1,721,496 research outputs found
'Positive Disruption': The Courage to Lead in Times of Reform in England
Full text linkThis chapter proposes a fresh analytical perspective to investigate how a school principal has initiated and sustained the ‘positive disruption’ of governance, structure and culture in one organisation over time. Our findings draw upon a series of in-depth interviews with various teachers, school leaders and students in an inner-city case study primary school serving one of the most socioeconomically deprived communities in the country. Turning policy innovations into opportunities for improvement, this principal translated and transformed external accountability demands into an internally assumed and then collegially shared value. This is achieved through developing successful leaders at different levels in the school system. One significant finding is that success in the school is an evolving, dynamic and resilient process of change and improvement. In this sense, relational capital, as necessary social foundations for change, leadership capital, and the courage to enact values and disturb norms are essential ingredients. Findings of the case study point to the importance of successful principals’ passion, systems-oriented vision, and risk-taking capability in enabling them to act as ‘positive disruptive’ leaders who prioritise the personal over the functional and lead with the courage to reveal vulnerability and create improvement focussed community
Global Perspectives on Successful School Principals: Research by the International Successful School Principalship Project
No full textThis book presents successful principals’ values, practices and qualities observed in nine countries and across different cultural contexts. The work reports evidence about successful school leadership along with indications of how they navigate the complex layers of influences on schools, teachers and students in building and sustaining success. This is mostly qualitative case study evidence resulting from the 20-year ongoing International Successful School Principalship Project (ISSPP), the largest and longest-running mixed-method qualitative research project in the world about successful principalship. The book includes individual reviews of the case studies conducted in individual countries (e.g., UK, US, Australia, Spain) as well as an overarching meta-synthesis of the research evidence across all countries
Capital Formation in the Futures Focused School : Indicators of a Breakthrough in School Improvement
No full textThe central theme of this chapter is that much of the work in school improvement has used a traditional approach with a short-to medium-term time frame and a constrained view of the resources required. The purpose of this chapter is to report the findings of two large-scale projects which hold the promise of a breakthrough in research, policy and practice in school improvement. There are two strands in this breakthrough. The first derives from the fact that much of the traditional work on school improvement has occurred within an existing more-or-less traditional approach to schooling and with a relatively short time frame to planning which rarely extends beyond three to five years. The breakthrough is to understand that school improvement should also involve longterm planning and this may lead schools and school systems into new territory, even a new paradigm of schooling. The second reflects assumptions in policy and practice that efforts to achieve improvement are largely restricted to the school itself and with resources that are delivered to it from a systemic authority. It is a ‘closed box’ view of school improvement. The breakthrough is a much broader view of resources, or forms of capital, and that strengthening and aligning four forms of capital - intellectual, social, spiritual and financial - should lie at the heart of the school improvement endeavour in the years ahead. Evidence was gathered in two major research and development projects conducted by Melbourne- based Educational Transformations. A summary of the methodology and findings is presented in the pages that follow. The case that the knowledge that has been acquired constitutes a ‘breakthrough’ is presented in the final section where attention is also given to implications for leadership. It is proposed that strategies based on a combination of the findings will add significant value to efforts to achieve improvement at the school site and across a system. There are implications for current efforts to personalise learning
Teacher Professionalism During the Pandemic: Courage, Care and Resilience
No full textThis insightful book uniquely charts the events, experiences and challenges faced by teachers during and beyond the COVID-19 pandemic including periods of national lockdowns and school closures.Research-based and evidence informed, this key title explores the multiple media outputs created by teachers in a variety of different socio-economic contexts. The authors reflect on their stories through a series of themed analyses, as well as describing and discussing key issues related to the enactment of teacher professionalism in challenging times.With fascinating vignettes and interview extracts that reinforce the idea that teachers can manage rather than survive, this book unveils a strong sense of moral purpose, professional identity, commitment, care and resilience. It will be of interest to teachers, head teachers and teacher educators internationally
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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