International Journal for Leadership in Learning最新文献_第2页

Becoming leaders of change through service: An investigation of socially empowered learning in post-secondary education. 通过服务成为变革的领导者:对中学后教育中社会授权学习的调查。

International Journal for Leadership in Learning Pub Date : 2022-12-09 DOI: 10.29173/ijll26

B. Martin, Marshall A. Harris

引用次数: 0

College instructor education: A model for effective student learning. 大学教师教育:学生有效学习的典范。

International Journal for Leadership in Learning Pub Date : 2022-12-09 DOI: 10.29173/ijll20

Sharmaine Itwaru, Donald E. Scott

{"title":"College instructor education: A model for effective student learning.","authors":"Sharmaine Itwaru, Donald E. Scott","doi":"10.29173/ijll20","DOIUrl":"https://doi.org/10.29173/ijll20","url":null,"abstract":"The interconnection between teaching and learning in higher education has been the subject of academic investigation for some time. However, within the community college context, the effectiveness of pedagogically trained instructors on student learning has remained an under-examined area of scholarly research. This study advances a greater understanding regarding the importance of quality teaching within the community college system in Ontario and explores how institutional policy and practices support or impede the promotion of quality teaching. \u0000A mixed methods sequential explanatory design was employed at a Toronto college to gauge the perspectives of participants in three sub-groups of the College strata: administrators, instructors, and students. A pragmatic approach was utilised from which multiple methods of data collection (i.e., semi-structured interviews, focus groups, and online questionnaires) were selected to exhaustively address the primary research question. \u0000Key findings revealed that formal academic development in pedagogical education was perceived by the majority of participants as foundational to effective teaching practice and that more comprehensive academic development was needed to improve both current practice and student academic achievement. Most instructors and students concurred that learner-centred approaches, both in class and in field placements, led to a deeper level of learning. From a leadership standpoint, participants also believed that college policies and practices were misaligned with promoting quality instruction and that greater progress towards alignment was necessary; thus, there were serious leadership implications. This study adds to the current instructor education discourse by providing impetus for institutional change towards the professionalisation of college instructors and also recognises the inextricable tie between instructor education and student learning.","PeriodicalId":120758,"journal":{"name":"International Journal for Leadership in Learning","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127677617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

School leadership standards and graduate education: Instructional negotiations of theory, practice, and policy regulation. 学校领导标准与研究生教育:理论、实践与政策规制的教学谈判。

International Journal for Leadership in Learning Pub Date : 2022-12-09 DOI: 10.29173/ijll22

Ronna Mosher, Lori Pamplin, Nadia Delanoy, Barb Brown

{"title":"School leadership standards and graduate education: Instructional negotiations of theory, practice, and policy regulation.","authors":"Ronna Mosher, Lori Pamplin, Nadia Delanoy, Barb Brown","doi":"10.29173/ijll22","DOIUrl":"https://doi.org/10.29173/ijll22","url":null,"abstract":"The presence of school leadership standards in graduate education has come to influence the scope and content of leadership programs, highlighting tensions between political, practical, and scholarly views of leaders and leadership. This paper reports on a study of instructional practices within a graduate program in educational leadership connected to the Alberta Leadership Quality Standard to explore how instructors, as policy actors, encounter leadership standards not just as policies of compliance but of possibility. We interpret interview data from three faculty members through the lens of policy enactment to understand how their instruction negotiated relationships of theory and practice and how they negotiated the policy-based regulatory discourses associated with school leadership standards. Working between images of policy standards as text and discourse, findings show instructors engaged in dialogic commitments that help students develop practical and scholarly competencies while displacing the authority of standards, recontextualizing the standardization of leadership, and displacing the standards’ normative gaze. \u0000 ","PeriodicalId":120758,"journal":{"name":"International Journal for Leadership in Learning","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128266144","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Swimming with teddy bears and sharks: Changes to a tenure, promotion, and merit award system within resistant institutional structures and interests. 与泰迪熊和鲨鱼一起游泳:在抗拒的制度结构和利益中改变任期、晋升和绩效奖励制度。

International Journal for Leadership in Learning Pub Date : 2022-12-09 DOI: 10.29173/ijll21

