Management in Education最新文献

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The importance of governance and governing in every leadership dimension 治理和治理在每个领导层面的重要性
IF 1.3
Management in Education Pub Date : 2021-12-07 DOI: 10.1177/08920206211061784
Lizana Oberhozer
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引用次数: 0
Editorial 编辑
IF 1.3
Management in Education Pub Date : 2021-12-07 DOI: 10.1177/08920206211062007
L. Oberholzer, R. Hill
{"title":"Editorial","authors":"L. Oberholzer, R. Hill","doi":"10.1177/08920206211062007","DOIUrl":"https://doi.org/10.1177/08920206211062007","url":null,"abstract":"","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45448999","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
Book Review: The Great Education Robbery: How the Government Took our Schools and Gave Them to Big Business by Nigel Gann Nigel Gann的书评:《教育大劫案:政府如何接管我们的学校并将其交给大企业》
IF 1.3
Management in Education Pub Date : 2021-12-03 DOI: 10.1177/08920206211063305
L. Oberholzer
{"title":"Book Review: The Great Education Robbery: How the Government Took our Schools and Gave Them to Big Business by Nigel Gann","authors":"L. Oberholzer","doi":"10.1177/08920206211063305","DOIUrl":"https://doi.org/10.1177/08920206211063305","url":null,"abstract":"","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49321670","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 forgotten ECEC staff working with birth-to-3-year-olds: The imbalances between the workforce policies and ECEC staff employment conditions in Spain 被遗忘的欧共体工作人员与出生至3岁的儿童一起工作:西班牙劳动力政策与欧共体工作人员就业条件之间的不平衡
IF 1.3
Management in Education Pub Date : 2021-11-26 DOI: 10.1177/08920206211057979
A. Corral-Granados, C. Rogers, Fredrik Kruse
{"title":"The forgotten ECEC staff working with birth-to-3-year-olds: The imbalances between the workforce policies and ECEC staff employment conditions in Spain","authors":"A. Corral-Granados, C. Rogers, Fredrik Kruse","doi":"10.1177/08920206211057979","DOIUrl":"https://doi.org/10.1177/08920206211057979","url":null,"abstract":"In response to an international focus on Early Childhood Education and Care (ECEC), Spanish scholars have recently started to explore the participation of early years practitioners in their educational organisations and their views on working conditions. However, a comprehensive review of the current challenges experienced by the Under 3 s early years educators and the examination of the imbalances in workforce policy and working conditions on literature, has thus far not been conducted. Three themes are identified related to the professional developmental path within the school settings that the Spanish ECEC educators follow. The first relates to the educators’ initial ECEC education and training, who the staff caring for this age group are, and how prepared they are. The second is linked to the ECEC programs available for children from birth until they reach three years, and how and where the inclusive programs are delivered to this age group, as well as the early years educators’ working conditions and the impact of the professional roles. Whereas the third relates to in-service professional development derived from interaction and collective learning. The article concludes with suggestions on how the practitioners’ professional development could operationalise policy requirements in order to achieve more inclusive and child-centred learning.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49549453","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
Teachers’ perceptions of their school principal's leadership style and improvement in their students’ performance in specialized schools for students with conduct disorders 教师对校长领导风格的认知与行为障碍学生在专业学校表现的改善
IF 1.3
Management in Education Pub Date : 2021-11-18 DOI: 10.1177/08920206211054654
Uri Even, Iris BenDavid-Hadar
{"title":"Teachers’ perceptions of their school principal's leadership style and improvement in their students’ performance in specialized schools for students with conduct disorders","authors":"Uri Even, Iris BenDavid-Hadar","doi":"10.1177/08920206211054654","DOIUrl":"https://doi.org/10.1177/08920206211054654","url":null,"abstract":"We examined the relationship between the school principal's leadership style, as perceived by the school teachers, and improvement in the performance of students with special education needs enrolled in specialized schools for students with conduct disorders. Our motivation originates in the increasing trend in their share within the general population and the premise that this unique population may respond differently to school principal leadership style. Datasets on students’ previous performance, students’ background characteristics, teacher profiles, and school features were collected. In addition, a questionnaire on teachers’ perceptions of their school principal's leadership style was distributed. Datasets were collected from 92 teachers who worked in special education needs public schools that specialized in conduct disorders. Using STATA software, we measured multilevel fixed-effects models. We found that the more the school principal is perceived as a transformational leader, the higher the students’ performance. Additionally, secondary school advantaged students (i.e. having a high level of previous performance, high socioeconomic strata), who are taught by more educated teachers, exhibit higher performance compared with their counterparts. Based on our finding, we recommend that policy makers would consider assigning transformational leaders to low-performing schools. In addition, policy makers may want to allocate extra learning resources and to provide access to learning services to support the disadvantaged students’ learning process.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43607308","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: 3
Can governance be ethical if it is not diverse? 如果治理不多样化,它能合乎道德吗?
