IEJLL: International Electronic Journal for Leadership in Learning
Not a member yet
227 research outputs found
Sort by
Emerging Issues in Formalising Principal Preparation in New Zealand, 7(17)
No full textThis paper presents a background to the New Zealand context, in which pre-employment preparation for the principalship is being shaped, by drawing on international literature and policy responses that identify challenges likely to attend future policy development. It reports a small study conducted to examine the perceptions of practising and potential principals regarding issues related to the formalising of pre-employment preparation. The study found that whilst participants (primary and secondary principals and deputy principals) agree there is concern about the adequacy of preparation and are in favour of some form of compulsory preparation they do not favour restricted entry to the profession based on assessment of potential. Lessons from abroad and close to home in the form of recent recommendations from Education Review Office research indicate that establishment of a regulated environment may well be inevitable. The major issue identified for the profession, the employing boards and for government is formulated as a strategic dilemma that questions whether adequate and compulsory provision can be provided without avoiding a central regulatory feature: selecting candidates for the role. This dilemma demands a strategic consideration of the issues of policy borrowing and the nature of mandated pre-employment preparation for future New Zealand principals
The Global and the Local: Policy and Policy Processes for Education, 7(10)
No full textThe “education revolution” must be understood as a critically important part of a more general information revolution—one front in a larger campaign. Policies addressing the implementation and use of new technologies within education find themselves firmly entangled within overall information and economic strategies. Increasingly, education policies find themselves straddling boundaries between educational and economic objectives, even subordinate to them. In this article we identify and clarify some of the most pressing issues arising from the implementation of computer-based technologies in schools. These questions include: technological, infrastructure, human resource and learning policy issues and questions of public policy in an increasingly technocentric and commercial education environment
Excellent teachers in Texas: the 3Rs and 3Cs, 7(6)
No full textThis study among teachers as leaders, in Texas, aims to examine teachers’ biographies through their practices and philosophies in three aspects of teacher leadership: first, through an historical account of people and events that persuaded and influenced their decision to become teachers; second, by engaging the teachers in the process of reflection so that they could identify the most important traits that teachers as leaders should possess; and third, by identifying means of professional development through which the teaching profession could be improved. The main finding in this study concerning the first aspect reveals the different factors led the participants to the teaching profession. Second, teachers identified that the three R’s and three C’s as the most important traits teachers should cultivate in order to help their students to reach and unveil their potential. Finally, the teaching profession, as a profession of leaders, can be strengthened significantly when teachers seek more professional development in the areas related to technology, teaching practices and mentoring
Canadian Education: Whose Values? Whose Rights? The Trinity Western University Case, 7(20)
No full textThis paper outlines the facts and salient issues surrounding the British Columbia College of Teachers\u27 refusal to certify a Christian-based teacher education program at Trinity Western University, a private university in that province. The key argument revolves around both provincial and constitutional law which protect the public values of non-discrimination and equity, in the gay community (in particular the youth), and the democratic right of the Christian community to freedom of religious beliefs, as espoused in their institution, and while seeking public accreditation of their teacher education program. The decisions of both the majority and the dissent at the Supreme Court of Canada are examined in detail, focusing upon the inherent value differences in their positions from both contractarian and communitarian perspectives. The Court\u27s approach to the balancing of legal rights, and hence values, when in conflict highlights the majority\u27s view that freedom in a democracy is the fountainhead from which flow individual rights and not visa-versa. Moreover, those rights ought properly to be viewed as of equal value not in a hierarchy. Lastly, the Court\u27s approach to values in conflict is proffered as a method which educational policy makers might well consider when dealing with pedagogical values in conflict
The Induction of First-Time Principals in New Zealand – A Programme Design, 7(2)
No full textThis paper describes the design of an induction programme for first time principals in New Zealand. It examines the processes used in establishing a group of interested parties and traces the programme design through the development and consultation processes. The paper highlights the principles upon which the programme was based and outlines the different elements in the programme which included residential courses, peer coaching, an e-community, in-school support and ongoing mentoring through links to principal groups. Issues related to the development and implementation of the induction programme are discussed and recommendations are given
Leadership for School Improvement: Principals’ and Teachers Perspectives, 7(3)
No full textIncreasingly, researchers are examining the role of leadership in implementing and sustaining school improvement. Even though scholarly and professional journals contain arguments that claim leadership is a critical factor in successful school improvement, there is a relative absence of research that documents the ways in which principals and teachers perceive leadership and understand its relationship to school improvement. The case study reported on here was part of a larger study that examined educators’ perspectives of leadership and school improvement. The general research question guiding this investigation was, How do principals and teachers in secondary schools involved in school improvement construct the concept and practice of leadership? To carry out this investigation, the authors adopted a constructivist leadership research orientation. The case study examined in this article was conducted within a secondary school that had been involved in a formal school improvement network over a 10-year period. Included here is an overview of the case study, and a discussion that draws on these key findings: (i) leading in school improvement is a responsibility shared by principals and teachers; (ii) varied sources of leadership, including teacher leadership, are required to improve schooling; (iii) involvement of external agencies in school improvement is problematic; and (iv) continuous professional development of educators is critical to sustaining school success. In concluding, we urge researchers, policy makers, and practitioners to consider ways in which emergent perspectives of school leadership might address issues related to the shortage of resources and expertise required to sustain school development and success
Review Essay: The Virtual Student: A Profile And Guide To Working With Online Learners By Rena M. Palloff & Keith Pratt, 7(8)
No full textWriting to Succeed in Elementary School Mathematics, 7(18)
No full textFrom 1989 to the present, mathematics curriculum documents have emphasized the importance of communication in mathematics learning and teaching. In order to understand concepts and processes, learners (and teachers) need to talk about, write about, and represent their understandings. Through communication ideas are clarified, and in turn communication becomes clearer. This article presents some of the writing and teaching strategies used in elementary mathematics classrooms in three schools over the last 13 years. Via these strategies, students developed a repertoire of powerful learning strategies. They articulated connections between new learning and what they already know, and made personal sense of their learning
Future School Leaders’ Perceptions of their Roles in Reading Instruction, 7(5)
No full textThis qualitative study examines participants in a masters’ degree level principal development program in terms of their preparation to be instructional leaders in the area of literacy. Data were collected by means of face-to-face interviews and focus group interviews. During the analysis of the data, we found it helpful to categorize the participants in terms of their own literacy background, what we term their “reading heritage.” The four categories that emerged were “avid reader,” “positive reader,” “utilitarian reader,” and “reluctant reader.” We then looked at the data in terms of the value added by the principal development program, asking whether the “avid” and “positive” readers experienced the program differently than the “utilitarian” and “reluctant” readers. We found that the “avid” and “positive” readers had markedly different experiences and heard very different messages than the “utilitarian” and “reluctant” readers taking the same courses. We conclude that although principal development programs may include courses in instructional supervision and leadership, if there is no consideration of the participants’ literacy background, these courses will not necessarily produce graduates prepared to practice instructional leadership with regard to literacy. We recommend, then, that a course, or at least a module, in the organization and management of reading instruction and/or reading programs be considered as a required component of a principal development program
