1,720,953 research outputs found
Learning to innovate from the globe: Developing distributed leadership in professional learning communities (PLC) through transformative learning strategies for U.S. K-12 educational leaders
No full textIdentify adult transformative learning strategies K-12 school leaders around the globe employ to develop distributed leadership in PLC that are applicable to U.S. K-12 schools.Purpose
Identify adult transformative learning strategies K-12 school leaders around the globe employ to develop distributed leadership in PLC that are applicable to U.S. K-12 schools.
Conclusions: Manage Change in Interrelationships Contexts
•Stick-and-carrot reforms discourage educators from taking risks for fear of failure and retribution
•Increase in federal reforms signal loss of local control
•School leaders are policy advocates and boundary spanners
•Loosely-coupled systems’ tight-and-loose strategies are managed in pairs, including the coupling and decoupling between systems levels Interventions
•Transformative learning
•Develop distributed leadership in PLC
•Create a communication channel and social network in schools to diffuse innovation
•Facilitate educators balancing polarities of emerging world views to transform practices
•Isolation and connectedness are complementary
•Evidence-based practices are used to audition interventions, including global, national, and local evidence (glocalize) Mechanisms
•Facilitate how intervention programs are …
•Individualized (intrapersonal learning and self-reflection) and
•Operationalized (interpersonal learning and co-reflection)
•Link individual learning to collective organizational learning
•Reinvent innovation
•Convert knowledge from explicit-to-tacit and back again - facilitates innovation diffusion Outcomes
•Employee competencies
•Leadership development
•Professional development
•Management structures
•Systems thinking
•Evolving strategic models
Learning to innovate from the globe: Developing distributed leadership in professional learning communities (PLC) through transformative learning strategies for U.S. K-12 educational leaders
Wanda Scanlon Wagner, Summer 2014
Dissertation Committee: G. David Andersen (primary), Ed.D., Eric B. Dent, Ph.D., Kathleen F. Edwards, Ph.D., & James P. Gelatt, Ph.D. (secondary)
Theories & Lenses
Methods
Evidence-based systematic review with CIMO design science propositions and realist synthesis
Research Question
Responding to policy mandates, what are the transformative learning strategies K-12 school leaders around the globe employ to develop distributed leadership in PLC that are applicable to U.S. schools?
Figure 1. Proposed CIMO logic for the transformative learning intervention, adapted from Denyer, Tranfield, and van Aken (2008).
Figure 2. Preferred reporting items for systematic reviews and meta-analysis flowchart strategy adapted from PRISMA (2013).
Figure 4. Conceptual framework adapted from double-loop learning (Argyris, 2002; Senge et al., 2009), transformation theory (Dirkx & Mezirow, 2006), and emerging world view (Dent, 1999).
Figure 3. Leading and learning CIMO radar dimensions, adapted from CIMO propositions (Denyer, Tranfield, & van Aken, 2008) and The Innovation Radar (Sawhney, Wolcott, & Arroniz, 2006). Leading and learning CIMO Radar comparing the two Participatory Action Research transformative learning intervention case studies by Buono (2012) and Burgess (2006).
Conceptual Framework
•The interdependent, complementary, and competing forces and interrelationships in schools leading and learning
•Constant movement between transactional and distributed leadership in PLC (action side) and transformative learning (reflection side)
Empirical Grounding
•Examined two similar case studies from the systematic review of literature
•Same systems level (elementary schools)
•Same transformative learning intervention
•Same country (U.S.)
•Different findings: Innovation did not diffuse beyond the PLC in one study
•Gaps in the leadership dimensions
•Lack of involvement of formal leadership
•Leadership inexperience of PLC members
1
2
3
4
5
6
7
CONTEXTS
Reform innovation trigger
Transactional leadership
Distributed leadership
INTERVENTIONS
Transformative learning
Double-loop learning
Systems-based PLC
MECHANISMS
Interpersonal
Intrapersonal
Metacognition
OUTCOMES
Educator competencies
Management structures
Systems thinking
Leading & Learning CIMO Radar Dimensions
1=Strongly disagree, 2=Disagree, 3=Somewhat disagree, 4=Neither agree or disagree, 5=Somewhat agree, 6=Agree, 7=Strongly agree
Buono, 2012
Burgess, 2006
Manage Change in Interrelationships
•Visual of the findings through 12 dimensions of leading and learning found to develop distributed leadership in PLC and 14 interventions
•Illustrates the multiple interdependent, complementary, and competing forces
•Interrelationships are important
•Manage change in interrelationships is the real story
•Transformative learning embedded in PLC evidence-based practices used to reinvent and glocalize innovations for local context
Leadership Contexts
Learning Interventions
Learning Mechanisms
Proposed Outcomes
Government mandates trigger a sense of urgency (disorienting dilemma) (P1A)
Top-down transactional and distributed leadership in PLC are interdependent practices (P1B) in the loosely-coupled systems of K-12 schools
Stakeholders in isolated silos create dis-connectedness and distrust
Transformative learning and professional learning communities are interdependent and complementary (P2)
Intrapersonal learning
Interpersonal learning
Metacognition
(P3)
Educator competency outcomes: Trust, Empathy, Connectedness, Self-directedness, Emerging world view (P4A)
Management structures for long range organizational outcomes: Knowledge creation, Evidence-based decision making, Change capacity, Leadership development, Innovation diffusion (P4B)
