1,721,019 research outputs found
The challenges and resolutions of moving middle curriculum managers on to principalship
Full text linkFrearson (2003), Clancy (2005) and Colinson and Colinson (2006) all argue that there is a chronic shortage of suitably experienced candidates pursuing principalship, a situation which is being made worse by an ageing workforce amongst currently serving principals. Hargreaves and Fink (2005) suggest that this is a result of the principals’ role becoming increasingly complex and demanding which has deterred potential candidates from pursuing principalship. At the same time Hargreaves and Fink (2005) and Davies (2009) argue that sustainable leadership offers a viable mechanism for developing individuals and organisational capacity resulting in a greater pool of suitably experienced and skilled candidates. This research reviews current literature on sustainable leadership and argues for an alternative framework for further education colleges. It also considers the current challenges faced by principals and middle curriculum managers and the resolutions which need to be put into place in order to develop individuals capable of becoming the next generation of principals.The research was achieved through a three phase design: phase one was a questionnaire to principals of all general further education colleges in the south east of England, including London; phase two was a series of interviews with principals and phase three were focus groups with middle curriculum managers.The research demonstrates that the role of the modern principal encompassed three main elements: public; internal private and internal public, all of which need to be balanced by incumbents in order to fulfil their duties effectively to both stakeholders and spectators. The research also suggests that the development of future principals should take place prior to commencing the post and rather than focusing on knowledge as per existing approaches, there is overwhelming support from participants for an evidence based approach
What kind of space does Sheffield International College provide for its students and principal stakeholders?
Full text linkThis thesis is concerned with one example of the recent phenomenon of International Pathway Colleges, Sheffield International College. It is a case study designed to answer initial questions and identify areas for future research, which uses the lens of The Third Space (Bhabha, 1994) to investigate the educational, organizational and cultural aspects of the College. Chapter one presents a series of research questions to support the investigation. Chapter two’s literature review uses a framework suggested by Ridley (2008) to establish background, context, theories and concepts, terminology and previous research and its limitations. An ever-evolving HE sector and a for-profit educational and media sector are described. The circumstances which have brought them together in creating more than forty partnerships since 2005 are examined. Globalisation is identified as the driving force and key characteristics are identified. Two different narrative themes are described, one pessimistic and the other optimistic.The Third Space is then explored as a lens through which to consider the College: its educational, organizational and cultural facets are considered.Methodological and ethical issues are then reviewed. The research and its findings are discussed. It is suggested that the evidence depicts a sometimes random and contradictory picture as a consequence of a move from an international to an internationalizing strategy at the University – a move which has not been reflected in the mission or vision for the College.The thesis concludes with recommendations at the local and sector level. At the local level, it is recommended that Third Space analysis is used to determine where the College sits within the University’s internationalization strategy. At the sector level it is recommended that commercial rivals act collaboratively in the interests of the occupants of the sector – students and staff. Finally the prospects of this happening, and those for the College, are considered
The challenges and resolutions of moving middle curriculum managers on to principalship
Full text linkFrearson (2003), Clancy (2005) and Colinson and Colinson (2006) all argue that there is a chronic shortage of suitably experienced candidates pursuing principalship, a situation which is being made worse by an ageing workforce amongst currently serving principals. Hargreaves and Fink (2005) suggest that this is a result of the principals’ role becoming increasingly complex and demanding which has deterred potential candidates from pursuing principalship. At the same time Hargreaves and Fink (2005) and Davies (2009) argue that sustainable leadership offers a viable mechanism for developing individuals and organisational capacity resulting in a greater pool of suitably experienced and skilled candidates. This research reviews current literature on sustainable leadership and argues for an alternative framework for further education colleges. It also considers the current challenges faced by principals and middle curriculum managers and the resolutions which need to be put into place in order to develop individuals capable of becoming the next generation of principals.The research was achieved through a three phase design: phase one was a questionnaire to principals of all general further education colleges in the south east of England, including London; phase two was a series of interviews with principals and phase three were focus groups with middle curriculum managers.The research demonstrates that the role of the modern principal encompassed three main elements: public; internal private and internal public, all of which need to be balanced by incumbents in order to fulfil their duties effectively to both stakeholders and spectators. The research also suggests that the development of future principals should take place prior to commencing the post and rather than focusing on knowledge as per existing approaches, there is overwhelming support from participants for an evidence based approach
