An Examination of the Relationship Between Academic Discipline and Cognitive Complexity in Academic Deans’ Administrative Behavior

This study investigates Braxton and Hargens’ (1996, Variations among academic disciplines: Analytical frameworks and research. Higher Education: Handbook of Theory and Research. Vol. XI, pp. 1–45) assertion of the profound and extensive effects of academic discipline as it might pertain to administrative work. Academic deans in research and doctoral institutions nationwide were surveyed to investigate the relationship between academic discipline and cognitive complexity in their administrative behavior. A bivariate regression showed that being from an applied field was a significant predictor while the influence of consensus was not significant. Discipline effects waned when other predictors were added, suggesting that when other factors are considered, the extent to which one is exposed to their particular disciplinary paradigms becomes more important than mere affiliation with a discipline. Split sample analyses demonstrated variable influence structures. Findings indicate that the effects of discipline cannot be discounted in framing studies of administrators’ perceptions of their leadership context and the behavior which necessarily flows from those perceptions.     

‘If there is a job description I don’t think I’ve read one’: a case study of programme leadership in a UK pre-1992 university

This paper reports on an exploratory study of the role of programme leaders (PLs) in a pre-1992 university, based on interviews with PLs (7) and a survey of taught Masters students (54) in a single school. The study elicits PLs’ activities, most of which might be categorised as managerial and administrative, with leadership required intermittently; the preeminent role involves managing programme quality. The study finds that institutional guidelines overlook important aspects of PLs’ work (such as organising enrichment activities and student advocacy) which affect the quality of provision, and the findings challenge the notion that PLs are engaged in a ‘disesteemed’ service.     

Usefulness of cognitive intervention programmes for socio-emotional and behaviour problems in children with learning disabilities

Behavioural and emotional problems occur more frequently in children with learning problems than in a cross-section of the general population, both at home and at school. While behaviour problems reportedly are a key obstructive factor impeding inclusive education, children with both behavioural and learning disabilities carry a high risk of social exclusion and school dropout when they are in mainstream environments. Meta-analyses indicated only a moderate impact of social skills training. To see what kind of intervention programme would be effective in modifying cognitive as well as socio-emotional behaviour and at the same time focusing on contextual interaction and intervention, a pilot study has been carried out in Belgium with 11–13-year-old students with learning disability and behaviour problems in special schools. A total of 24 children in the experimental group were matched against a control group of 24. Children in the experimental group, after having received 14 lessons of FIE (Feuerstein's Instrumental Enrichment Programme), showed a marked increase in some cognitive functions (hypothetical thinking, perception and understanding of humour) but not in others. A significant effect on socio-emotional behaviour could not be shown quantitatively, but was evident from qualitative interviewing. The mediating attitude of the teachers was a key influencing factor in producing lasting changes. Programmes such as FIE, provided they address children as well as teachers in a comprehensive way, focusing on cognitive as well as socio-emotional behavioural changes, may become powerful instruments to help children as well as teachers in a highly differentiated inclusive school environment.     

Imagining the shaping of reflective deliberative education leaders: The devil is in the detail

Abstract

In this article we critically engage with some of the challenges and issues pertaining to the implementation of the Advanced Certificate in Education: School Leadership following a national agreement by the national Department of Education, provincial education departments and several universities. The rather idealised vision of the programme to provide learning opportunities to promote quality education in South African schools through the development of a corps of education leaders who apply critical understanding, values, knowledge and skills to school leadership and management in line with the vision of democratic transformation seemingly meshed with our own approach to the development of leadership. However, consequent to the planning, budgeting and implementation of this school leadership programme we realised that realities posed serious challenges. In this paper we narrate how it became increasingly clear how “the devil is in the detail”.     

