Tools to Change School Culture

2021 ◽  
pp. 831-852
Author(s):  
Maria C. Guilott ◽  
Gaylynn A. Parker ◽  
Celeste A. Wheat
Keyword(s):  
School Culture ◽  
Learning Organization ◽  
School Leaders ◽  
Pedagogical Practice ◽  
Next Generation ◽  
Dynamic Learning ◽  
Stages Of Learning ◽  
Learning Walks ◽  
Point Of Departure

A school leader's time is limited. Demands on time are increasing every day, and expectations on performance are at an all-time high. How can processes like collegial learning walks change a school into a dynamic learning organization? How can the leader help teachers engage students so that so that they are willing to persevere in spite of obstacles and gain confidence to be able to learn the content well enough that they can actually transfer what they learn to a different context on their own? This chapter will provide potential solutions for next generation leaders and will examine how the stages of learning can serve as the point of departure for processes that change school culture in meaningful ways as teachers and school leaders reflect on their pedagogical practice and on learning for everyone in the learning organization.

Tools to Change School Culture

2017 ◽  
pp. 165-186
Author(s):  
Maria C. Guilott ◽  
Gaylynn A. Parker ◽  
Celeste A. Wheat
Keyword(s):  
School Culture ◽  
Learning Organization ◽  
School Leaders ◽  
Pedagogical Practice ◽  
Next Generation ◽  
Dynamic Learning ◽  
Stages Of Learning ◽  
Learning Walks ◽  
Point Of Departure

A school leader's time is limited. Demands on time are increasing every day, and expectations on performance are at an all-time high. How can processes like collegial learning walks change a school into a dynamic learning organization? How can the leader help teachers engage students so that so that they are willing to persevere in spite of obstacles and gain confidence to be able to learn the content well enough that they can actually transfer what they learn to a different context on their own? This chapter will provide potential solutions for next generation leaders and will examine how the stages of learning can serve as the point of departure for processes that change school culture in meaningful ways as teachers and school leaders reflect on their pedagogical practice and on learning for everyone in the learning organization.

Et fast greb i rebet – om Claras levede erfaringer som nycirkus artistelev

2012 ◽  
Vol 3 (2) ◽  
pp. 24-37
Author(s):  
Stine Degerbøl
Keyword(s):  
Lived Experiences ◽  
Learning Processes ◽  
Pedagogical Practice ◽  
Educational Settings ◽  
Youth Education ◽  
Art Form ◽  
Point Of Departure

Abstract The article concerns the lived experiences of Clara practicing to become a contemporary circus artist. Clara’s narratives reflect contemporary circus as a movement pedagogical practice in relation to theories about aesthetic learning and in relation to the aims of a circus performer education in Copenhagen, Denmark. Furthermore her narratives provide a discussion of educational settings on the fringe of ordinary youth education. Firstly contemporary circus is presented as a counterculture to the traditional circus and secondly it describes how the development of contemporary circus as an art form influenced the establishment of contemporary circus schools. Body phenomenology and narrativity are the main theoretical and methodological inspirations for reflections about aesthetic learning processes taking point of departure in Clara as a case.

Embedding school cultures and climates that promote evidence-based practice implementation for youth with autism: A qualitative study

Autism ◽  
2020 ◽  
pp. 136236132097450
Author(s):  
Nathaniel J Williams ◽  
Lindsay Frederick ◽  
Alix Ching ◽  
David Mandell ◽  
Christina Kang-Yi ◽  
...  
Keyword(s):  
School Culture ◽  
Qualitative Study ◽  
Evidence Based Practice ◽  
School Leaders ◽  
Evidence Based ◽  
School Cultures ◽  
Evidence Based Practices ◽  
Practice Implementation ◽  
Culture And Climate ◽  
School Culture And Climate

