Combining Institutional and Distributed Frameworks in Studies of School Leadership

ABSTRACT

The premise of this article is that studies of distributed leadership could benefit from further incorporation of institutional approaches to better understand complex reform demands facing school leaders working for instructional improvement. We begin by articulating the core components of a distributed perspective on leadership and of an institutional perspective on organizational change. We next describe our methods for reviewing a purposeful sample of 28 highly cited empirical articles on distributed school leadership in K-12 settings. We argue that studies that fully integrate institutional and distributed perspectives can contribute important insights on how school leaders manage the pressures of complex policy environments and the role of collective structuration in defining and legitimating distributed leadership practice.     

Laboratories of Liberalism: American Higher Education in the Arabian Peninsula and the Discursive Production of Authoritarianism

Minerva - American university globalization has increasingly targeted and been courted by authoritarian states. While the reasons for these partnerships are manifold—including the ease of...     

Busting the myth of gender bias: views from men and women primary-school trainees and teachers

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Why are there still so few men within Early Years in primary schools: views from male trainee teachers and male leaders?

One of the challenges facing the Early Years (EY) sector is how to encourage more male practitioners to counterbalance a largely feminised workforce. Using case studies of male trainees at different stages of their primary undergraduate Initial Teacher Training course at one university, we attempt to consider data why there is under-representation of men within the leadership strata in EY settings. Questionnaires and interviews were conducted with the male sample groups and male leaders in primary schools to gain an overview regarding gender stereotyping. Our findings suggest that male trainees enjoy working in the EY sector, but they need mentoring by strong leaders to help them overcome the perceived contextual barriers of male stereotypes in that setting. In conclusion, we consider some of these barriers of stereotypes, attitudes, values, beliefs existing and the actions needed in addressing such stereotypes if a long-lasting change is to happen.     

Raising standards for pupils who have English as an Additional Language (EAL) through monitoring and evaluation of provision in primary schools

The aim of the research is to further knowledge and understand how monitoring and evaluation of pupils who have English as an additional language (EAL) is undertaken in primary schools. This is a comparative study across primary schools using qualitative approaches to help gain insight into current good practice and identify future needs in EAL. Through interviews with senior leadership teams and key coordinators, we explore how structures and systems help to monitor and evaluate provision for pupils who have EAL. The findings of the study indicate a more systematic approach to monitoring and evaluation of pedagogic practice, so that staff in primary schools have a clearer understanding of how to meet the needs of pupils who have EAL more effectively, rather than leaving it to specialist staff. Our conclusion is that staff require training on data analysis to better target learning and attainment for pupils who have EAL.     

The use of Makaton for supporting talk,through play,for pupils who have English as an Additional Language (EAL) in the Foundation Stage

This study examines the use of Makaton, a language programme based on the use of signing, symbols and speech, as a pedagogic tool to support the development of talk for pupils learning English as an Additional Language (EAL). The research setting was a Reception class with a high percentage of pupils who have EAL in the initial stages of learning English. Observations, questionnaires and interviews were used to collect data to ensure reliability and validity of the conclusions. The findings suggest that Makaton can assist in the development of talk, as the data showed a positive correlation between the use of Makaton and the use of spoken English. This study has implications for practitioners and schools, not only those catering for the specific needs of EAL learners because Makaton® is a skilfully devised programme that is underpinned by the very principles that are documented to support pupils who have EAL.     

Geographic Variations in Cost of Living: Associations With Family and Child Well‐Being

The effects of geographic variations in cost of living and family income on children’s academic achievement and social competence in first grade (mean age = 86.9 months) were examined, mediated through material hardship, parental investments, family stress, and school resources. Using data from the Early Childhood Longitudinal Study–Kindergarten Cohort (N = 17,565), higher cost of living was associated with lower academic achievement. For poor children only, higher cost of living was also detrimental to parental investments and school resources. Parental investments and school resources were more strongly associated with achievement for lower income than higher income children. Results suggest that cost of living intersects with income in meaningful ways for family and child well‐being and should be accounted for in the poverty measure.     

Antinuclear Antibody Profiling in Patients of a Tertiary Care Centre in Central India

The incidence of autoimmune disorders that includes the connective tissue diseases has seen a rise in India in recent times. Antinuclear antibodies, the telltale sign of systemic autoimmune response, thus can be used as a screening tool and also to support the diagnosis of systemic autoimmune disease. The present retrospective cross- sectional analysis aimed to study the antinuclear antibodies profile (patterns and specific antibody reactivity) amongst suspected cases of auto-immune disorders at a tertiary care teaching hospital. The study retrieved and reviewed reports of 644 patients sent for ANA testing by indirect immunofluorescence assay over a period of 1 year by different specialty departments. Positive samples were further processed for anti-ds-DNA antibody and antibodies to extractable nuclear antigen. Data collected was statistically analysed. ANA pattern positivity was observed in 31% of cases and a positive antibody reactivity was seen in 66% of them. Female predominance (82%) was noted in both pattern positivity and antibody reactivity. High levels of pattern positivity and antibody reactivity was found in the young adults (45.9%). Amongst the ANA patterns, the nuclear homogenous pattern was found the commonest. The common antibodies associated with this pattern were anti-dsDNA and U1 Sm/RNP antibodies. A stronger fluorescence intensity on initial screening showed a higher confirmation rate for specific antibodies on immunoassay. High occurrence of positive ANA patterns in autoimmune disorders suggests its utilization as a screening tool for them and would also play an adjuvant to the diagnosis. Early knowledge about future autoimmunity will earn better prognostic achievements through better treatment interventions.     

Identifying and analyzing touchpoints for building a higher education brand

In today's instantly interconnected world, sectors like higher education, which were once considered safe havens, are now being exposed to competitive forces. Education is an experiential service where the active involvement of both the service provider (higher education brand) and the consumer (student) is important. This research paper identifies 13 influencing touchpoints during the various stages of the educational journey – pre-admission stage, course stage and post-passing as alumnus stage.