Canadian Journal of Educational Administration and Policy最新文献

Les diplômés d’immersion française et leurs motivations liées au choix de la langue dans la poursuite des études postsecondaires 法语沉浸式教育毕业生及其在中学后教育中选择语言的动机

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Canadian Journal of Educational Administration and Policy Pub Date : 2024-05-23 DOI: 10.7202/1111530ar

Samira ElAtia, komla essiomle

引用次数: 0

Référentiels de compétences professionnelles de directions d’établissement d’enseignement et technologies numériques : une analyse documentaire, structurale et sémantique 校长专业技能库和数字技术：文献、结构和语义分析

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Canadian Journal of Educational Administration and Policy Pub Date : 2024-05-23 DOI: 10.7202/1111529ar

Michel Lacasse, Lucie Héon

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Academic Women’s Labour During the COVID-19 Pandemic: A Review and Thematic Analysis of the Literature COVID-19 大流行期间学术女性的劳动：文献综述与专题分析

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Canadian Journal of Educational Administration and Policy Pub Date : 2024-05-23 DOI: 10.7202/1111528ar

Mara De Giusti Bordignon, Melody Viczko

{"title":"Academic Women’s Labour During the COVID-19 Pandemic: A Review and Thematic Analysis of the Literature","authors":"Mara De Giusti Bordignon, Melody Viczko","doi":"10.7202/1111528ar","DOIUrl":"https://doi.org/10.7202/1111528ar","url":null,"abstract":"The COVID-19 pandemic has impacted academic labour, with women being disproportionately negatively affected. This scoping review provides an exploratory snapshot into the corpus of literature investigating the impact of the pandemic on academic labour. We used a set of criteria to first identify the 86 titles from which we selected 45 as the data set. We analyzed the data on characteristics of location, investigative methods, publication information, and discipline. The findings showed that most of the data were global in context; used primarily qualitative methodologies; published in a wide variety of journals; and spanned diverse disciplines, including science and health, education, business, sociology, and political sciences. We then analyzed the data thematically. The themes we identified were gender inequity, identities and intersectionality, performing work-home binaries, and invisible labour. We added a fifth theme, lived experiences, consisting of women academics’ firsthand accounts. We consider this theme unique, despite its overlap with the other themes, because it is evidence of women academics telling their personal stories. We discuss how our findings show that pandemic conditions worsened existing inequities. The solutions most often cited in the data place emphasis and responsibility on the individual, but we argue that institutions should instead be responsible to redress inequities through improving workplace labour processes. Our research can aid future research on how policy theory can inform socially just policies and practices in the post-pandemic university.","PeriodicalId":43834,"journal":{"name":"Canadian Journal of Educational Administration and Policy","volume":"4 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141104955","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}

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An Examination of Educational Leadership Preparation in Ontario: Are Principals Prepared to Lead Equitably? 对安大略省教育领导能力准备工作的研究：校长是否做好了公平领导的准备？

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Canadian Journal of Educational Administration and Policy Pub Date : 2024-05-23 DOI: 10.7202/1111524ar

Nia Spooner

{"title":"An Examination of Educational Leadership Preparation in Ontario: Are Principals Prepared to Lead Equitably?","authors":"Nia Spooner","doi":"10.7202/1111524ar","DOIUrl":"https://doi.org/10.7202/1111524ar","url":null,"abstract":"In response to the changing demographics of schools in Canada and efforts to better equip principals to challenging inequity, leadership preparation programs have adopted new policies focused more on leading with an equity lens. However, studies have demonstrated a disconnect between what is covered in these leadership programs and how school principals actually perceive their ability to lead equitably and work with diverse learners. Six current school principals and vice principals in Ontario, Canada who have successfully completed a Principal Qualification Program (PQP) course were interviewed to understand their perceptions on the program’s ability to prepare them to lead, and their perceptions on concepts of equity, diversity, and inclusion (EDI). The racial experiences and identities of each participant shaped their definitions of EDI, as well as their understandings of difference. Study findings indicate several critical areas of change for principal preparation programs in Ontario: training guidelines, efforts to prepare educators to be equitable leaders, and the educators’ perceptions on their preparedness to lead. Utilization of Critical Race Theory in Education and Applied Critical Leadership additionally help frame analysis and support the need to integrate culturally relevant pedagogical practice into leadership preparation programs.","PeriodicalId":43834,"journal":{"name":"Canadian Journal of Educational Administration and Policy","volume":"14 11","pages":""},"PeriodicalIF":0.4,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141106797","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}

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Educational Politics and Policy Change in Neoliberal Times: An Argumentative Discourse Analysis 新自由主义时代的教育政治与政策变革：论辩式话语分析