An investigation into the factors involved in successful and unsuccessful university mergers in Taiwan
Full text linkProspects and politics of professional power in England: an exploration of the state of teaching as a profession following the birth of the General Teaching Council for England
Full text linkThis thesis examines the status of teaching as a profession following the establishment of the General Teaching Council for England in 2000. After developing a theoretical framework for analysing the concept of profession, and addressing some of the confusion which often arises from the different discourses of professionalism, the work focuses on the key issues of knowledge and power. An extended literature review includes analyses of the Training and Development Agency for Schools, the National College for Leadership of Schools and Children's Services and the General Teaching Council for England. The empirical component of the study presents data from a series of interviews with a number of people in senior positions in key education organisations which were conducted over a period stretching from June 2004 to January 2006.The thesis' main argument is that, because of political imperatives expressed through the policy interventions of successive governments, the logic of professionalism is being marginalised for teachers in England. Instead of serving the ideals of their profession, teachers in England find themselves working in an increasingly commercialized public sector and squeezed between the bureaucratic aspects of managerialist and market policies
Swimming against the tide : the implementation of philosophy for children in the primary classroom
Full text linkPhilosophy for Children is a cognitive enhancement programme that utilises Socratic questioning and a dialogic pedagogy to develop the reasoning, creativity, social skills and ethical understanding of children. An abundance of research has established P4C’s efficacy in achieving these aims (Trickey & Topping, 2004). However, Leat (1999) asserts that despite evidence of the effectiveness of thinking skills programmes, embedding innovative programmes like P4C into school practice is analogous to “rolling a stone uphill” (p389) and anecdotal evidence of the researcher’s own experience as a SAPERE level 1 trainer substantiates this claim.Exploration of the implementation of P4C in the classroom is a neglected area in the large body of research literature pertaining to P4C; research efforts until recently have tended to focus on the cognitive, affective, methodological and theoretical aspects of this approach. This research set out to test the veracity of Leat’s (1999) claim that teacher efficacy is “…a measure of the chances of implementing change” (p399) and employed qualitative interviewing to examine the factors which primary teachers perceived to determine the implementation of P4C in the classroom.The research findings identified three distinct groups of P4C implementers: regular, intermittent and ceased. Analysis of the factors that teachers perceived to determine the implementation of P4C in the classroom revealed differing levels of teacher efficacy amongst these three groups and substantiated Leat’s (1999) claim. Furthermore, analysis facilitated the formulation of fuzzy predictions about the likely consequences of decision making on the P4C implementation process. The research findings also highlighted tensions, which were not exclusive to any particular group, between the values and practice of P4C and the values and requirements of the prevailing educational policy context. Further analysis gave credence to the view of many experienced SAPERE P4C trainers that P4C in the current climate represents counter-cultural practice
Swimming against the tide : the implementation of philosophy for children in the primary classroom
Full text linkPhilosophy for Children is a cognitive enhancement programme that utilises Socratic questioning and a dialogic pedagogy to develop the reasoning, creativity, social skills and ethical understanding of children. An abundance of research has established P4C’s efficacy in achieving these aims (Trickey & Topping, 2004). However, Leat (1999) asserts that despite evidence of the effectiveness of thinking skills programmes, embedding innovative programmes like P4C into school practice is analogous to “rolling a stone uphill” (p389) and anecdotal evidence of the researcher’s own experience as a SAPERE level 1 trainer substantiates this claim.Exploration of the implementation of P4C in the classroom is a neglected area in the large body of research literature pertaining to P4C; research efforts until recently have tended to focus on the cognitive, affective, methodological and theoretical aspects of this approach. This research set out to test the veracity of Leat’s (1999) claim that teacher efficacy is “…a measure of the chances of implementing change” (p399) and employed qualitative interviewing to examine the factors which primary teachers perceived to determine the implementation of P4C in the classroom.The research findings identified three distinct groups of P4C implementers: regular, intermittent and ceased. Analysis of the factors that teachers perceived to determine the implementation of P4C in the classroom revealed differing levels of teacher efficacy amongst these three groups and substantiated Leat’s (1999) claim. Furthermore, analysis facilitated the formulation of fuzzy predictions about the likely consequences of decision making on the P4C implementation process. The research findings also highlighted tensions, which were not exclusive to any particular group, between the values and practice of P4C and the values and requirements of the prevailing educational policy context. Further analysis gave credence to the view of many experienced SAPERE P4C trainers that P4C in the current climate represents counter-cultural practice
