Index
Understanding Decision-Making in Educational Contexts
ISBN: 978-1-80071-818-0, eISBN: 978-1-80071-817-3
Publication date: 15 March 2021
This content is currently only available as a PDF
Citation
Chitpin, S. (2021), "Index", Understanding Decision-Making in Educational Contexts (Transforming Education Through Critical Leadership, Policy and Practice), Emerald Publishing Limited, Leeds, pp. 175-178. https://doi.org/10.1108/978-1-80071-817-320211012
Publisher
:Emerald Publishing Limited
Copyright © 2021 Stephanie Chitpin. Published under exclusive licence by Emerald Publishing Limited
INDEX
Academic functioning analysis, 141–142
Arousal, 141
Attendance policy
action, 127–130
Bolman's Four-Frame Model, 133
counter-induction, 130–132
counter-inductive procedure, 129
Deal’s Four-Frame Model, 133
mental models, 132–133
policy, 127–130
school non-attender, 125–127
Wexler Collegiate, 123–124
Attention, 141
Attention deficit/hyperactivity disorder (ADHD), 74
Autocratic form, 95–96
Bolman's Four-Frame Model, 133
British Education Inspection Framework, 7
Capital Public School District (CPSD), 87, 92, 105
Case analysis questions, 118–119
Charismatic form, 96
Clinical impression
academic functioning analysis, 141–142
arousal, 141
attention, 141
cognitive competencies, 140
physical competencies, 140
Cognitive competencies, 140
Comprehension, 141
Conceptual approach, 5
Confirmation bias, 50, 52, 114–115
Congregational prayer, 156
Conjecture, 15–18
Consultative form, 96
Counter-induction, 130, 132
Counter-rule, 129
Critical rationalism, 48, 53, 115, 156
Curriculum decisions, 67–68
Daily prayer school accommodation, 156
Data collection, 71–72
Deal’s Four-Frame Model, 133
Decision-making, 5, 14, 53, 55, 66, 97, 110, 112, 156–157, 167
Distributed leadership, 36
Educational administration, 34, 73–74, 151
Educational leadership, 4–5, 95
General Certificate of Secondary Education (GCSE), 27
Standard Attainment Test (SAT), 27
Educational systems, 4
Education, Health and Care Plans (EHCP), 28–29, 40
Education inspection framework (EIF), 66, 69–70
Education Quality and Accountability Office (EQAO), 94–95, 105, 123–124
Emotions
abuse, 93–95
investment, 170
England’s national priorities
achievement gap, 74–77
differentiated solutions, 78–79
low aspirations, 77–78
parental support, 77–78
targeted solutions, 78–79
Error elimination (EE1), 16
Ethical deliberation, 5–6
Expertise form, 96
External stakeholders, 42
Familiarity, 19
Four-Frame Model, 133
General Certificate of Secondary Education (GCSE), 27, 67–72, 78–80
Global positioning system (GPS), 132
Governmental targets, 37–41
Her Majesty’s Inspectorate’s (HMI) relationship, 65–66
Irrationality
case studies, 13–15
conjecture, 15–18
decision-making model, 14
error elimination (EE1), 16
expectation, 15
justified belief, 16
Placebo effect, 18–19
Popper’s approach, 20–21, 23
refutation, 15–18
solution/knowledge, 15
tentative theory (TT1), 16
tragedy, 19–20
trust, 20–21
Justified belief, 16
K-12 schools, 32–33, 71–72
Leadership, 31–32
confirmation bias, 50–52
decision-making framework, 53–55
educational studies, 52–53
error elimination, 54
learning, 60–61
National Curriculum, 49–50
networking, 59–60
optimization, 55–59
Organisation for Economic Co-operation and Development (OECD), 49
Popper, Karl Raimund, 52–53
school context, 48–50
spotlight shifting, 50–52
Licence revocation
complainant’s letter, 106–108
confirmation bias, 114–115
exploring tentative solutions, 117–118
generating tentative solutions, 117–118
Objective Knowledge Growth Framework (OKGF), 115, 117–119
plan of action, 109–110
principal winter, 106
safe learning environment, 112–114
school, 105–106
shifting spotlight, 114–115
Mathematics, 141–142
Mental models, 132–133
Metropolitan, 151
Multi-Academy Trusts (MAT), 36–37
Multicultural Liaison Officer (MLO), 158
Multiple-criteria decision analysis (MCDA), 3, 168
Multitrack, 4
National Curriculum, 49–50
Neo-liberalism, 7, 81
Networking, 35
Objective Knowledge Growth Framework (OKGF), 3–5, 115, 117–119
applying, 118–119
confirmation bias, 50–52
decision-making framework, 53–55
educational studies, 52–53
error elimination, 54
exploring tentative solutions, 117–118
generating tentative solutions, 117–118
learning, 60–61
National Curriculum, 49–50
networking, 59–60
optimization, 55–59
Organisation for Economic Co-operation and Development (OECD), 49
Popper, Karl Raimund, 52–53
school context, 48–50
spotlight shifting, 50–52
Ofsted, 68–69
Ontario College of Teachers’ (OCT), 88, 90, 118–119
