IEJLL: International Electronic Journal for Leadership in Learning
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Participation in Computer Mediated Curriculum, 6(22)
No full textThe overall purpose of this research project was to explore the nature of student participation in a Computer Mediated Curriculum (CMC) course. Data were gathered from online bulletin board class transcripts from weeks two, six, and ten of a semester long course offered in three different years. Data were gathered in1995, 1996, and 1997 involving a total of 51 female and 14 male students. The author compared female and male patterns of written communication using a linguistic framework that was developed under the assumption that people’s needs are reflected in their patterns of speech.. The author analyzed the longitudinal data using this framework and concluded that females were able to meet their needs more consistently over the thirteen-week courses than males, and that males were able to adjust their communication style to become more empathetic. The author discussed implications of the findings for school administrators whose schools either plan to, or currently, support CMC courses. These implications may enhance effectiveness of course offerings in that both female and male students’ needs may be met more consistently, resulting in more predictably higher achievement and learning levels
In Search of School Spirit: The Cloud of Unknowing in Public Education, 6(10)
No full text"Spirituality" and other soulful terms appear in education literature with increasing frequency in discussions about values, morality, character and leadership. Teachers and administrators tend to agree that they are engaged in modeling, if not explicitly teaching about values, morals and character. As this tacit component of teaching becomes more explicitly acknowledged and examined, teachers ask for a definition of spirituality and its place in the complex context of public education. This paper is a response to these questions, as raised at a teachers’ convention following the author’s presentation. The paper outlines the debate on spirituality in current education literature, discusses the relationship between spirituality and religion, and concludes with a discussion of spirituality in school practice
The Role of Leadership within an Action Research Study of Secondary Science Assessment Praxes, 5(8)
No full textArguably, leadership is an integral element of all human endeavours. Using leadership as a lens this paper addresses the role of leadership within an action research study of secondary science teachers’ assessment praxes. The traditional image of the leader is abandoned in favour of a facilitative, collaborative leader who supports participants in their journey towards new understandings of assessment theory and praxis. In sum, it is realized that the careful, informed leader of action research plays a significant and central role in the professional development of fellow educators
The Use of Focus Group Methodology in Education: Some Theoretical and Practical Considerations, 5(3)
No full textWhile often considered to be the domain of market research, focus groups are also a useful way for promoting an empowering, action-oriented form of research in education. Drawing upon recent reviews of focus group methodology and examples of how focus group interviews have been used by researchers and educators, this article provides practical recommendations for making focus groups an effective tool in education
The Principal\u27s Role in Transition: Instructional Leadership Ain\u27t What It Used To Be, 5(13)
No full textWith the changes in education, the principal\u27s role as experienced no longer matches the role advocated by instructional leadership theories. These changes shifted the orientation of the principal\u27s work toward managerial tasks away from curriculum and instruction. Through an analysis of in-depth interviews with 13 in-school and school board administrators, this paper examines how principals perceive and experience their role. The data reveal that: principals are agents of accountability, are involved with social service agencies, are concerned with the safety and security of students; and have extended their day through participation on parent advisory councils and with other community groups
Challenges at 12 and 16: Views on Some Aspects of Secondary Education in a Former Coal Mining Town in Northern England, 5(15)
No full textIn this paper, we discuss views of pupils, parents and teachers in a deprived area, Coalton, in the North of England. Funding to regenerate the area was used to improve educational attainment, and as part of the work to assess its success a large-scale longitudinal survey was conducted. In this paper, views of 12-year-olds on transfer to secondary school and views of 16-year-olds on leaving school, as well as views of their parents and teachers, are presented. In addition, we examine differences in attitudes to school between the 12-year-olds and 16-year-olds. We conclude that pupil attitudes appear to deteriorate throughout the years of secondary education and that projects aiming to tackle this problem should be supported. We briefly report on one such project in Coalton
An Investigation into the Relationship Between Effective Administrative Leadership Styles and the use of Technology, 5(5)
No full textAdvances in technology have inspired a growing debate regarding effective instructional strategies in our present educational system. As the roles and responsibilities of administrative leaders shift, this research was conducted to ascertain what leadership attributes affect the integration of technology to improve teaching and learning. A survey of Ohio public educators was conducted to identify faculty perceptions of building leadership and how these perceptions influence attitudes toward innovative technology implementation efforts, and ultimately student achievement. This study focuses on the relationship between administrative leadership styles and implementation of new technological programs or instructional strategies
Professional Development Through Reflection: A Study of Pre-Service Teachers\u27 Reflective Practice, 5(6)
No full textThe study is an investigation of pre-service teachers’ reflective practice in the context of their micro-teaching performance. Results showed that the content of participants’ reflections focused on eight areas of teaching practice: (1) teacher characteristics (82%), (2) delivery of instruction (78%), (3) classroom interaction (40%), (4) subject content knowledge (25%), (5) questioning techniques (23%), (6) instructional aids (15%), (7) students (9%), and (8) general education issues (4%). The conclusions of the study point to the need for improvement on reflection contents and reflective thinking. The recommendation includes a discussion of a support system in the teacher education program to deliberately engage pre-service teachers in meaningful reflection
Through the Looking Glass: Teacher Evaluation Through Self-Reflection, 5(18)
No full textUsing a nontraditional approach to supervision, teachers in Readington Township, New Jersey, reflect on teaching domains in which they need to grow. These domains contain standards for proficient teaching which include themes of high expectations, developmental appropriateness, differentiating instruction, equity, diversity, and appropriate use of technology.
The administrator serves as a coach and mentor collaborating with the teacher. This model treats teachers as professionals and has improved performance, motivation and morale. It has encouraged collegial sharing which has enriched teaching practices and school culture.
Using a differentiated process, the model offers different options for nontenured, tenured, and teachers in need of assistance.
This supervision process requires faculty members to use time beyond the school day for research and reflection. The model stresses growth and encourages teachers to take instructional risks and to raise the learning bar with no penalty for failure to achieve the mar
Leadership and Culture in Northern Schools: Emergent Themes and Questions, 5(16)
No full textThis paper reports on the completed first stage of an investigation of educational leadership, policy, and organization in northern Canadian schools. Specifically, we present findings from the case studies of two schools. Included is an overview of the study and a discussion of emergent themes and questions related to the: (a) role of the school principal; (b) purpose of schooling and curriculum; and (c) relations between school, family, and community. In concluding, we urge practitioners, policy makers, and researchers to consider how educational leadership might address issues of power, voice, and equity in ethnoculturally diverse northern schools. This ongoing study is funded by the Social Sciences and Humanities Research Council of Canada