Evaluating the use of a strengths-based development tool with head teachers

This exploratory study investigated an educational psychologist’s use of a strengths-based development tool with head teachers, in the context of influencing and supporting leaders in school organisations. Nine head teachers completed the “Realise2 Introductory Profile” online strengths assessment and then received a structured debrief by an educational psychologist, to facilitate discussion around their individual profile. Feedback was gathered from five head teachers, using semi-structured interview and a Likert-type rating scale. Interviews were analysed thematically. Head teachers reported raised self-awareness in terms of their realised strengths, learned behaviours, weaknesses and unrealised strengths. They noted an increased motivation and commitment to self reflection as a core practice and related this to subsequent changes in management practice, such as improving personal resilience, increased authenticity in their professional role and more effective delegation of management tasks. Organisational level outcomes reported by head teachers included increases in focus on strengths based practices, teacher well-being and resilience. Personal and professional development with individual head teachers is discussed as an effective use of educational psychology resources with potential benefits for the wider organisation.     

测绘工程实践教学环节的组织与实施

实践教学是培养“三创”型复合人才必不可少的重要途径。重视学生实践能力的培养是测绘学院的光荣传统。该文根据测绘工程专业的自身特点，详细介绍了课问实验、集中实习（含课程设计）和毕业设计3个层次的实践教学环节组织与实施的经验。     

Implications of a Learning Organisation for Social Justice in Poverty Stricken Communities: A Theoretical Perspective

Abstract

The term “social justice” cuts across disciplines and theoretical orientations. Critical theory underpinned the study reported on in this article. Many South African schools, particularly in poverty stricken communities, still experience insurmountable economic and social injustices despite progress since the apartheid regime. The injustices manifest in poverty, inequalities and unequal distribution of educational resources, impacting on the achievement gap. While social justice is a concern in the literature, South African literature has little on how to apply the concept of a learning organisation to reclaim a commitment to social justice. The article argues that schools perceived as learning organisations are sites of social and political struggle that can promote and encourage human rights to fundamental freedoms for all, without discrimination. This requires progressive teachers and critical thinking by students to transform dehumanising social milieus into communities of participation embodying the values of progress and human emancipation.     

The organisation of academic knowledge: A comparative perspective

How is academic knowledge organized? Does thisvary from country to country, and, if so, how?This paper explores these questions through anexamination of some of the data included in theCommonwealth Universities Yearbook 2001.In particular, an analysis is presented of thedifferent names given to basic academic units(departments, schools and/or faculties) inAustralia, Nigeria and the United Kingdom.Evidence is provided regarding forms ofinstitutional organization, and of the varyingstrength of different disciplines or fields ofstudy.     

Identifying costs of instructional technology in higher education

Abstract

The current advocacy for rapidly increasing the use of instructional technologies has not been accompanied by sufficient research on the costs of these modes of instruction. The purpose of this article is to illustrate the need for more comprehensive research on instructional technology costs and to provide a framework for examining these costs. First, to provide context, some current assumptions about the growing use of instructional technology are discussed. Then various categories of costs are described.     

Professionalism,governance and inclusive education – A total population study of Swedish special needs educators

ABSTRACT

Prior research shows that special needs educators (SNEs) have had problems defining their occupational roles and jurisdiction, particularly regarding inclusive education. There are two occupational groups of SNEs in Sweden, namely special educational needs coordinators (SENCOs) and special education teachers. In this paper, we use the collective name SNEs to refer to both groups. Here, results from a total population study of Swedish SNEs are presented (N?=?3367, response rate 75%). The aim is to explore differences in SNEs’ interpretation of school difficulties and if these differences are influenced by SNEs’ employment in different parts of the school organisation. Statistical cluster-analysis was used to categorise SNEs into five distinct groups based on how they view the problems of pupils in school difficulties. Key concepts employed in the analysis are, primarily organisational vs occupational governance in relation to professional jurisdiction. Findings suggest that SNEs are less unanimous in their views of school problems, than prior research indicates. The variance is partly due to where they work in the school organisation, but we also find indications that different groups of SNEs experience different forms of governance with regard to their professionalism. The results are important due to the scope of the data and method of analysis as well as the illustrated variance of professional values and situations of SNEs and the potential consequences for the development of inclusive education.     

Positioning oneself for leadership: feelings of vulnerability among aspirant school principals

The research context for this article is the difficulty being experienced by a number of school systems, especially in the UK, USA, Canada and Australia, in recruiting principals. In our discussion we draw on preliminary findings from ongoing research into the experiences of a cohort of aspiring primary and secondary school principals. Our data comprise the electronic journal (E‐journal) entries of the 21 aspirants. We characterize the E‐journal reflections as identity narratives in which the aspirants are able to explore a range of feelings, challenges and uncertainties associated with the possibility of future principal role incumbency. The significance of these E‐journalling narratives, therefore, is that they provide aspirants with an opportunity, through semi‐private reflection, to begin positioning themselves for leadership. For this reason we articulate the idea of ‘positioning space’, a supportive holding environment which facilitates the exploration of potential and possible selves and we explore some properties and protocols associated with occupancy of this space.     

Audio-visual production and shortcomings of distribution in organisation studies

This article considers the relation of audio-visual media to research in organisation studies, a scholarly market of the cultural economy. Guided theoretically by affect, audio-visual media place emphasis on mental and physical sensations that most organisation studies research, whether objective or subjective, tends to overlook or only imply. Too often, underlying disciplinary assumptions impose controls that are incompatible with the transmission of affect. Now, it is the case that those who have accumulated cultural capital within the field privilege conventions already found in the logic of the printed word. At issue is the implication that the culture of print effectually suppresses experimentation with audio-visual media as an alternative form of presentation. To illustrate the problem, I draw on first-hand experience of efforts to establish the research contribution of a short film.     

Organising Sport at the Olympic Games: The Case of Sydney 2000

In this paper, the interdependent and fluid organisational networks that form to organise Olympic Games are analysed using Norbert Elias's concept of human figurations. Rather than considering organisational situations and developments in static terms, Eliasian process sociology frames the place of organisations within the broader social and historical contexts in which they operate. From an Eliasian perspective, the organisation of a mega-project, such as the Olympic Games, is not only the result of recent developments but also of countless social and organisational figurations that developed over many years prior to the winning of a bid to stage the event. In this regard, the organisation of the Olympic Games is the result of both planned and unplanned consequences of organising over which no one individual ever has total control.