Ontario College of Teachers’ (OCT) Discipline Panel, 112
Ontario Human Rights Code, 152
Opportunities, 28–29, 47, 116, 137
Optimization, 55–59
Organisation for Economic Co-operation and Development (OECD), 49
Organizational form, 96
Oxford Collegiate offers an International Advanced Placement (AP) Program, 87–88
Parental aspiration, 30
Parental form, 96
Parent–teacher association (PTA), 105
Participants, 72–74
demographics, 72
Personality traits, 110–111
Physical competencies, 140
Placebo effect, 18–19
Policy conceptualization, 70–71
Political/social/psychological approach, 5–6
Popperian Framework, 172
Popper, Karl, 5–7, 52–53
approach, 20–21, 23
theory of learning, 145
trial and error elimination, 145–147
Post Graduate Certificate of Education (PGCE), 33–34, 73
Problem solving trajectories, 30–31, 138, 141–142, 145
Professional development agenda (PDA), 91
Psychological assessment report, 142–145
Rational decision-making model, 14
Reading, 141
Refutation, 15–18
Safe learning environment, 112–114
School context, 48–50
School funding, 67–68
School leadership
definition, 169
Multiple-Criteria Decision Analysis Framework, 168
Popperian Framework, 172
School non-attender, 125–127
School-wide performance, 28
Science, technology, engineering and maths (STEM), 69
Self-control, 98–99
Self-fulfilling prophecy, 41–42
Shifting spotlight, 114–115
Social Sciences Humanities Research Council of Canada (SSHRC), 32, 71, 116–117
Socioeconomic communities, 40–41
Socioeconomic status (SES), 66
Special educational needs (SEN), 28
behavioural obstacles, 29–31
collaboration, 35–37
competition, 35–37
Education, Health and Care Plans (EHCP), 28–29
findings, 35
funding, 37–41
governmental targets, 37–41
leadership, 31–32
methods and data, 32–42
participants, 33–35
self-fulfilling prophecy, 41–42
socioeconomic obstacles, 29–31
Spotlight shifting, 50–52
Standard Attainment Test (SAT), 27
Sustainable leadership, 35
Systems leadership, 67
Teachers
licence revocation. See Licence revocation
teaching approaches, 95–99
Tentative theory (TT1), 16
Town hall meeting, 155
Tragedy, 19–20
Trust, 20–21
United Kingdom (UK), 71–72
daily prayer school accommodation, 156
decision-making framework, 156–157
foundation for change, 154–155
incident, 152–154
Metropolitan, 151
Objective Knowledge Growth Framework (OKGF), 156–157, 159
town hall meeting, 155
Verbal abuse, 93–95
Volvo Effect, 30
Wexler Collegiate, 123–124
Wexler Collegiate Attendance Policy, 128
Word recognition, 141
Written language, 141
Academic functioning analysis
, 141–142
Arousal
, 141
Attendance policy
action
, 127–130
Bolman's Four-Frame Model
, 133
counter-induction
, 130–132
counter-inductive procedure
, 129
Deal’s Four-Frame Model
, 133
mental models
, 132–133
policy
, 127–130
school non-attender
, 125–127
Wexler Collegiate
, 123–124
Attention
, 141
Attention deficit/hyperactivity disorder (ADHD)
, 74
Autocratic form
, 95–96
Bolman's Four-Frame Model
, 133
British Education Inspection Framework
, 7
Capital Public School District (CPSD), 87, 92, 105
Case analysis questions, 118–119
Charismatic form, 96
Clinical impression
academic functioning analysis, 141–142
arousal, 141
attention, 141
cognitive competencies, 140
physical competencies, 140
Cognitive competencies, 140
Comprehension, 141
Conceptual approach, 5
Confirmation bias, 50, 52, 114–115
Congregational prayer, 156
Conjecture, 15–18
Consultative form, 96
Counter-induction, 130, 132
Counter-rule, 129
Critical rationalism, 48, 53, 115, 156
Curriculum decisions, 67–68
Daily prayer school accommodation, 156
Data collection, 71–72
Deal’s Four-Frame Model, 133
Decision-making, 5, 14, 53, 55, 66, 97, 110, 112, 156–157, 167
Distributed leadership, 36
Educational administration, 34, 73–74, 151
Educational leadership, 4–5, 95
General Certificate of Secondary Education (GCSE), 27
Standard Attainment Test (SAT), 27
Educational systems, 4
Education, Health and Care Plans (EHCP), 28–29, 40
Education inspection framework (EIF), 66, 69–70
Education Quality and Accountability Office (EQAO), 94–95, 105, 123–124
Emotions
abuse, 93–95
investment, 170
England’s national priorities
achievement gap, 74–77
differentiated solutions, 78–79
low aspirations, 77–78
parental support, 77–78
targeted solutions, 78–79
Error elimination (EE1), 16
Ethical deliberation, 5–6
Expertise form, 96
External stakeholders, 42
Familiarity, 19
Four-Frame Model, 133
General Certificate of Secondary Education (GCSE), 27, 67–72, 78–80
Global positioning system (GPS), 132
Governmental targets, 37–41
