and secondary schools in the northeast of China. 908 educators from 54 primary and secondary schools participated in this study. Our findings indicated that there were significant differences among different gender, first degree, position, school level and school area. Implications for improving the leadership for teaching quality in primary and secondary schools from both internal and external perspectives were discussed.

Fostering the capacity for distributed leadership: a post-heroic approach to leading school improvement

2015 ◽  
Vol 19 (2) ◽  
pp. 111-137 ◽  
Author(s):  
Hans W. Klar ◽  
Kristin Shawn Huggins ◽  
Hattie L. Hammonds ◽  
Frederick C. Buskey
Keyword(s):  
School Improvement ◽  
Distributed Leadership
Sign in / Sign up

Export Citation Format

Share Document