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391.
Marianne Döös Lena Wilhelmson Jenny Madestam Åsa Örnberg 《International Journal of Leadership in Education》2018,21(3):344-362
A school principal’s workload is recognised as being heavy, with an imbalance between demands and resources. This paper contributes to the development of collective leadership. The principalship constellations of six schools in Sweden were studied with the aim of strengthening the current knowledge about structures and experiences of shared principalship. The empirical basis is qualitative data from interviews with principals and vice-principals. The analytical focus was on how the sharing structures were organised and how the shared principalship was experienced. The results point to a considerable variation in the organisational structures of shared principalship. Despite the type of model, form and constellation, the principals and vice-principals voiced a striking sense of relief in not feeling alone in their duties, as problems and troubles became manageable. An intensified interaction level in the principalship constellation created opportunities to develop competence. Theoretically, this study broadens the invited leadership concept to include horizontal invitations across unit boundaries between principals in different units within the same school. The knowledge contribution of this study is useful in discussing the legal possibilities for shared principalship, which may be especially relevant in times when the Swedish school system is being criticised for not delivering good student outcomes. 相似文献
392.
This paper reports on qualitative research from an Australian, K-6, faith-based school about teachers’ experience of a job-embedded professional learning initiative (the Whole-School Benchmarking of Writing, WSBoW) that was designed to improve teachers’ capacity to apply data-driven decision-making to achieve improvements in student learning. Teacher interviews provided the data about experiences and influences on teching practice. The findings demonstrated that the professional learning initiative provided teachers with a supportive pedagogical tool for focusing their teaching practices on improving student learning. A research based evaluative framework was used as a heuristic to analyse the change initiative. This study used the framework and employed a social constructivist and sociocultural epistemology that recognised the importance of leadership and school context in the development of a culture focused on collaborative communities of practice and data-driven teacher decision-making. The study has significance for leaders, schools and systems that engage teachers in professional capacity building. 相似文献
393.
394.
Bittner Jenny V. Stamov Roßnagel Christian Staudinger Ursula M. 《International Journal for Educational and Vocational Guidance》2022,22(2):307-325
International Journal for Educational and Vocational Guidance - Self-regulation is crucial for learning and achievement in educational and occupational contexts. Educational self-regulation has... 相似文献
395.
Lee Ji-Eun Chan Jenny Yun-Chen Botelho Anthony Ottmar Erin 《Educational technology research and development : ETR & D》2022,70(5):1575-1599
Educational technology research and development - Online educational games have been widely used to support students’ mathematics learning. However, their effects largely depend on... 相似文献
396.
Jenny Lewis 《Science & Education》2014,23(2):361-379
This paper explores knowledge and understanding of basic genetics and gene technologies in school students who have been taught to a ‘science for all’ National Curriculum and compares 482 students in 1995 (gene technology was a new and rapidly developing area of science with potential to impact on everyday life; the first cohort of students had been taught to the National Curriculum for Science) with 154 students in 2011 (genomics had replaced gene technology as a rapidly developing area of science with potential to impact on everyday life; science as a core subject within the National Curriculum was well established). These studies used the same questions, with the same age group (14–16) across the same (full) ability range; in addition the 2011 sample were asked about stem cells, stem cell technology and epigenetics. Students in 2011 showed: better knowledge of basic genetics but continuing difficulty in developing coherent explanatory frameworks; a good understanding of the nature of stem cells but no understanding of the process by which such cells become specialised; better understanding of different genetic technologies but also a wider range of misunderstandings and confusions (both between different genetic technologies and with other biological processes); continuing difficulty in evaluating potential veracity of short ‘news’ items but greater awareness of ethical issues and the range of factors (including knowledge of genetics) which could be drawn on when justifying a view or coming to a decision. Implications for a ‘science for all’ curriculum are considered. 相似文献
397.
Jenny Bimrose Mark Watson Mary McMahon Simone Haasler Massimo Tomassini Pamela A. Suzanne 《International Journal for Educational and Vocational Guidance》2014,14(1):77-88
Institutionalised discrimination continues to perpetuate deep rooted social divisions, with gender inequality persisting as a pervasive feature of labour markets across the world. Despite the depth and breadth of gender inequality, there is limited acknowledgement in career theory that the career support needs of women are distinctive. A qualitative international comparative study into the career trajectories of older women (aged 45–65) has been conducted across six countries (Australia, Argentina, Germany, Italy, England and South Africa). The results provide an international understanding of women’s careers and offer insight into career theory and practice for women that are culturally relevant. 相似文献
398.
Pam Peters Adam Smith Jenny Middledorp Anne Karpin Samantha Sin Alan Kilgore 《高等教育研究与发展》2014,33(4):742-756
This paper describes a terminological approach to the teaching and learning of fundamental concepts in foundation tertiary units in Statistics and Accounting, using an online dictionary-style resource (TermFinder) with customised termbanks for each discipline. Designed for independent learning, the termbanks support inquiring students from non-English-speaking backgrounds – including international students – in their understanding of the key concepts of their discipline. Two quasi-experimental studies of the use of these termbanks are reported here, showing the difference that they made in the performances of first-year students studying Statistics and Accounting, when compared with those from the previous year before the termbanks were available. In both units, the exam results for the experimental cohorts were significantly better than those of the cohorts in the preceding year. Higher success rates and raised levels of engagement with terminological questions were registered for all students, Australian domestic and international. Individual study patterns emerged in the trial of the accounting termbank, with international students making early use of the termbank with its translation equivalents in Mandarin Chinese, and Australian students more inclined to use it close to the final exam. The testing of the customised termbanks, developed collaboratively by lexicographers and academic staff, vindicates their use in large, diverse classes and their value to students as resources for independent learning. That apart, the research affirms the value of focusing on terminology and the nexus with disciplinary concepts in introductory courses. 相似文献
399.
Dr. Claudia Pöhlmann Hans Anand Pant Jenny Frenzel Alexander Roppelt Olaf Köller 《Zeitschrift für Erziehungswissenschaft》2014,17(1):113-133
The introduction of educational standards in Germany forced teachers to change their perspective in order to achieve competence-oriented teaching. The initial representative surveys throughout Germany indicated that a short time after the introduction of the educational standards, teachers in various school forms were still very slow to implement the idea of competence-oriented teaching in their everyday school life. This article presents the effects of a newly developed intervention programme in which mathematics teachers familiarised themselves with educational standards for the first time. The teacher data and the performance data of the pupils of the schools participating in the project are compared in a longitudinal study with the data of schools which were not included in the intervention programme. The results indicate that after the intervention programme has run for one year, mathematics teachers in the project schools are more competence-oriented in their teaching and reflect more intensively on the concept of the educational standards than mathematics teachers in the comparison schools. 相似文献
400.