大学的有效领导--《大学运行模式--大学组织与领导的控制系统》述评

在《大学运行模式——大学组织与领导的控制系统》一书中,“大学的领导”是贯穿始末的重要问题。基于大学的组织特性,大学的领导具有不同于其它组织领导的特征。如何使大学的领导趋于有效,可以考虑控制性的领导与管理;领导者的复杂化与正确学习;平衡管理。作者的思想对于我们研究大学的领导问题具有借鉴意义,同时也有其局限性。     

Preparing teachers for family–school partnerships: a Dutch and Belgian perspective

Family–school partnerships (FSP) are considered important for student’s academic and social development. However, preparing preservice teachers for these partnerships is seen as a challenge. Most studies on preservice teachers’ preparation for FSP have been conducted in North American contexts, and little knowledge exists from a European perspective. Therefore, a study was conducted to examine all teacher training programmes in Belgium (Flanders) and the Netherlands. Programme managers were asked to complete the Epstein and Sanders’ survey on this topic. Findings show that in general, preparation for FSP is considered important and that this topic is integrated into different courses. Most respondents indicated that communication with parents received the most attention. However, a majority of programme managers feel that preservice teacher’s preparation in this area is not sufficient. In some programmes, FSP is not included in the curriculum. A third of the managers argued that preparing teachers for FSP belongs in in-service training. This is remarkable given the fact that collaboration with parents is legally required for preservice teachers’ graduation. Furthermore, this study shows that even a decade after Epstein and Sanders’ study, preparing teachers for FSP is still a challenge.     

Simplicity and Complexity in Contemporary School Leadership: A Response to Grace

Gerald Grace's (2000) paper Research and the Challenges of School Leadership: the Contribution of Critical Scholarship is applauded for making a powerful case for critical leadership studies to be taken seriously and for providing an exhortation for many educationists to think again about headship. However, this paper suggests that Grace's paper is weakened by: (a) traditionalism (e.g. a false equation of leadership with headship and neglect of more recent discourses of leadership, distributed leadership and complexity theory); (b) reductionism, oversimplification, selectivity and misrepresentation in his consideration of educational management studies; (c) neglect of the considerable overlap between critical leadership studies and educational management studies; (d) an untenably negative view of educational management studies (neglecting their potential for realising the same agenda as critical leadership studies); (e) eurocentrism; and (f) his neglect of foundational issues in, and authors on, critical theory.     

Collaborative Leadership and Sustained Learner Academic Performance in Secondary Schools: A Blaming Game?

Abstract

This article reports on a study that investigated how collaborative leadership can influence sustained learner academic performance in secondary schools. The key problem resounds about secondary schools that are unable either to sustain or improve learner academic performance when intervention strategies rolled out from the district offices are concluded. The literature pursued in the study covered collaborative leadership from both schools and district education offices and their impact on learner academic performance. Participants were circuit managers, subject advisors, principals and teachers. They completed open- ended questionnaires that sought to explain the relationship between collaborative leadership and sustained learner academic performance. Major findings indicated that participants (at the various levels of leadership) attribute low learner academic performance to all other involved parties except themselves. Thus, collaborative leadership within the school and between schools and district education offices is not enabling sustained learner academic performance.     

美国基金会如何影响教育发展①--以华莱士基金会的学校领导力项目为例

华莱士基金会的学校领导力项目始于2000年,目的是通过提升或改善学校领导力来提高学生的学业成绩。为此基金会采取了三位一体的策略,即通过研究为项目推广和实践提供理论依据和指导;与高校、非营利组织合作,探索学校领导者的培养与培训;选择不同的州直接开展领导力项目的实践。本文对此进行了较为全面的探讨。     

Conceptualizing educational leadership in an academic development program

Promoting the development of educational leadership in higher education is essential for strengthening the quality of teaching and learning. Additional research is needed to conceptualize educational leadership, especially within informal roles. We analysed how faculty members in an academic development program conceptualized educational leadership. Five key characteristics emerged that inform the development of educational leadership capacity in postsecondary contexts: affective qualities, mentoring and empowering, action-orientation, teaching excellence, and research and scholarship. Three characteristics of academic programs aimed at developing educational leadership were also identified: funding and resources to implement a change initiative, building interdisciplinary communities, and embracing identity.