Strategic Management of Educational Technology—The Importance of Leadership and Management

Through case study research critical leadership and management tasks are identified regarding the integration of educational technology in teaching at research universities. The institutions studied, regardless their different characteristics and approaches, face common difficulties in engaging ‘second‐wave’ faculty. Furthermore, the coordination of different support units such as edtech centres, IT support, teaching and learning labs or the libraries to offer well‐rehearsed educational technology services is challenging. Strong leadership is critical to motivate faculty and to assist support units to overcome sub‐cultural differences. Similarly, solid management practice is indispensable. Incentive, reward and support structures need to be adjusted to new realities and a well coordinated workflow needs to be designed.     

Mentoring Matters: An Exploratory Survey of Educational Leadership Doctoral Students’ Perspectives

There is limited research on quantitative differences between men and women’s experiences in doctoral programs. We aim to fill that gap by sharing findings from a web-based exploratory survey of perceived gender differences on quality mentoring in educational leadership doctoral programs. According to survey results, there is limited statistical significance in terms of gender differences in programmatic supports and scholarly progress. However, women experience feelings of self-doubt due to negative experiences with advising and mentoring, including difficulties making connections to a quality mentor. Furthermore, both female and male participants shared common definitions of what constitutes quality mentorship and believed mentorship was important, but lacking in varying degrees. Finally, all participants agreed that their educational leadership preparation programs should provide additional support in terms of writing and research development. Participants also shared important recommendations for strengthening mentoring experiences as well as future research methods and foci.     

‘Cruel Optimism’ and Contemporary Australian Critical Theory in Educational Research

Abstract

‘Cruel optimism’ is a term coined by Lauren Berlant. In conceptualizing this term, Berlant draws on the resources of critical theory to interrogate people’s desires for things they think may improve their lot, but actually act as obstacles to flourishing. This notion may be useful for analysing the current state of education in Australia, and the desire to believe that My School, and the associated data it provides, will enable schools to address social inequalities. For Berlant, the promise of such technologies is problematic because it diverts our attention from important ethical, social and political questions, some of which are highlighted in the contributions to this special issue. Using ‘cruel optimism’ as a point of departure, I interrogate how the notion of critical theory has been conceptualized in educational research by briefly looking at scholarship within and outside education relating to critical theory. Following on from this, I consider how what I am terming critical theory is put to work in each of the articles that make up this special issue on My School.     

Exploring School Principals’ Leadership Styles and Learners’ Educational Performance: A Perspective from High- and Low-Performing Schools

School leadership is fundamental to the educational functioning of schools and their improvements of results. The study employed a qualitative approach to explore school principals’ leadership styles and the educational performance of learners in high- and low-performing schools in Vhembe District, Limpopo, South Africa. The participants were purposefully selected from 10 secondary schools in terms of their performance. Focus group interviews were conducted with five teachers from each school. The interview data was transcribed and analysed, and identical patterns of coded data were grouped together under emerging themes. The overall results of the study indicated that the democratic leadership style together with the transformational leadership style contribute to high educational performance of learners. School principals from high- and low-performing schools employ a democratic leadership style and differ only in the sense that the latter are permissive or lenient towards learners’ behaviours or conduct. The study recommends that school principals engage teachers as members of a disciplinary committee in order to deal with those learners whose conduct is not conducive to successful teaching and learning. It is recommended that school principals from low-performing schools strengthen their democratic leadership by not being lenient to learners’ behaviour which is not conducive to successful teaching and learning.     

One Educational Technology Colleague’s Journey from Dotcom Leadership to University E-Learning Systems Leadership: Merging Design Principles, Systemic Change and Leadership Thinking

This paper describes my journey from instructional technology professional and doctoral student to instructional technology leader and tenure-track faculty member. I reflect on 15 years of application, in government, industry, and higher education, of what I learned in the classroom from some of the giants of the field (Wager, Morgan, Kaufman, Dick, Keller, Harless, Reiser, Driscoll). With the continuing proliferation of technology throughout all levels of higher education, systems thinking and the instructional systems design (ISD) process is highly relevant and germane. Its application, however, must be done with care as many people do not understand it and it is applied within a complex, imperfect social and organizational cultural context that requires compromise, consensus building, patience, and a willingness to proceed slowly. The growing role of technology in organizations, and especially e-Learning in education, has increased the need for systems thinking and systemic change in order to manage rapid change. This is my story.     

A Critical Survey of the Theory,Classification and Measurement of Adult Learning Method

Ａｎｉｎ -ｄｅｐｔｈｕｎｄｅｒｓｔａｎｄｉｎｇｏｆｔｈｅｌｅａｒｎｉｎｇｓｔｙｌｅｓｏｆａｄｕｌｔｌｅａｒｎｅｒｓｃａｎｂｅｂｅｎｅｆｉｃｉａｌｔｏｔｈｅｆｏｌｌｏｗｉｎｇｇｒｏｕｐｓｏｆｐｅｏｐｌｅ :ｃｏｕｒｓｅｄｅｖｅｌｏｐｅｒｓ,ｗｈｏｃａｎｔｈｅｎｄｅｓｉｇｎｔｅａｃｈｉｎｇａｎｄｌｅａｒｎｉｎｇｍａｔｅｒｉａｌｓｇｒｏｕｎｄｅｄｏｎｓｃｉｅｎｔｉｆｉｃｐｒｉｎｃｉｐｌｅｓ ;ｉｎｓｔｒｕｃｔｏｒｓ ,ｗｈｏｃａｎｄｅｌｉｖｅｒｃｏｕｒｓｅｓｉｎａｍｏｒｅｅｆｆｅｃｔｉｖｅ ;ａｎｄｅｆｆｉｃ…     

