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751.
According to Hargreaves and Fink (The seven principles of sustainable leadership, 2003; Sustainable leadership, 2006), sustainable
leadership matters, spreads and lasts, and is fundamental to enduring and widespread school improvement. This observation
is especially germane to the context of leading small primary schools in rural locations, where challenges encountered by
principals in engaging with the complexities of continuous improvement are often accentuated. This article looks at the applicability
of certain aspects of sustainable leadership to the circumstances surrounding small rural schools. First, reasons are given
for devoting attention to the specific context of leadership in small rural primary schools, especially in Australia. The
article then examines the distinctive challenges encountered by principals of small rural schools that appear to compound
the difficulties of pursuing sustainable leadership. The next section draws from a Queensland study (Clarke and Stevens, Small
schools leadership study. Leading and teaching in small schools: confronting contextual complexity in work practices, 2004)
that has generated vignettes depicting the complexity of novice teaching principals’ work in rural environments. Taking cognizance
of Hargreaves and Fink’s analysis of sustainable leadership, selections from these vignettes are used to sharpen understandings
of ways in which sustainable leadership plays out in this context and the factors that either promote or impede its development. 相似文献
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Helen Wildy Simon Clarke Irene Styles Kadir Beycioglu 《Educational Assessment, Evaluation and Accountability》2010,22(4):307-326
Part of a 13-nation, cross-cultural study of the extent to which principals perceive their pre-appointment experiences had
prepared them for the job, the International Study of Principal Preparation (ISPP), this paper compares the responses of novice
principals in Turkey and Western Australia. Using a survey based on data from case studies of principals in their first 3 years,
the views of 50 Western Australian and 60 Turkish principals were examined in terms of the difficulty of the problems they
faced and the extent to which they felt prepared for these problems. Responses were analysed by sex, qualification, age at
appointment, school size, and school location. Respondents from both countries found that managing the budget and achieving
work/life balance presented challenges for them while working with parents and acquiring adequate resources were not challenging.
For Turkish respondents, building positive relationships with staff was more challenging than it was for the Australian respondents.
Surprisingly respondents felt well prepared for the tasks they faced, with Australians, females, principals of small schools
in rural and remote locations reporting significantly more positive views about their preparation than their counterparts. 相似文献
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756.
Fournier Geneviève Lachance Lise Viviers Simon Lahrizi Imane Zineb Goyer Liette Masdonati Jonas 《International Journal for Educational and Vocational Guidance》2020,20(1):123-168
The paper presents first the theoretical foundations used to develop a pre-experimental version of a questionnaire on relationship to work, and then the four stages of its initial validation leading to an experimental version. These stages included: (1) Defining the dimensions and sub-dimensions of the relationship to work concept; (2) Operationalizing the dimensions and sub-dimensions and creating the items; (3) Verifying the face and content validity and developing the pre-experimental questionnaire; (4) Testing the pre-experimental questionnaire with 550 workers and 538 students, assessing its psychometric properties and elaborating the experimental questionnaire.
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Acquired equivalence was investigated using a virtual reality conditioned suppression task administered in a first-person-shooter game. Two visual cues, A1 and B1, were followed by a tone (O1), and another two cues, A2 and B2, were followed by another tone (O2). During differential Pavlovian conditioning, A1 was paired with an instructed unconditioned stimulus (US) consisting of a flashing white screen, whereas A2 was not. All cues and outcomes were then presented at test, in the absence of the US, and suppression ratios were calculated for multiple response topographies (shots, hits, and breaks). Clear evidence of the suppression of shots was seen for A1 and B1, with no suppression being seen for either A2 or B2. Presentations of O1 and O2 resulted in significant suppression of shots and hits, whereas only O1 led to the suppression of breaks. The US expectancy ratings were consistent with these behavioral results. The findings are discussed in the light of differing accounts of acquired equivalence. 相似文献
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