促进学生成就的领导专业学习:协作解决问题干预的作用

IF 2.1 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Jacqui Patuawa, Claire Sinnema, Viviane Robinson, Tong Zhu
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引用次数: 0

摘要

本研究解释了领导干预协作解决问题对8位中层领导、这些领导的教师以及目标学生阅读成绩的影响。协作解决问题的理论和实践,将协商解决问题与人际有效性相结合,为我们的干预设计提供了依据。我们使用了一种并行的混合方法,通过教师和领导者自己的报告来确定干预设计的那些特征,这些特征解释了领导者和教师行为的转变以及随之而来的阅读成绩的进步。学生的阅读成绩在12个月内平均提高了22.8个月,这表明精心策划和理论化的领导干预可以改变领导者和教师的行为,从而提高学生的学习成绩。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Leadership professional learning for accelerating student achievement: the role of a collaborative problem-solving intervention
This study explains the impact of a leadership intervention in collaborative problem-solving on the behaviour of eight middle leaders, on the teachers of those leaders, and on the reading achievement of their target students. A theory and practice of collaborative problem-solving, which integrates deliberative problem-solving with interpersonal effectiveness, informed our intervention design. We used a concurrent, mixed-methods approach to identify, using the reports of teachers and leaders themselves, those features of the intervention design which explain the shifts in leaders’ and teachers’ behaviour and the consequent progress in reading achievement. The students’ reading achievement improved, on average, 22.8 months in 12 months, suggesting that well-planned and theorised leadership interventions can change leaders’ and teachers’ behaviour in ways that result in improved student outcomes.
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来源期刊
Professional Development in Education
Professional Development in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.30
自引率
4.80%
发文量
27
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