Journal of Educational Cultural and Psychological Studies最新文献_第9页

Towards Headship: Developing Leadership and Management Skills in an Italian University Master Course 迈向领导:在意大利大学硕士课程中发展领导和管理技能

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Journal of Educational Cultural and Psychological Studies Pub Date : 2015-06-24 DOI: 10.7358/ECPS-2015-011-BARZ

G. Barzanò, Giovanni Moretti

{"title":"Towards Headship: Developing Leadership and Management Skills in an Italian University Master Course","authors":"G. Barzanò, Giovanni Moretti","doi":"10.7358/ECPS-2015-011-BARZ","DOIUrl":"https://doi.org/10.7358/ECPS-2015-011-BARZ","url":null,"abstract":"This article reports on an exploratory qualitative study undertaken with the students of the tenth edition of the «Leadership and Management in Education Master Course» (LMEMC) held in Italy by the Department of Education of the University Roma Tre and attended by educational professionals from Greece and Italy, in prevalence aspiring to career improvement and new leadership roles. The study is part of an in-depth self-evaluation process aimed at updating the course activities and exploring professional adult learning. Our data consists of 65 written interviews, undertaken with student-teachers and focusing on their motivations and their positive and negative expectations towards leadership roles. After referring to the international debate on leadership preparation and development, we situate the LMEMC looking at: (a) the context of Italian HE postgraduate studies; (b) the context of educational leadership preparation and development in Italy and in Greece; (c) the course design and delivery strategies. We then describe the methodologies and research tools employed and draw from our results some hints for possible new developments in the LMEMC and in leadership preparation activities. Our data also allows us to reflect on the benefits of sustainable self-evaluation processes of adult learning activities.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"11 1","pages":"225-252"},"PeriodicalIF":0.3,"publicationDate":"2015-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87487903","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 the State in the Latin Countries: Similarities and Differences. Why and How Educational Systems’ Organization Can Be Affected 国家在拉丁国家中的作用:异同。为什么以及如何影响教育系统的组织

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Journal of Educational Cultural and Psychological Studies Pub Date : 2015-06-24 DOI: 10.7358/ECPS-2015-011-ARGY

Eleftheria Argyropoulou

{"title":"The Role of the State in the Latin Countries: Similarities and Differences. Why and How Educational Systems’ Organization Can Be Affected","authors":"Eleftheria Argyropoulou","doi":"10.7358/ECPS-2015-011-ARGY","DOIUrl":"https://doi.org/10.7358/ECPS-2015-011-ARGY","url":null,"abstract":"In terms of organizational structure, educational systems are closely related to the administrative systems of their respective countries. Looking at Southern European countries (and namely Spain, Italy, Portugal, Greece and, to a lesser degree, France) from a comparativist stance, one can see a number of common elements characterizing their administrative systems. Their main common feature is the lack of decentralization in educational decisionmaking, a fact that makes them rank very low in OECD assessments. This paper attempts to identify the reasons and factors that led Southern European countries to this position by examining their laws and their administrative and educational system peculiarities. The type of legal system and type of state in Southern Europe offer an alternative analysis platform when researching the similarities and differences of educational systems. This comparativist view opens up a broad research field: it can support networking and help exchange ideas on policy and practices with a view to improving education and the future of our children.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"311 ","pages":"319-331"},"PeriodicalIF":0.3,"publicationDate":"2015-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72495062","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: 4

Research into Educational Management in Portugal: Themes, Focus and Methodologies * 葡萄牙教育管理研究:主题、焦点和方法*

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Journal of Educational Cultural and Psychological Studies Pub Date : 2015-06-24 DOI: 10.7358/ECPS-2015-011-TORR