A Comparative Analysis of Chinese and American Leaders’ Inaugural Speeches

This paper analyzing Chinese leader Xi Jinping’s and American leader Obama’s inaugurate speeches, aiming to discover the underlying culture patterns(individualism-collectivism; power distance; time orientation) hidden behind languages features.This approach towards political discourse has the effect of breaking out from the restricted analytic framework and adding cultural elements and helps leader develop a high awareness of the culture meaning hidden in such kind of political discourses.     

Are There Jewish Digital Badges?: A Study of Religious Middle- and High-School Girls’ Perception of an Emerging Educational Technology-Based Assessment

For Jewish education, digital badges can provide an alternative to traditional assessments. However, the emerging research on badges suggests a complex relationship between learning opportunities, the learner, and the design of the badge. An investigation of a digital badge system at an ultra-Orthodox Jewish middle and high school for girls reveals new findings on digital badges as well as how badges can be used in Jewish education. Qualitative analysis of student interviews details how badges can motivate, provide feedback, and serve as credentials in Jewish educational organizations. This research answers whether digital badges are Jewish.     

Effect of Group Discussion on Teachers’ Attitudes Toward Risk Taking in Educational Situations1

Abstract

Ninety-two elementary and secondary school teachers were randomly assigned to three experimental conditions and one control condition to investigate the effect of group discussion on their attitudes towards risky actions discussed, as well as others not discussed. Significantly more positive attitudes were found in teachers who engaged in group discussion on both items discussed (at the . 01 level) and those not discussed (at the . 05 level). The theoretical background and implications of these findings are discussed.     

Leadership and students’ academic success: mediating effects of self-efficacy and self-determination

When exploring the effects of leadership on students, most studies have focused on either how leadership affects the students’ academic outcomes or how it contributes to their personal development. This study merged both approaches and aimed to measure the mediating effects of self-efficacy and self-determination among leadership, students’ intentions to persist and GPA. A Structural Equation Analysis was applied to a data-set of 1009 students from 39 countries to examine these relationships. The results showed a full mediating effect of academic self-efficacy between leadership and students’ intentions to persist and between leadership and GPA, and revealed a full mediating effect of self-determination through autonomy and relatedness constructs between leadership and intention to persist. This result implies that even though leadership does not directly affect students’ academic outcomes, it enhances their confidence and motivation, which provides them with the inner drive to aim high, persevere and achieve their goals. The theoretical and practical implications of these results are also discussed.     

Spacemakers: A Leadership Perspective on Curriculum and the Purpose of K–12 Educational Makerspaces

This qualitative research study investigated how educational makerspace leaders, whom we refer to as spacemakers, framed the purpose of the makerspace in K–12 education and how makerspaces support school curriculum. Using interviews with twelve K–12 spacemakers, the study found spacemakers were experienced, self-motivated educators. These leaders described purposes for makerspaces including increasing student-centeredness, relevancy, career-readiness, and inclusion, showcasing the campus, and helping students become creators instead of consumers. Makerspaces supported school curriculum through dedicated making classes, as curricular projects, or as extracurricular activities. The discussion examines future challenges facing K–12 makerspaces in terms of curriculum, tools, sustainability, and equitable practices.     

Senior Leaders and Teaching Environments: Faculty Perceptions of Administrators’ Support of Innovation

We used data from the 2012 administration of the Faculty Survey of Student Engagement to measure faculty perceptions of senior leaders’ (e.g., deans, provosts, presidents) support for innovation in teaching. Specifically, this study explored what faculty characteristics predict faculty perceptions of leaders’ support for innovation in teaching and how those perceptions relate to several teaching practices (e.g., active classroom practice). The goal for this study was to gain additional insight into how faculty members approach teaching. The implications of these findings are presented along with some considerations for future research.     

Educational psychologists’ constructions of sexuality and the implications for practice

Despite an underlying inclusion agenda, sexuality equality remains a low priority in education. Review of literature suggests the marginalization of sexual minority young people (SMYP) in schools. This study explores educational psychologists’ (EPs’) constructions of sexuality and the implications for practice. Discursive psychology was used to analyse semi-structured interview data from seven EPs. Multiple and context-dependent constructions of sexuality emerged from the study. The research suggested that participants oriented to the need to maintain a non-prejudiced position and managed tensions of accountability using rhetorical strategies and interpretive repertoires. Conclusions centre on the need for reflexive practice to challenge taken for granted assumptions regarding sexuality in education and psychology communities.     

Living Educational Theory and Its Practice——A Model Case of Practice by CECEARFLT

通过对教育行动研究之现代理论"Living Educa tional Theory"(动态教育理论)的基本概念、核心内容、历史背景、主要理论家及其在教育领域内的应用范畴和方法的了解,可以看出这一理论必将对外语教学研究与教师职业发展产生积极有效的作用.