Stakeholders’ views of Key areas for Citizenship Education in Libya post-Gaddafi
Full text linkThis thesis investigates the views of stakeholders on citizenship education in Libya post- Gaddafi. It is the first study on this topic in the Libyan context.Under Gaddafi, citizenship education was substituted with what was variously called El- Waei El-Seiasy or El-Mogtema Al-Jamaheiry and El-Faker Al-Jamaheiry, consisting of Gaddafi's thoughts. Such education aimed to reinforce tribalism across the country by strengthening the social and political role of regional tribal leaders, creating citizens who served, maintained, and bolstered Gaddafi's regime. This enhanced tribal belonging and loyalty among young people, rather than belonging and loyalty to their homeland.This study examines, in free Libya, the selected stakeholder perceptions of citizenship education; specifically the domination of tribalism in society, the lack of national values among individuals, women’s rights and their stereotyped role in society, and the cultural and linguistic rights of the Amazigh minority.A mixed methods methodology was used. Firstly, a quantitative survey was employed collecting data from headteachers and deputies of basic and secondary schools in two cities, Derna and El-Qubba (n=420). Qualitative interviews were then conducted with the national Minister of Libyan Education and the two officials of the Department of Educational Affairs in the two cities, Derna and El-Qubba.The findings revealed that citizenship is a polysemous concept. Tribalism exists in Libyan society post-Gaddafi, with positive responses toward belonging and loyalty to a tribe and region. Citizenship education should reflect a nested conception fostering a greater emphasis towards a national dimension. Findings indicate women’s continuing marginalization, and discrimination against the linguistic and cultural rights of the Amazigh minority. The findings showed that citizenship education in Libya post- Gaddafi is influenced by social, political, religious and tribal issues. Issues needing more consideration from the new Libyan government and recommendations for further research are indicated
English language education at Guangxi University, China：challenges, responses and recommendations
Full text linkThis study is concerned with the growing expectation of the quality of English language education in China’s universities under the pressure of globalization as well as a developing Chinese society. Since the 1980s, four national curricula for English language education at universities have been introduced by the Chinese Ministry of Education, causing an unprecedented “English craze” in China’s higher education and other areas of its society. However, despite the heavy investment in terms of capital and facilities, the quality of English language education has become a pressing problem in higher education as well as in Chinese society.The aim of the research is to explore what the challenges and resolutions are in improving English language education at Guangxi University, China. The research project draws insight from a mixed methods approach underpinned by interpretivism and the research design is a case study. The data were collected through interviews with the university administrative staff, teaching staff and students, questionnaires with teachers and students, and documentary reading.The study found that administrative staff, teaching staff, and students at Guangxi University are currently confronted by wide variety of challenges as a result of the pressures coming from three hierarchical levels, namely, the global, national and institutional levels. The findings suggest that among the various challenges the most prominent ones involve teachers’ lack of career development training, lack of information on ongoing reform, different priorities by stakeholders in College English evaluation and students’ desires being mostly overlooked. Based on the research data, the study indicates remedial strategies in four domains: administration, course design, teacher career development and learning support.With regard to its contribution to the literature, by providing an illuminative case study within a global context, the research describes various responsive strategies taken at national and institutional levels, contributing to the developing body of theory on globalization in China’s higher education. The study offers diverse and different views III and experiences about English language education at the university level, which also contributes to the research tradition of language teaching in higher education. In this sense, the study has implications for theory, practice and future research in language teaching under a global context in higher education.Key words: English language education; interpretivism; a mixed methods approach; challenges; response
The implementation of cooperative learning: a case study of cooperative learning in a networked learning community
Full text linkThis thesis presents a case study of the implementation of cooperative learning in a networked learning community of two secondary schools and eight primary schools in the north of England. How this came about in a context of national educational prescription, in which cooperative learning has played little part, has driven this research. Before examining this further, however, it is important to clarify what is meant by cooperative learning. Based on this, the rationale for the research will be presented, together with the research questions. The chapter will conclude with an overview of the structure of the thesis
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