Dan Laitsch, M. Pidgeon, N. Sinclair, Lynn M Fels

{"title":"Swimming with teddy bears and sharks: Changes to a tenure, promotion, and merit award system within resistant institutional structures and interests.","authors":"Dan Laitsch, M. Pidgeon, N. Sinclair, Lynn M Fels","doi":"10.29173/ijll21","DOIUrl":"https://doi.org/10.29173/ijll21","url":null,"abstract":"In 2017 the Faculty of Education (FoE) at Simon Fraser University engaged in a research-based review of its Faculty Tenure and Promotion (FTP) guidelines in an effort to better understand the scope of scholarship, teaching, and service within the faculty; to provide recommendations for how the quality of scholarship, teaching, and service might best be evaluated; and to better define the evidence that faculty members might provide the Faculty Tenure and Promotion Committee (FTPC) for assessing each of these components of academic work. This paper offers an account of the changes made—which were specific to our faculty but involved elements common in other faculties and at other universities—and the various personal and institutional constraints at play throughout the process. We highlight three different scales at which we worked that relate to issues of equity and inclusion, personal autonomy and self-motivation, and the fantasy of the objectivity of numbers. Since we have come to see the institution as the resistant milieu and therefore our work as challenging institutional structures and norms, we frame our process in terms of multiple acts of refusal. We show how these acts relate to an integrated model of policy analysis and explore our continuing efforts to implement these changes to advance principles of equity, inclusion, and diversity in our faculty and in our work. While the story is told by the four authors of this paper, we are representing the important work done by a broader team of seven who engaged in this work.[1] \u0000 \u0000[1] While the four authors of this paper took responsibility for telling this story as we feel we lived it, the credit for the work accomplished over the course of this journey goes to all members of the committee, who have also had a chance to review and contribute to this article (listed alphabetically): Pooja Dharamshi, Lynn Fels, Huamei Han, Dan Laitsch, Michael Ling, Michelle Pidgeon, and Nathalie Sinclair.","PeriodicalId":120758,"journal":{"name":"International Journal for Leadership in Learning","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126612589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Completing a doctoral dissertation during a global pandemic: Lessons learned. 在全球大流行期间完成博士论文:经验教训。

International Journal for Leadership in Learning Pub Date : 2022-12-09 DOI: 10.29173/ijll19

Larry Couture

{"title":"Completing a doctoral dissertation during a global pandemic: Lessons learned.","authors":"Larry Couture","doi":"10.29173/ijll19","DOIUrl":"https://doi.org/10.29173/ijll19","url":null,"abstract":"In March 2020, when the World Health Organization declared a global health emergency, I was a doctoral student at the University of Calgary. I was about three-quarters of the way through the program and was in the early stages of data gathering for my dissertation. The interruption to my studies was sudden and abrupt. \u0000Fortunately, I was able to continue interviewing research participants after a six week pause, but in a manner dramatically different than planned. I was also able to lean heavily on technology to adapt to the new conditions. The topic of my dissertation was collecting faculty perceptions of the need and urgency for change in the publicly funded postsecondary education system. Ironically, my participants identified technology as a major force of change in their paradigm as well. \u0000While completing the writing of my dissertation, the results of my data analysis and new literature being published magnified the strength of my findings. In hindsight, I realize that the timing of my work bridged the pre and post-pandemic environments. It also happening in real time, at a pace that might be unprecedented. \u0000While the pandemic cannot be declared over, it has already become clear that the nature of academic research has been irrevocably altered and that the publicly funded post-secondary education system has been similarly impacted. The results of my research provide a clear view of some of those changing conditions and allows us to project some perceptions of the future of the system.","PeriodicalId":120758,"journal":{"name":"International Journal for Leadership in Learning","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130812620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Lifelong learning-centred community-based leadership development in higher education. 以终身学习为中心的高等教育社区领导力发展。

International Journal for Leadership in Learning Pub Date : 2022-12-09 DOI: 10.29173/ijll25

Kevin Watson

引用次数: 0

Leading institutional policy implementation: Negotiating the complexities of policy implementation in higher education in the UAE. 领导机构政策实施:谈判在阿联酋高等教育政策实施的复杂性。

International Journal for Leadership in Learning Pub Date : 2022-12-09 DOI: 10.29173/ijll24

Dean Vanvelzer, C. Chua

{"title":"Leading institutional policy implementation: Negotiating the complexities of policy implementation in higher education in the UAE.","authors":"Dean Vanvelzer, C. Chua","doi":"10.29173/ijll24","DOIUrl":"https://doi.org/10.29173/ijll24","url":null,"abstract":"While it is widely understood that assessment policy and its implementation by actors profoundly affect the quality of student learning in higher education, there is a dearth of research highlighting the institutional factors that influence policy implementation in today’s globalized world. Although leadership is an often-cited factor influencing policy implementation, it is not well understood in the United Arab Emirates (UAE) and the Middle East. This paper discusses a qualitative case study that explored how leadership negotiates institutional factors and influences actors’ implementation of assessment in a Health Sciences department in an institution in the UAE. Adopting Hans Bresser’s (2004) Contextual Interaction Theory (CIT) as an empirically-based conceptual framework, the case study examined how institutional factors and leadership influence motivation, cognition, and power/capacity in a UAE institution. Data were collected from semi-structured interviews with key informants in a Health Sciences department and internal and external policy documentation. Findings indicated that the policy design and the institution’s top-down approach to governance influenced leaders’ implementation of assessment policy in particular ways. In addition, the institutional culture of change and the sizable multi-campus structure impacted the department's policy and leaders’ assessment implementation. Finally, there were findings on the nature of leadership and the nuances of supporting and influencing policy implementation that was contextualized in UAE society. The study results offer policymakers, institutional leaders, and department-level leaders (department and program leaders) a deeper understanding of how system-level influences impact policy implementation.","PeriodicalId":120758,"journal":{"name":"International Journal for Leadership in Learning","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134439951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Bridging the divide: Collaborative practice between faculty and student services staff — Findings from a doctoral study. 弥合鸿沟:教师和学生服务人员之间的合作实践-来自博士研究的发现。