Schools play a major role in delivering behavioral health services to autistic youth. School culture and climate are strong predictors of the extent to which these services incorporate evidence-based practices; however, little is known about how school leaders shape culture and climate. Drawing on the concept of culture and climate embedding mechanisms, we conducted a qualitative study to understand the ways in which school principals embed cultures and climates that support effective implementation of evidence-based practices for youth with autism. Semi-structured interviews with 32 teachers in schools that implemented three closely related evidence-based practices for youth with autism (discrete trial training, pivotal response training, and visual schedules) explored teachers’ experiences regarding (a) implementation of the three evidence-based practices, (b) perceptions of school culture and climate, and (c) principals’ behaviors, practices, and decisions that supported or detracted from the aspects of culture and climate that supported successful implementation. Thematic analysis detailed seven mechanisms that principals used to embed cultures and climates that shaped evidence-based practice implementation. These mechanisms represent actionable targets for school leaders and inform strategies to improve the implementation of evidence-based practices for youth with autism in schools. Lay abstract Schools play a major role in providing services to youth with autism; however, not all schools use evidence-based practices, defined as interventions that are proven to improve youth well-being through rigorous research. School culture and climate are strong predictors of whether or not a school uses evidence-based practices; however, little is known about how principals can create school cultures and climates that support the use of these practices. This study interviewed 32 teachers in elementary schools that implemented three closely related evidence-based practices for youth with autism to better understand how principals create school cultures and climates that support effective services. Analysis of the teachers’ responses identified seven strategies principals can use to create school cultures and climates that support the implementation of effective practices for youth with autism. The strategies include the following: (a) support teachers to obtain professional development focused on autism, (b) align performance expectations and evaluations with the needs of students with autism and evidence-based practice delivery, (c) allocate resources to ensure adequate staff, materials, and training are available to implement evidence-based practices, (d) be open and flexible to allow teachers to use the building and resources as needed to meet students’ needs, (e) provide direct assistance, feedback, and coaching to troubleshoot challenges or involve outside experts to do so, (f) openly value the work of special education teachers and provide recognition to those who develop expertise in evidence-based practices, and (g) look for opportunities to integrate special and general education teachers and students to foster a truly inclusive climate.

scholarly journals Menneskeverd – Utviklingshemming – Skole: Verdighet som grunnlag for pedagogisk praksis

2019 ◽  
pp. 63-98
Author(s):  
Lena Lybæk ◽  
Åse-May Svendsen
Keyword(s):  
Human Rights ◽  
Mental Retardation ◽  
Cognitive Disabilities ◽  
Julia Kristeva ◽  
Alasdair Macintyre ◽  
Pedagogical Practice ◽  
Human Relationships ◽  
Theoretical Approaches ◽  
Icd 10 ◽  
Point Of Departure

This article aims to discuss questions about dignity and children with cognitive disabilities (named mental retardation in ICD-10), with questions about inclusive or segregated education. In the first part of the article we discuss theoretical approaches to dignity. Traditional understandings of dignity are based in enlightenment humanism with its focus on autonomy and reason, or on dignity achieved through the cultivation of virtues. We discuss different approaches to inclusive notions of dignity. First, we discuss approaches that take their point of departure in vulnerability, and mutuality in human relationships, exemplified by Eva Kittay, Alasdair MacIntyre, and Martha Nussbaum. Subsequently, we present approaches that emphasize the singularity of the human being and upholding human rights as the basis for human dignity, exemplified by Avishai Margalit and Julia Kristeva. In the second part of the article, we discuss how five experienced teachers speak about dignity and pedagogical practice with children with cognitive disabilities. We point to how both integrated and segregated practices in schools are justified in and may be connected to different theories of dignity.

scholarly journals Introduction to the Issue: Preparing the Next Generation of Middle School Leaders

2020 ◽  
Vol 25 (1) ◽  
Author(s):  
Amanda Wall ◽  
Nancy Ruppert ◽  
Bridget Coleman ◽  
Jeanneine Jones
Keyword(s):  
Middle School ◽  
School Leaders ◽  
Next Generation

