Distributed leadership of school curriculum change: an integrative approach

Since its inception in 1999, the distributed leadership framework of Spillane, Halverson, and Diamond [2004. “Towards a Theory of Leadership Practice: A Distributed Perspective.” Journal of Curriculum Studies 36 (1): 3–34. doi:10.1080/0022027032000106726] has supported research into leadership and change in schools. Whilst the conceptual integrity of the framework is sound, research based upon its premises has attracted some criticism. The research has had a narrowed focus which has not generally reflected the inseparability of the elements of the framework and the situation within which leadership is enacted. In addition, it often fails to account for the complexity of critical elements of the environment such as micropolitics. This position paper proposes a reconfiguration of the distributed leadership framework as a research framework in response to this critique. The paper asserts that this new perspective that is presented is able to respond to the critique through an integrated approach that encompasses situation, social distribution and task enactment and which supports an integrated approach to research methodology. This adapted framework has the potential to more fully support research design that is actuality holistic and embedded in the context.     

An ethnographic action research project: national curriculum,historical learning and a culturally diverse Melbourne primary school

ABSTRACT

This paper uses ethnographic action research to explore how the objectives of the Australian Curriculum Intercultural Understanding can be achieved in a culturally diverse Year 5/6 (ages 10–12) primary school class in Melbourne. It examines whether a history unit on migration, that uses a structured historical inquiry approach, encourages culturally diverse students to develop a more critical and reflexive understanding of multiculturalism. Using Banks’ multicultural framework and Bath’s approach to ethnographic action research, I argue that the oral history component of a Year 5/6 history unit supported students to develop their Intercultural Understanding. I suggest that ethnographic action research is an effective approach for investigating the implementation of new teaching initiatives.     

Enabling positive change in primary school: learner-led research in a Scottish context

The relevance and value of increased learner participation in effect change research is increasing in its significance and importance across the education sector, guided by current national governance and the move of local authorities to implement action research models to drive improvement. This paper reports on a study led by primary seven pupils in a remote rural Scottish primary school, working collaboratively towards planning, developing, implementing and evaluating learner-led research. The pupil researchers created their own initiative, introducing dogs to the classroom, which was designed to increase self-esteem and self-efficacy for all learners in their school. Through the implementation of the initiative, they were observed to develop their own social and emotional well-being as they engaged in the process of interviewing, results analysis and subsequent resource dissemination. This article discusses the collaborative and supportive relationship alongside the desire to bring about positive change that must underpin genuine collaboration.     

Using collaborative action research to achieve school-led change within a centralised education system: perspectives from the inside

ABSTRACT

There are many examples of collaborative action research being used to promote school change. Reflecting on evidence gathered as a result of collaborative inquiry led by a teacher in a primary school in Cyprus over a 3-year period, this paper examines what is involved in using such an approach within a centralised education system. In so doing, it exposes the social and political challenges involved, whilst at the same time throwing light on possibilities for overcoming these problems in order to facilitate school-led change. In this context, frequent staff changes presented particular barriers, and recent increases in migration into the country were seen to add further challenges, whilst at the same time opening up new possibilities for stimulating innovations through collaborative action research.     

Leading curriculum innovation in primary schools project: a final report

This article provides the final report on a research project that investigated the ways in which curriculum innovation can be led successfully in primary schools. Data gathering included 40 semi-structured interviews in 10 successful primary schools in England of varying sizes and types and in a range of geographical and social locations. Findings suggest that in order for curriculum innovation to be successful, school leaders need to create an ethos for change that empowers teachers to experiment with the curriculum through the adoption of distributed forms of leadership, and that in-school and between-school cooperation is a key mechanism for change.     

要进一步加强关于小学写字教学的研究

本文是作者为<小学写字教学手册>一书写的序言.汉字书写是汉语文的基本功构成之一,所以应该重视写字教学的基础理论研究,包括教学的原则、方法、手段和教学评价.作者介绍了<小学写字教学手册>一书的主要内容和编辑体例,以及具有文献性、工具性和资料性于一体的特点,对促进各地小学写字教学具有指导意义.     