Leonor L. Torres, L. Lima

{"title":"Research into Educational Management in Portugal: Themes, Focus and Methodologies *","authors":"Leonor L. Torres, L. Lima","doi":"10.7358/ECPS-2015-011-TORR","DOIUrl":"https://doi.org/10.7358/ECPS-2015-011-TORR","url":null,"abstract":"Today, educational management is an expanding scientific field that has been attracting ever more social and political visibility, and it has been the object of a considerable amount of research. In the Portuguese context, over the past two decades there has been a sharp movement to create post-graduate courses, to increase individual and collective research and the number of scientific publications. The growing centrality assumed by the sociological approaches of educational organisations, associated with a vast collection of scientific research and publications, promoted a meta-analysis of a considerable amount of work produced in this area. For this analysis, we selected 80 dissertations all presented within the context of the pioneering Master’s course, and the oldest course in the country on educational management, the Master in «Education Sciences», specialising in «Educational Management», offered by the University of Minho. Of the main trends identified, the most important were: (i) synchronization between the political agenda, professional experience and research interests; (ii) use of a certain theoretical pluralism, mobilizing two or more models of organizational analysis; (iii) the use of a largely qualitative methodology, tending towards the case study method; (iv) mobilizing a meso-approach to school organization, seeking to coordinate micro and macro analytical levels. On a more substantive plane, this study has contributed to discussions on some dilemmas and agendas that, in our opinion, are involved in constructing the object of educational management.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"16 1","pages":"193-205"},"PeriodicalIF":0.3,"publicationDate":"2015-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87309517","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

French Principals in Secondary Education: Towards New Roles and Responsibilities? 法国中学校长:走向新的角色和责任?

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Journal of Educational Cultural and Psychological Studies Pub Date : 2015-06-24 DOI: 10.7358/ECPS-2015-011-NORM

Romuald Normand

{"title":"French Principals in Secondary Education: Towards New Roles and Responsibilities?","authors":"Romuald Normand","doi":"10.7358/ECPS-2015-011-NORM","DOIUrl":"https://doi.org/10.7358/ECPS-2015-011-NORM","url":null,"abstract":"The field of research on school leadership is not really developed in France. Professional literature dominates over research papers and the concept of management is not very popular among educators and academics. It is considered as connoted to business and to the market and opposed to the values of public services. French principals view themselves as «administrators» or «representatives of the State» and they are very concerned to apply national legislation and ministry’s directives. Even if this notion is implicitly present within official instructions that define principals as «pedagogical and educative pilots» of schools, these executives lack real legitimacy to act on the teaching and learning issues which remain in the hands of State inspectors. So, leadership is recognized not as an official function, but rather through an implicit and blurred sense of professionalism expressed sometimes by professionals as «personal charisma», «sense of dialogue», «proximity». «Authority» and «responsibility» are the main social representations allowing principals to define their «missions» as public servants.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"34 1","pages":"135-152"},"PeriodicalIF":0.3,"publicationDate":"2015-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82691996","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: 4

Educational Leadership in Latin Europe: A European Perspective 拉丁欧洲的教育领导:欧洲视角

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Journal of Educational Cultural and Psychological Studies Pub Date : 2015-06-24 DOI: 10.7358/ECPS-2015-011-MOOS

Lejf Moos

引用次数: 0

Autonomy and School Management in the Spanish Context 西班牙语境下的自治与学校管理

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Journal of Educational Cultural and Psychological Studies Pub Date : 2015-06-24 DOI: 10.7358/ECPS-2015-011-GAIR

J. G. Sallán

引用次数: 9

Why Leadership? Why Now? 为什么领导?为什么是现在?

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Journal of Educational Cultural and Psychological Studies Pub Date : 2015-06-23 DOI: 10.7358/ECPS-2015-011-GUNT

H. Gunter

引用次数: 5

Leader as Policy Device: The Hybridization of Head Teachers in Italy 作为政策工具的领导者:意大利校长的多元化

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Journal of Educational Cultural and Psychological Studies Pub Date : 2015-06-23 DOI: 10.7358/ECPS-2015-011-SERP

R. Serpieri, E. Grimaldi

{"title":"Leader as Policy Device: The Hybridization of Head Teachers in Italy","authors":"R. Serpieri, E. Grimaldi","doi":"10.7358/ECPS-2015-011-SERP","DOIUrl":"https://doi.org/10.7358/ECPS-2015-011-SERP","url":null,"abstract":"The aim of this article is to show how educational policies in Italy in the last 15 years have conceived headship as a «lever of change», producing a sort of «subjection» which implies a remarkable hybridization of the role. The ongoing pressures on policymaking by «noneducational » actors are depicted as a feature of the Italian policies on the restructuring of school governance and headship. The topics presented are based on researches carried out in recent years and focusing on the training, selection and evaluation of Italian head teachers. The article is structured as follows. Firstly, we present the theoretical framework based on the conceptual tools of discourse and governance. Secondly, we offer a brief outline on how head teachers were «formed» as educators before the 1997 Autonomy Reform. In the final section, some tensions that emerge during the discussions on headship are presented by analysing a particular set of «technologies» such as training, selection and evaluation that aim to «S-Objectivate» specific head teachers. The analysis will allow us to shed light on what we think of as an invisible and politically remarkable dilemma that is at stake here: «headship as a managerialist device to ‘control’ education policies».","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"11 1","pages":"71-87"},"PeriodicalIF":0.3,"publicationDate":"2015-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87964109","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