The perceptions and practices of school leaders in Christian Education National

2018 ◽  
Vol 22 (2) ◽  
pp. 128-141 ◽  
Author(s):  
Christopher Michael Prior
Keyword(s):  
School Culture ◽  
Servant Leadership ◽  
Christian Education ◽  
Shared Leadership ◽  
School Leaders ◽  
Christian Schools ◽  
Christian Faith ◽  
School Life ◽  
Leadership Theories ◽  
Interpretive Study

In Christian schools, leaders’ roles include the integration of the particular beliefs of the community through all aspects of school life. This article describes an interpretive study into school leaders’ perceptions of the essential features of Christian Education National (CEN) schools, how they integrated these features into school culture, and their understandings of the leadership by which they achieved this. This research identified that school leaders were aware of the beliefs of CEN. Despite leaders noting that these beliefs ought to be embedded holistically into school culture, the CEN services and resources available to support such inculcation were underutilized. Although servant leadership, shared leadership and vision-based leadership were all described in relation to CEN schools, the leadership within these schools is better understood as informed by the Christian faith rather than widely supported leadership theories mentioned in this study.

scholarly journals PROFESSIONAL (PEDAGOGICAL) PRACTICE OF STUDENTS OF HIGHER EDUCATION INSTITUTIONS IN THE REALITIES OF DISTANT LEARNING

2021 ◽  
Vol 1 (195) ◽  
pp. 77-81
Author(s):  
Zhanna Koloskova ◽  
◽  
Maryna Nazarenko ◽  
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Learning Organization ◽  
Digital Technologies ◽  
Educational Resources ◽  
Educational Technologies ◽  
Pedagogical Practice ◽  
Asynchronous Mode ◽  
Textual Information ◽  
Modular Training

The article considers the issue of doing professional (pedagogical) traineeship by university students in a remote form. Based on the analysis of methodological recommendations of the Ministry of Education and Science and educational departments of various universities of Ukraine, the authors consider changes in the content of a remote form of professional pedagogical practice of future teachers and formulate factors that contribute to its organization and fulfillment: the developing of a set of methodological recommendations for trainee students with regard to specifics of the specialty (content of practice by modules, types of activity, determining the procedure for registration and submission of reports, providing samples of documentation); determining the messengers to be used for communication with methodologists and practice leaders; students’ mastering the technologies of online learning – a complex of educational technologies (technologies of developing, projecting, mixed, differentiated, programmed, modular training, etc.), and also information-communication (digital) technologies of creating, compiling and saving, and accessing the electronic educational resources on various subjects (integrated courses), which provide an opportunity to implement the process of remote learning; organization of practice with regular interaction of the subjects of online learning (pupils, teachers, trainee students) during classes and consultations held online and provided by the transmission of video, audio, graphic and textual information in synchronous and asynchronous mode; participation of students in webinars on the chosen specialty to adopt the experience of their teachers-practitioners. Thus, the analysis of the source base provided an opportunity to draw the following conclusions: remote form of industrial pedagogical practice requires: development of a set of methodical recommendations for students-interns taking into account the specifics of the specialty (content of practice by modules, types of activity, determination of the order of registration and submission of reports, provision of samples of documentation); identification of messengers who will communicate with methodologists and practice leaders; mastering by the student of technologies of distance learning - a complex of educational technologies (technologies of developmental, project, mixed, differentiated, programmed, modular training, etc.), and also information and communication (digital) technologies of creation, accumulation, storage and access to electronic educational resources on subjects (integrated courses), which provide an opportunity to implement the process of distance learning; organization of practice with regular interaction of distance learning subjects (students, teachers, trainees) during classes, consultations conducted remotely, and provided by the transmission of video, audio, graphic and textual information in synchronous and asynchronous mode; participation of students in webinars on the profile of the chosen specialty to learn from teachers-practitioners.

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