Encounters with action research in the african context: a case study in the school curriculum in lesotho

This article is based on an action research study undertaken in the African context, in Lesotho. It illustrates understandings and insights that developed in this context about action research by reference to the factors that influenced the comprehension and implementation of the method, reflections of the research team on the method, and the potential of the method to improve practice. It is argued that the method had potential to improve practice in this context, and that the contextualisation of action research by reflection on the method was essential.     

Benchlearning – an action research program for transforming leadership and school practices

ABSTRACT

In this paper, we investigate how a Benchlearning program for principals in Norway and Sweden supports changes in Norwegian principals’ leadership practices. The program design builds on principles for practical action research. The aim of the program was to inspire changes in the principals’ leadership practices that encourage innovative school practices. The program includes learning modes such as theoretical inputs, sharing experiences, school visits, training, and trialling of new leadership practices. Drawing on data from participants’ reflections on their learning and changes in their leadership practices, we identify transformations that have been realized and the ways in which the Benchlearning program has supported the transformations. The findings indicate that the program can be seen as a systematic and disciplined process, a ‘meta-practice’, that supports changes in the principals’ leadership practices, their understandings, and the conditions of their practice. More specifically, the findings show that the theoretical inputs and practical learning modes stimulated transformations of the principals’ thinking about leadership practices, what they do in practice and how they relate to others. In particular, the study suggests that the principals’ active participation in trialling new leadership practices in their own schools stimulated transformations.     

Rethinking leadership and change: a case study in leadership succession and its impact on school transformation

This qualitative, historical study, based on interviews with participants and archive data, reconstructs the extended process through which three successive heads contributed to the transformation of the Felix Holt School. Over a 10‐year period the roll rose from 560 to 1109, while the percentage of pupils achieving 5 GCSE higher grades increased from a low point of 13% to 57% in 2002. Unlike the majority of schools nationally, Felix Holt moved definitively from one level of effectiveness to another. Concepts from the leadership literature frame an analysis of how three contrasting leaders influenced organizational characteristics. Despite disruption and turbulence as the heads adopted discontinuous strategies and contrasting styles, their respective contributions broke the mould and built the capacity of the school. Successful transition from one leader to another seems to be a critical but neglected dimension of sustainable improvement. All those concerned with the appointment of school leaders are recommended to give more care to managing their arrival, induction and departure.     

School leadership and educational change: Tools and practices in shared school leadership development

This study examines the features of school leadership as it evolved in an upper secondary school attempting to enhance school improvement through a dedicated team of developmental leaders. We study the team leadership’s tools and design over one school year and report on the evolution of a collective approach to leadership for school improvement. Researchers in a formative intervention research project supported the change process. Cultural-historical activity theory and a set of new technologies inspired the intervention design. The study describes how conceptions and practices of leadership gradually emerged as a collective and distributed approach to leading educational change and school improvement. In particular, new tools and designs for school team leadership were explored and implemented. The study addresses the need to develop shared and collaborative conceptions of leadership in schools. The study concludes that careful planning and skilful orchestration of human, cultural and technological resources are needed in order to make sustainable improvements in schools.     

加强中学地理课程资源开发利用的策略研究

地理课程资源的开发以及利用具有重要的现实意义,有助于学生综合素质的培养以及地理学科的健康持续发展。通过研究,本文提出通过切实加强地理教科书开发利用,积极构建地理课程资源系统;充分发挥地理教师这一课程资源关键地位;重视学生在地理课程资源开发利用中的作用;加强对学生家长资源的开发以及利用以及积极利用信息技术,推动地理资源开发利用等诸多策略,为改善地理课程资源开发利用提供一定的借鉴,使其能够健康持续发展。     

Increasing the uptake of peer feedback in primary school writing: findings from an action research enquiry

This article reports on how an action research strategy was used to increase children's uptake of feedback during peer assessment in primary school writing. Several different strategies were used in the study that had been successful in increasing students’ uptake of peer feedback in contexts such as higher education. In order to evaluate how successful these actions were, several different data collection methods were drawn upon to triangulate findings including children's work, observations, informal interviews and mind mapping. Thematic analysis was used to analyse the data generated. Findings are consistent with those from research in other settings which suggest that pupils make better use of feedback if: it is task-involving and useful; there is sufficient time given for them to act on it and discuss it with their peers; and they are asked to reflect on how it has been used to improve the quality of the assessed work.     

