校长对爱尔兰领先的中学浸入式教育的实践、系统支持和挑战的描述

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH
G. Murphy
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引用次数: 2

摘要

尽管教育领导与语境(包括文化语境)之间建立了联系,但在教育领导文献中,对那些领先的浸入式学校的关注却很少。通过引用中学校长对爱尔兰语沉浸式教育的实践描述,本研究开始填补这一空白。在这里,六位校长的账户提供了对校长领导实践的洞察;系统级的支持;以及他们领导浸入式学校时遇到的挑战。对他们的分析表明,有必要在他们所领导的环境中以更专业、更有针对性和更注重实践的方式支持这些和未来的校长,这对多个教育系统利益相关者都有影响。这些影响适用于其他文化背景下的双语和双语学校,特别是少数民族语言环境,也适用于承认多样性和多语言的更广泛的教育环境。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Principals’ accounts of practices, system support and challenges in leading secondary immersion education in Ireland
ABSTRACT Sparse attention in the educational leadership literature is given to those leading immersion schools, despite the established connection between educational leadership and context, including cultural context. By eliciting principals’ accounts of practices in leading Irish language-medium immersion education in secondary schools, this study begins to fill this gap. Here, six principals’ accounts provide insight into principals’ leadership practices; system-level support; and challenges encountered as they lead immersion schools. Analysis of their accounts points to the necessity to support these and future principals in more specialised, targeted and practice-focused ways for the contexts in which they lead, with implications for multiple education system stakeholders. These implications are relevant to dual-language and bilingual schools in other cultural contexts, particularly minority language settings, and to educational settings more broadly in recognition of diversity and multilingualism.
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来源期刊
Journal of Educational Administration and History
Journal of Educational Administration and History EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.80
自引率
5.60%
发文量
25
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