Middle Management and School Autonomy in Italy: The Case of Teachers as «Instrumental Functions» 意大利中层管理与学校自治:教师作为“工具性功能”的案例

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Journal of Educational Cultural and Psychological Studies Pub Date : 2015-06-23 DOI: 10.7358/ECPS-2015-011-PIRO

L. Pirola

{"title":"Middle Management and School Autonomy in Italy: The Case of Teachers as «Instrumental Functions»","authors":"L. Pirola","doi":"10.7358/ECPS-2015-011-PIRO","DOIUrl":"https://doi.org/10.7358/ECPS-2015-011-PIRO","url":null,"abstract":"An autonomous school is a complex community. An organizational structure with different roles or «functions» is required in order to achieve its cultural and educational project, and to provide an answer to social needs. Middle professional workers with organizational, planning and coordination duties are expected to support the work of the head teacher and teachers. This article focuses on the «Instrumental Functions» whose origin can be traced back to «Objective Functions» and «System Figures». It also focuses on the teachers who fulfil these functions and who are identified by them. A historical, political analysis highlights that, unlike other countries, there are no proper middle management roles in Italian schools. In fact, besides teaching, Italian teachers are only assigned temporary functional duties. An exploratory survey underscores the importance of the «Instrumental Functions» and identifies their vulnerability: the fragmentation of resources and high staff turnover. What stands out is the demotivation of teachers in carrying out this role, due to an uncertain institutional framework and the lack of training. The risk is that «Instrumental Functions» are considered to be just like any other extra teaching tasks, with the consequent loss of the unique features of these functions. This article concludes that encouraging this kind of professionalism not only allows the organizational development of schools, but also paves the way for teachers’ professional development.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"23 1","pages":"89-101"},"PeriodicalIF":0.3,"publicationDate":"2015-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75282383","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: 5

Estonian School System Strategic Leadership «Effects» on School Performance 爱沙尼亚学校系统战略领导对学校绩效的“影响”

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Journal of Educational Cultural and Psychological Studies Pub Date : 2015-06-23 DOI: 10.7358/ECPS-2015-011-KUKE

Hasso Kukemelk

{"title":"Estonian School System Strategic Leadership «Effects» on School Performance","authors":"Hasso Kukemelk","doi":"10.7358/ECPS-2015-011-KUKE","DOIUrl":"https://doi.org/10.7358/ECPS-2015-011-KUKE","url":null,"abstract":"All Estonian comprehensive and vocational schools and kindergartens, introduced quality management principles based on the «European Foundation for Quality Management» (EFQM) model of excellence starting from September 2006. This study was designed to identify how school improvements towards learning organisations are managed according to the principal’s opinion. The questionnaire was developed on the basis of EFQM excellence model criteria incuding five enablers (leadership, policy and strategy, people management, resources and processes) and four results (people satisfaction, customer satisfaction, impact on society, and business results). A five-point «Likert scale» was used in compiling the questionnaire, which was administered as an electronic survey (e-formular). All principals of Estonian elementary and secondary schools were asked to respond (63% answered) between November 2009 and February 2010. A total number of 327 school principals responded to the questionnaire. The sample was representative for Estonia and the tool was valid for measurement (Cronbach Alpha > 0.89 in major blocks of the instrument: strategic management, educational processes in school, assessment of school outcomes). The collected data were correlated to national educational statistics (state examination results, further studies, school drop-out, etc.). Average evaluations of school leadership statements by principals were extremely positive. The study indicates that after a three-year implementation of a new managerial system, principals use new terminology but most schools are continuing to run the previous system. The main points of the study are provided with a statistical overview and some recommendations for school development are offered.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"9 1","pages":"57-69"},"PeriodicalIF":0.3,"publicationDate":"2015-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84566504","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: 4