From change and challenge to new directions for school leadership

Reflecting on the countries represented in this issue, this chapter analyzes the topics and problems raised and suggests, through comparative analysis, new directions for school leadership. The role of the school site leader, be the headteacher or principal, is a role laden with more responsibility than ever before. One difference between the countries is the amount of attendant authority that is linked with devolved responsibility. To varying degrees in the four countries discussed, there are issues that present a quandary for school leaders, such as centralization of some key decisions (particularly concerning curriculum) and decentralization of managerial responsibility. These international themes have implications for policymaking and for those who prepare leaders and provide ongoing professional support.     

Bringing action research to the curriculum development process

As new communication technologies enter the classroom, teachers must attend to how digital platforms impact the interpersonal practices of teaching and learning. In this article, I study email exchanges with three of my students – Jorge, Adriana, and Jason – over the course of one year in an 11th-grade English class at River High School, a struggling American school subject to intervention for failing to meet the federal No Child Left Behind requirements. I ask several questions: what role does email play in my relationships with students; what does email reveal about the ideological content of my communication with students; and how could I use email transformatively? When I studied these email exchanges, I found that while email has the potential to transform literacy instruction, it can also perpetuate a poor student/teacher relationship and reproduce neoliberal narratives that narrowly imagine students as test-takers, workers, and consumers.     

Junior high school science transformed: analysing a science curriculum policy change

In response to a governmental initiative associated with expanding the technological infrastructure of its economy, the Canadian province of Alberta undertook extensive revision of its secondary school science programme, starting in 1986. This paper is about the junior high school programme (Grades 7‐9, ages about 12‐15). The subject matter configuration was changed from a ‘layer‐cake’ design to a ‘coordinated’ design. The objectives were broadened to include three mandated curriculum emphases, distributed evenly across the 18 units of the three‐year programme. The paper examines these and other features of the development and implementation of this reasonably successful curriculum policy.     

谈如何加强小学语文阅读教学

阅读是小学语文教学中不可缺少的一部分,是培养学生文学素养和综合性语文能力的重要手段,同时也是教学中比较难的一项,需要师生日积月累地坚持下去。文章主要谈论了笔者在日常的阅读教学方面积累的些许经验,希望对广大教师有所帮助。     

小学英语课程中传统文化的缺失及对策研究

随着"国学热"这一思潮的的涌现,教育逐渐成为传承传统文化的媒介,而小学教育更是成为弘扬传统文化的首站。我国英语教学的发展突飞猛进,但小学英语课程中却到处充斥着西方文化价值观,我国优秀的传统文化知识严重缺失。对此,我们应该及时研究与分析,使小学生在英语学习中了解西方文化的同时,继承我国优秀的传统文化。     

The teacher leadership process: Attempting change within embedded systems

This embedded case study examines the leadership practices of eleven teacher leaders in three urban schools to identify how these teacher leaders attempt to change the teaching practice of their colleagues while working as professional learning community leaders and as mentors for new teachers. Using a theoretical framework integrating complex systems theory with Kotter’s (Leading change. Harvard University Press, Cambridge, 1996) eight steps for leading organizational change, we analyze the work and perspectives of individual teacher leaders, and we examine how teams of teacher leaders and principals function collectively in their efforts to lead instructional change. Our findings have implications for schools seeking to utilize teacher leadership as a reform strategy for authentic instructional improvement.     

Factors shaping community attitudes to school mathematics: Implications for future curriculum change

The goals of mathematics education are pressured by political, social, and economic forces that are often expressed through the medium of public opinion. Public opinion is formed largely by the preceptions of what is rather than the reality itself which may be known by only a few. The recommendations of committees of enquiry are activated in the world of average people and typical teachers — not the rarefied world of specialised professional knowledge in which the recommendations are typically incubated.This paper reports on community perceptions of school mathematics with respect to the four areas of content, individual values, attitudinal aspects, and folklore. Factor analysis identified five predictor variables (derived from the respondents' own backgrounds), and five criterion variables (describing their views and values as to what school mathematics should be). Analysis of variance was used to explore the contribution of the predictor variables and selected demographic variables to the criterion factor scores. The results are discussed in relation to their implications for the effective implementation of recommendations for change in mathematics education.