218 research outputs found
sj-docx-1-ema-10.1177_17411432211064428 - Supplemental material for Supporting teacher professional learning in Oman: The effects of principal leadership, teacher trust, and teacher agency
No full textSupplemental material, sj-docx-1-ema-10.1177_17411432211064428 for Supporting teacher professional learning in Oman: The effects of principal leadership, teacher trust, and teacher agency by Yasser F. Hendawy Al-Mahdy, Philip Hallinger, Mahmoud Emam, Waheed Hammad, Khalaf Marhoun Alabri and Khalsa Al-Harthi in Educational Management Administration & Leadership</p
Launch of the Principals' Executive Centre (PEC) (6 Oct 1995)
No full textPhilip Hallinger presenting a copy of his book, "Problem based learning for administrators", to a representative of PEC
Leadership for learning: lessons from 40 years of empirical research
No full textPurposeThis paper aims to present a research‐based model of leadership for learning. It argues that the field has made substantial progress over the past 40 years in identifying ways in which leadership contributes to learning and school improvement. Four specific dimensions of leading for learning are presented: values and beliefs, leadership focus, contexts for leadership, and sharing leadership.Design/methodology/approachThe paper employs a review methodology but focuses especially on evidence from several recent empirical studies. While the author argues that progress has been made, limitations – especially with respect to linking leadership practice to different contexts – are noted.FindingsThe paper finds that significant progress has been made in identifying the means by which leadership impacts on learning.Research limitations/implicationsThe key limitation in this research lies in the difficulty in linking leadership to its context. While progress is also beginning to be made in this area, it remains a limiting factor in interpreting the findings from this body of research.Practical implicationsThe above limitation means that individual school leaders must still apply the findings both with caution and with an understanding of their own particular school context.Originality/valueThe paper extends prior reviews by its inclusion of findings from a series of important studies that have emerged since 2008.</jats:sec
บรรยายพิเศษเรื่อง Educational Leadership and Change
No full textบัณฑิตวิทยาลัยศึกษาศาสตร์ มหาวิทยาลัยอัสสัมชัญ จัดบรรยายพิเศษเรื่อง Educational Leadership and Change เมื่อวันที่ 27 กุมภาพันธ์ 2555 ณ ห้องเกียรติคุณ อาคารเฉลิมรัชมงคล วิทยาเขตหัวหมาก มหาวิทยาลัยอัสสัมชัญ การบรรยายนี้ได้รับเกียรติจาก Prof. Dr. Philip Hallinger เป็นวิทยากร โดยมี ภราดาบัญชา แสงหิรัญ อธิการบดี กล่าวเปิดการสัมมนา พร้อมด้วย อาจารย์ และนักศึกษา บัณฑิตวิทยาลัยศึกษาศาสตร์ร่วมการสัมมน
A Bibliometric Review of Research on Higher Education for Sustainable Development, 1998–2018
No full textOver the last twenty years, higher education for sustainable development (HESD) has attracted increasing interest from scholars, students, and academic institutions globally. This bibliometric review of research analyzed 1459 Scopus-indexed documents related to higher education for sustainable development. The goals of the review were to document the volume, growth trajectory, and geographic distribution of the HESD literature, identify key authors, journals, and publications, analyze the intellectual structure of this knowledge base, and highlight emerging research issues. The review documented a rapidly growing knowledge base of recent vintage, mostly authored by scholars located in developed societies. Four core journals were identified, based on the volume of HESD publications and citation impact. Author co-citation analysis revealed three research clusters that underlie this knowledge base: Managing for Sustainability in Higher Education, HESD Competencies, and Implementation of HESD. This review provides a benchmark for future reviews of research on HESD, reveals the emerging intellectual structure of this inter-disciplinary field, and offers reference points for scholars entering this discipline
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