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Canadian Journal of Educational Administration and Policy Pub Date : 2024-05-23 DOI: 10.7202/1111522ar

Ee-Seul Yoon, Sue Winton, Amira El Masri

引用次数: 0

Impact of Teachers’ Professional Development on the Reading Achievement of Canadian Allophone Students 教师专业发展对加拿大异音学生阅读成绩的影响

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Canadian Journal of Educational Administration and Policy Pub Date : 2024-05-23 DOI: 10.7202/1111525ar

Y. Azovide, Yamina Bouchamma, Marc Basque

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Examining the Virtual Leadership of Leaders in Higher Education During the COVID-19 Pandemic: A Case Study 研究 COVID-19 大流行期间高等教育领导者的虚拟领导力：案例研究

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Canadian Journal of Educational Administration and Policy Pub Date : 2024-05-23 DOI: 10.7202/1111526ar

Katlyn Guzar, Daniella Bianchi-Laubsch

{"title":"Examining the Virtual Leadership of Leaders in Higher Education During the COVID-19 Pandemic: A Case Study","authors":"Katlyn Guzar, Daniella Bianchi-Laubsch","doi":"10.7202/1111526ar","DOIUrl":"https://doi.org/10.7202/1111526ar","url":null,"abstract":"During the COVID-19 pandemic, student services leaders needed to adapt to working entirely virtually, find creative solutions to adjust their service delivery, and change how they engaged with their teams. Before COVID-19, studies of virtual leadership focused on virtual teams developed because of the geographical distance between team members. This qualitative study investigated virtual leadership and virtual teams developed because of the move to virtual work during the COVID-19 pandemic. It examined how student services leaders changed their leadership behaviours in response to moving to the virtual work environment. Using data gathered through a questionnaire, interviews, and documentation, four themes reflecting how leaders changed their behaviours and practices were identified: reimagining communication, reconstructing work using technology, reframing team support, and reorienting toward hybrid work. Understanding how these leaders managed their virtual teams at a midsized university in southern Ontario provides insight into what practices might be helpful for teams that continue exclusively virtual work and those that transition to a hybrid work approach.","PeriodicalId":43834,"journal":{"name":"Canadian Journal of Educational Administration and Policy","volume":"49 43","pages":""},"PeriodicalIF":0.4,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141103359","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

Flourishing School Leadership: Perspectives of Canada’s Outstanding Principals 蓬勃发展的学校领导力：加拿大杰出校长的观点

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Canadian Journal of Educational Administration and Policy Pub Date : 2024-05-23 DOI: 10.7202/1111523ar

Benjamin Kutsyuruba, Nadia Arghash, Terry Kharyati, John Bosica

引用次数: 1

Promising Practices for Leadership Development: Exploring a Collaborative Professional Learning and Coaching Program 领导力发展的可行做法：探索合作式专业学习与辅导计划

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Canadian Journal of Educational Administration and Policy Pub Date : 2024-05-23 DOI: 10.7202/1111527ar

Christy Thomas, Jennette Koehn, Jeff Turner

{"title":"Promising Practices for Leadership Development: Exploring a Collaborative Professional Learning and Coaching Program","authors":"Christy Thomas, Jennette Koehn, Jeff Turner","doi":"10.7202/1111527ar","DOIUrl":"https://doi.org/10.7202/1111527ar","url":null,"abstract":"Given the substantial impact school leaders have on school improvement, the imperative for continuous professional learning for leaders is evident. In this two-year action research study, researchers collaborated with a school division, forming a research-practice partnership, to design and explore a collaborative professional learning and coaching program. The primary objective of this program was to align with local leadership standards and foster leadership development. The central research question was: How does implementation of a collaborative professional learning and coaching program contribute to leadership development? Data were collected from district and school leaders and included pre and post surveys, interviews, and focus groups. The findings of this study indicate that district leadership practices show promising potential in fostering inservice opportunities for leadership development. These practices include the following: (a) ensure programs are sustained with a consistent focus, (b) utilize collaborative learning approaches, (c) assess growth through reflection and feedback, and (d) use action research to support continual improvement. This study aims to provide valuable insights to school districts and researchers regarding the implementation of sustained and job-embedded professional development for school leaders, with a specific focus on leadership development.","PeriodicalId":43834,"journal":{"name":"Canadian Journal of Educational Administration and Policy","volume":"114 13","pages":""},"PeriodicalIF":0.4,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141106173","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

Un aperçu de la violence et des comportements agressifs auxquels sont confrontées sept directions d’école de langue française au Canada 加拿大七所法语学校校长经历的暴力和攻击行为概述

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Canadian Journal of Educational Administration and Policy Pub Date : 2023-12-21 DOI: 10.7202/1108432ar

Mélissa Villella, Steve Sider

引用次数: 0