Screening
Included
Eligibility
Identification
Records after 227 duplicates removed (n=328)
Studies included for coding themes and realist thematic synthesis (n=26)
Records screened on title, abstract, subject categories (n=115)
Records excluded (wrong context, not transformative learning, not education sector)
(n=-213)
Search for existing systematic reviews on topic
Iterative process: Findings assessed for eligibility using WoE and TAPUPAS appraisal criteria (n=58)
Full-text articles excluded (redundant findings, missing context, missing mechanism)
(n=-57)
Scoping
Research question concepts nouns and synonyms
Keywords
(titles, abstracts, subject categories)
26 out of 49 Databases Searched with Results
(n=444)
EPPI & IES-WWC SR Sites (n=0)
Hand Searched Journals & Textbooks (n=26)
Chain Sampling (n=85)
Websites for EDU & GOV (n=0)
AoM & AERA peer reviewed conference studies (n=0)
Problem Statement
K-12 schools struggle to change from an industrial model to a model that will prepare students for the 21st Century. New reforms require changes in beliefs and deep learning. Transactional leadership is not successful in this goal. The principal cannot do it all. USDE has focused on distributed leadership through PLC to bring educators together in leading and learning to innovate. Pressing issues include global competitiveness, federal reform innovations, and educator isolation.
Loosely-Coupled Systems Theory (Weick, 1976)
Transactional Leadership Theory (Fullan, 2005)
Distributed Leadership Theory (Gronn, 2002; Spillane, 2006)
Communities of Practice through Situated Learning Theory (Wenger, 2006)
Transformative Learning (Dirkx & Mezirow, 2006; Taylor, 1998)
Social Cognitive Theory (Bandura, 1997; Wood & Bandura, 1989)
Double-loop Learning Theory (Argyris, 2002; Senge et al., 2009)
Leading Theories
&
Learning Theoretical Lenses
Findings & Themes – CIMO Rada
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe 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
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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
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Appropriate Similarity Measures for Author Cocitation Analysis
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Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
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koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
Author Under Sail The Imagination of Jack London, 1893-1902
No full textIn Author Under Sail, Jay Williams offers the first complete literary biography of Jack London as a professional writer engaged in the labor of writing. It examines the authorial imagination in London's work, the use of imagination in both his fiction and nonfiction, and the ways he defined imagination in the creative process in his business dealings with his publishers, editors, and agents. In this first volume of a two-volume biography, Williams traverses the years 1893 to 1902, from London's "Story of a Typhoon" to The People of the Abyss. The Jack London who emerges in the pages of Author Under Sail is a writer whose partnership with publishers, most notably his productive alliance with George Brett of Macmillan, was one of the most formative in American literary history. London pioneered many author models during the heyday of realism and naturalism, blurring the boundaries of these popular genres by focusing on absorption and theatricality and the representation of the seen and unseen. London created an impassioned, sincere, and extremely personal realism unlike that of other American writers of the time. Author Under Sail is a literary tour de force that reveals the full range of London as writer, creative citizen, and entrepreneur at the same time it sheds light on the maverick side of machine-age literature.Intro -- Title Page -- Copyright Page -- Dedication -- Contents -- Acknowledgments -- Introduction -- 1. Spirit Truth -- 2. From Absorption to Theatricality and Back Again -- 3. "I Will Build a New Present" -- 4. Sons as Authors -- 5. Fathers as Publishers -- 6. The Daughter as Author -- 7. Lovers as Authors -- 8. At Sea with the Family -- 9. Yellow News, Yellow Stories -- 10. The Return Home -- Notes -- Bibliography -- Index -- About Jay WilliamsIn Author Under Sail, Jay Williams offers the first complete literary biography of Jack London as a professional writer engaged in the labor of writing. It examines the authorial imagination in London's work, the use of imagination in both his fiction and nonfiction, and the ways he defined imagination in the creative process in his business dealings with his publishers, editors, and agents. In this first volume of a two-volume biography, Williams traverses the years 1893 to 1902, from London's "Story of a Typhoon" to The People of the Abyss. The Jack London who emerges in the pages of Author Under Sail is a writer whose partnership with publishers, most notably his productive alliance with George Brett of Macmillan, was one of the most formative in American literary history. London pioneered many author models during the heyday of realism and naturalism, blurring the boundaries of these popular genres by focusing on absorption and theatricality and the representation of the seen and unseen. London created an impassioned, sincere, and extremely personal realism unlike that of other American writers of the time. Author Under Sail is a literary tour de force that reveals the full range of London as writer, creative citizen, and entrepreneur at the same time it sheds light on the maverick side of machine-age literature.Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, YYYY. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries
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