Management in Education最新文献_第9页

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":" ","pages":""},"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":" ","pages":""},"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

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

引用次数: 1

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

引用次数: 0

Networks 网络

IF 1.3

Management in Education Pub Date : 2021-11-16 DOI: 10.1177/089202068900300209

H. Lovell

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

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":" ","pages":""},"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

Education governance and the role of the headteacher: The new policy problem in Scottish education 教育治理与校长的作用：苏格兰教育的新政策问题

IF 1.3

Management in Education Pub Date : 2021-11-09 DOI: 10.1177/08920206211057348

C. Forde, D. Torrance, Alison Mitchell, M. McMahon, J. Harvie

引用次数: 2

MATification: Plurality, turbulence and effective school governance in England 成熟：英国多元、动荡与有效的学校治理

IF 1.3

Management in Education Pub Date : 2021-11-09 DOI: 10.1177/08920206211051473

M. Gibson, D. Outhwaite

{"title":"MATification: Plurality, turbulence and effective school governance in England","authors":"M. Gibson, D. Outhwaite","doi":"10.1177/08920206211051473","DOIUrl":"https://doi.org/10.1177/08920206211051473","url":null,"abstract":"School governance in England has seen considerable change over the last decade as ongoing structural reform has produced a range of models affecting composition and roles of individual schools and the middle tier. Governance is important as school governing bodies have considerable powers and responsibilities for young peoples’ education (Young, 2017). There are some 300, 000 governors in England, the largest group of volunteers in England, whose work is prominently hidden from view but make a significant contribution not only to their schools, but also the educational system as a whole (James et al., 2010). The changes in particular have seen a move from a stakeholder to a skills-based model (Connolly et al., 2017), and are aligned with changes in school and middle tier structures (Bubb et al., 2019). We wish to argue that this turbulence, creating a series of crises which although centrally formed, are seemingly organic replicating differences across systems prohibits, or at least restricts, effective school governance. We argue this through an exploration of two vignette case studies of single Academy Trusts (SATS) and Multiple Academy Trusts (MATs), exploring changes in each and the vacillations in governance discourse.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49475563","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

Like a puppet on a string … exploring Headteachers’ perceived demise of Local Governing Bodies within an English Multi-Academy Trust 就像被绑在绳子上的木偶……探索在英语多学院信托中，校长对地方管理机构的认知消亡

IF 1.3

Management in Education Pub Date : 2021-11-06 DOI: 10.1177/08920206211051474

Caroline Vinall

引用次数: 0