International Journal for Leadership in Learning Pub Date : 2022-12-09 DOI: 10.29173/ijll27

Jillian B. Gibson

{"title":"Bridging the divide: Collaborative practice between faculty and student services staff — Findings from a doctoral study.","authors":"Jillian B. Gibson","doi":"10.29173/ijll27","DOIUrl":"https://doi.org/10.29173/ijll27","url":null,"abstract":"Research has shown that collaboration between faculty and student services is essential for the development of a quality student experience (Kezar, 2005). First-year collaborations are designed to support the incoming student and provide a springboard/safety net; however, they often exist on the periphery of the academic experience (Barefoot & Gardner, 2003) and continue to be secondary add-ons. \u0000A multiple-site case study across three post-secondary institutions in British Columbia utilized interviews and focus groups comprised of 10 administrators, 13 faculty, and 13 staff. Using organizational theory (Schein, 2004; Tierney, 1988) and critical theory (Foucault, 1982), the research investigated successes and failures of cross-divisional collaboration between faculty and student services. The critical approach studied developing culture, governance structures and policies, job descriptions, institutional divisions, reporting lines, and marginalized voices. These historical patterns of meaning reflected on the current structures and cultural infrastructure at each site where organizational barriers, role confusion, lack of knowledge, lack of time, and lack of connection were highlighted. \u0000The four major themes that emerged from the study were: (a) informational issues around awareness and definitions, as well as territorial awareness and models for training; (b) environmental issues including history, resources (time and money as well as human), roles, and responsibilities; (c) relationship development that focuses on trust, connection, power, and leadership; and (d) structural issues involving governance structures, reporting structures, and silos.","PeriodicalId":120758,"journal":{"name":"International Journal for Leadership in Learning","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125281578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Role of School Leaders in Promoting Successful Home–School Partnerships in Singapore’s Special Education Schools 学校领导在促进新加坡特殊教育学校成功的家校合作关系中的作用

International Journal for Leadership in Learning Pub Date : 2022-06-20 DOI: 10.29173/ijll16

M. Ang, Brenda L. Spencer

引用次数: 0

K-12 School Leaders’ Application of Professional Learning Communities (PLCs) During a Pandemic K-12学校领导在大流行期间对专业学习社区的应用

International Journal for Leadership in Learning Pub Date : 2022-06-20 DOI: 10.29173/ijll15

Shannon Tipping, Jody Dennis

{"title":"K-12 School Leaders’ Application of Professional Learning Communities (PLCs) During a Pandemic","authors":"Shannon Tipping, Jody Dennis","doi":"10.29173/ijll15","DOIUrl":"https://doi.org/10.29173/ijll15","url":null,"abstract":"Using reflective practice inquiry (Schön, 1983), this article highlights the role of K-12 school leadership approaches in facilitating Professional Learning Communities (PLCs) (Dufour & Dufour, 2012; Dufour & Eaker, 1998; Dufour et al., 2008) during the COVID-19 pandemic. In a constantly changing and uncertain world, school leadership is acknowledged as being more complex and multi-faceted while also becoming more intensified, demanding, and diverse than ever before (Canadian Association of Principals (CAP), 2014; Pollock & Schleicher, 2015; Wang & Hauseman, 2015;). Leadership continues to evolve and become more multi-layered during a pandemic, requiring both face-to-face and remote learning options. Therefore, a leader’s responsive approach may differ based on the situational context. Educational research in instructional leadership (Hallinger, 2003, 2005; Robinson, 2011), shared leadership (Dewitt, 2017; Leithwood, 2012), and adaptive leadership (Bagwell, 2020; Dunn, 2020; Heifetz et al., 2009) have shown these to be effective leadership approaches. A PLC is an organizational path for leadership to facilitate the building of relational trust, and especially during complex, uncertain times, such as during a pandemic. To be an effective leader, trust becomes an essential factor within schools (Bryk & Schneider, 2002; Fink, 2015). Strengthening relational trust between teachers and the principal fosters conditions for members of a school community working together as well as social and academic progress for student learning (Bryk & Schneider, 2002; Tschannen-Moran & Hoy, 1998). The leadership implications for K-12 principals require adaptability and resilience to the ever-changing context while always maintaining ethical and moral standards. This article highlights the critical role in developing PLC collaborative opportunities to establish teacher connections based on relational trust to support student learning.","PeriodicalId":120758,"journal":{"name":"International Journal for Leadership in Learning","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116900349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2