IF 1.3
Management in Education Pub Date : 2021-11-17 DOI: 10.1177/08920206211057986
V. Porritt, Fee Stagg
{"title":"Can governance be ethical if it is not diverse?","authors":"V. Porritt, Fee Stagg","doi":"10.1177/08920206211057986","DOIUrl":"https://doi.org/10.1177/08920206211057986","url":null,"abstract":"Can governance be ethical if it is not diverse? Abstract There is growing acceptance that governing boards in English schools and academies should be diverse. Yet progress towards this strategic aim remains slow despite initiatives to address this. We ask whether boards represent their communities and whether they model diverse and ethical leadership as seen in the culture and values of a school or trust and through recruitment and we argue that governance cannot be ethical if it is not diverse. Our thinking about the question at the heart of this paper is influenced by ethical leadership as well as the Black Lives Matter movement. We draw on two diverse boards, one a maintained governing board for a primary school and the other a Multi-Academy Trust board, to support our opinion and thank them for sharing their challenges and successes. We suggest ways forward to deliberately disrupt the status quo and ensure governing boards represent the students in their communities.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49555214","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
Untangling collegiality and distributed leadership: Equality versus utility. A perspective piece 解开合议制和分散领导:平等与效用。透视作品
IF 1.3
Management in Education Pub Date : 2021-11-17 DOI: 10.1177/08920206211057980
Adrian Jarvis
{"title":"Untangling collegiality and distributed leadership: Equality versus utility. A perspective piece","authors":"Adrian Jarvis","doi":"10.1177/08920206211057980","DOIUrl":"https://doi.org/10.1177/08920206211057980","url":null,"abstract":"Both ‘collegiality’ and ‘distributed leadership’ have, as terms, occasioned a good deal of debate. Conceptually elastic, they are often used interchangeably, or not appreciated as embodying a range of leadership styles and relationships. Spurred by an unanswered query from a research project, this theoretical article attempts to clarify what the two words mean – especially in relation to each other. Collegiality is defined as an approach, characterised by equality, whereas distributed leadership is seen to be much more closely aligned to the goals of a team or organisation, thus making it more to do with utility. While formal distributed leadership is indifferent to collegiality - although not hostile to it - informal distributed leadership, it is argued, requires collegiality to be in place before it can exist, much less thrive.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42178975","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: 1
Networks 网络
IF 1.3
Management in Education Pub Date : 2021-11-16 DOI: 10.1177/089202068900300209
H. Lovell
{"title":"Networks","authors":"H. Lovell","doi":"10.1177/089202068900300209","DOIUrl":"https://doi.org/10.1177/089202068900300209","url":null,"abstract":"Social scientists study many different types of networks, from policy networks to sociotechnical networks, in order to better understand processes of change. These diverse networks have a number of characteristics in common, including interconnectedness, flows, and fragility. Exploring these characteristics in relation to smart grids helps us to better understand the social nature of energy sector innovation. In this chapter, I use these themes and concepts to assess three examples: international smart grid policy networks; a local community network on Bruny Island, Australia; and a fragile network, the digital metering programme in the State of Victoria, Australia.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/089202068900300209","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45736792","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
“I’m just a TA”; From mixing paints to managing safeguarding and class teaching: An exploration of teaching assistant's perceptions and roles in school “我只是TA”;从调配颜料到管理保卫和课堂教学——助教在学校的认知和角色探索
IF 1.3
Management in Education Pub Date : 2021-11-15 DOI: 10.1177/08920206211057344
Marie Bradwell, H. Bending
{"title":"“I’m just a TA”; From mixing paints to managing safeguarding and class teaching: An exploration of teaching assistant's perceptions and roles in school","authors":"Marie Bradwell, H. Bending","doi":"10.1177/08920206211057344","DOIUrl":"https://doi.org/10.1177/08920206211057344","url":null,"abstract":"This small-scale piece of research listened to the stories, experiences and perceptions of teaching assistants to hear their lived experiences of the role of teaching assistant. To hear how expectations have altered with/without legislative and framework guidance and consideration of the individuals who take up teaching assistant roles, in a climate where there is a succinct lack of legal requirement for any training or qualifications to be undertaken prior to or during the job role. The findings indicated that there appears to be an ethos within primary educational settings that teaching assistants can ‘do it all’ at ‘all times’, that there is a lack of clarity in role and responsibilities across the ‘unqualified staff’, and furthermore that they self-position as “Just a TA”.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48370090","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
Implementing teacher leadership in Malaysian schools: Exploring secondary principals’ perspectives 马来西亚学校实施教师领导力:中学校长视角的探索
IF 1.3
Management in Education Pub Date : 2021-11-15 DOI: 10.1177/08920206211053099
Lokman Mohd Tahir, N. Samah, Siti Nisrin Mohd Anis, Mohd Fadzli Ali
{"title":"Implementing teacher leadership in Malaysian schools: Exploring secondary principals’ perspectives","authors":"Lokman Mohd Tahir, N. Samah, Siti Nisrin Mohd Anis, Mohd Fadzli Ali","doi":"10.1177/08920206211053099","DOIUrl":"https://doi.org/10.1177/08920206211053099","url":null,"abstract":"Objective: The purpose of this study is to explore principals’ perspectives on the concept of teacher leadership, the strategies that they employed to support teacher leadership practice and the challenges and issues that principals faced while implementing teacher leadership. Methodology: This qualitative case study uses interview sessions with 10 purposely selected principals from various types of secondary schools. All schools are public schools that are administered and funded by the Ministry of Education, Malaysia. Findings: The study reveals that principals had a comprehensive understanding of the concept of teacher leadership; in fact, principals were able to list teacher leaders’ characteristics and provide definitions for the concept of teacher leadership. In exploring principals’ strategies to support teacher leadership practice, five themes emerged: developing future leaders, a mentoring programme, involving more teachers as teacher leaders, practising an ‘open door’ policy and providing more opportunities for teachers to offer mutual assistance. In terms of the challenges for teacher leadership practices, principals shared particular issues such as the unwillingness of teachers to become teacher leaders due to their heavy workloads and challenges in eading senior teachers. Significance: This study supplements the literature that explores teacher leadership within the Malaysian schooling context, which has hitherto been understudied. Thus, the concept of teacher leadership needs more in-depth investigation and evaluation to ascertain its suitability within Malaysia's educational system. For the Ministry of Education, this study notes some practical implications for improving teacher leadership in Malaysian schools.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45237130","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
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