Her Majesty’s Inspectorate’s (HMI) relationship, 65–66
Irrationality
case studies, 13–15
conjecture, 15–18
decision-making model, 14
error elimination (EE1), 16
expectation, 15
justified belief, 16
Placebo effect, 18–19
Popper’s approach, 20–21, 23
refutation, 15–18
solution/knowledge, 15
tentative theory (TT1), 16
tragedy, 19–20
trust, 20–21
Justified belief, 16
K-12 schools, 32–33, 71–72
Leadership, 31–32
confirmation bias, 50–52
decision-making framework, 53–55
educational studies, 52–53
error elimination, 54
learning, 60–61
National Curriculum, 49–50
networking, 59–60
optimization, 55–59
Organisation for Economic Co-operation and Development (OECD), 49
Popper, Karl Raimund, 52–53
school context, 48–50
spotlight shifting, 50–52
Licence revocation
complainant’s letter, 106–108
confirmation bias, 114–115
exploring tentative solutions, 117–118
generating tentative solutions, 117–118
Objective Knowledge Growth Framework (OKGF), 115, 117–119
plan of action, 109–110
principal winter, 106
safe learning environment, 112–114
school, 105–106
shifting spotlight, 114–115
Mathematics, 141–142
Mental models, 132–133
Metropolitan, 151
Multi-Academy Trusts (MAT), 36–37
Multicultural Liaison Officer (MLO), 158
Multiple-criteria decision analysis (MCDA), 3, 168
Multitrack, 4
National Curriculum, 49–50
Neo-liberalism, 7, 81
Networking, 35
Objective Knowledge Growth Framework (OKGF), 3–5, 115, 117–119
applying, 118–119
confirmation bias, 50–52
decision-making framework, 53–55
educational studies, 52–53
error elimination, 54
exploring tentative solutions, 117–118
generating tentative solutions, 117–118
learning, 60–61
National Curriculum, 49–50
networking, 59–60
optimization, 55–59
Organisation for Economic Co-operation and Development (OECD), 49
Popper, Karl Raimund, 52–53
school context, 48–50
spotlight shifting, 50–52
Ofsted, 68–69
Ontario College of Teachers’ (OCT), 88, 90, 118–119
Ontario College of Teachers’ (OCT) Discipline Panel, 112
Ontario Human Rights Code, 152
Opportunities, 28–29, 47, 116, 137
Optimization, 55–59
Organisation for Economic Co-operation and Development (OECD), 49
Organizational form, 96
Oxford Collegiate offers an International Advanced Placement (AP) Program, 87–88
Parental aspiration, 30
Parental form, 96
Parent–teacher association (PTA), 105
Participants, 72–74
demographics, 72
Personality traits, 110–111
Physical competencies, 140
Placebo effect, 18–19
Policy conceptualization, 70–71
Political/social/psychological approach, 5–6
Popperian Framework, 172
Popper, Karl, 5–7, 52–53
approach, 20–21, 23
theory of learning, 145
trial and error elimination, 145–147
Post Graduate Certificate of Education (PGCE), 33–34, 73
Problem solving trajectories, 30–31, 138, 141–142, 145
Professional development agenda (PDA), 91
Psychological assessment report, 142–145
Rational decision-making model, 14
Reading, 141
Refutation, 15–18
Safe learning environment, 112–114
School context, 48–50
School funding, 67–68
School leadership
definition, 169
Multiple-Criteria Decision Analysis Framework, 168
Popperian Framework, 172
School non-attender, 125–127
School-wide performance, 28
Science, technology, engineering and maths (STEM), 69
Self-control, 98–99
Self-fulfilling prophecy, 41–42
Shifting spotlight, 114–115
Social Sciences Humanities Research Council of Canada (SSHRC), 32, 71, 116–117
Socioeconomic communities, 40–41
Socioeconomic status (SES), 66
Special educational needs (SEN), 28
behavioural obstacles, 29–31
collaboration, 35–37
competition, 35–37
Education, Health and Care Plans (EHCP), 28–29
findings, 35
funding, 37–41
governmental targets, 37–41
leadership, 31–32
methods and data, 32–42
participants, 33–35
self-fulfilling prophecy, 41–42
socioeconomic obstacles, 29–31
Spotlight shifting, 50–52
Standard Attainment Test (SAT), 27
Sustainable leadership, 35
Systems leadership, 67
Teachers
licence revocation. See Licence revocation
teaching approaches, 95–99
Tentative theory (TT1), 16
Town hall meeting, 155
Tragedy, 19–20
Trust, 20–21
United Kingdom (UK), 71–72
daily prayer school accommodation, 156
decision-making framework, 156–157
foundation for change, 154–155
incident, 152–154
Metropolitan, 151
Objective Knowledge Growth Framework (OKGF), 156–157, 159
town hall meeting, 155
Verbal abuse, 93–95
Volvo Effect, 30
Wexler Collegiate, 123–124
Wexler Collegiate Attendance Policy, 128
Word recognition, 141
Written language, 141
Capital Public School District (CPSD)
, 87, 92, 105
Case analysis questions
, 118–119
Charismatic form
, 96
Clinical impression
academic functioning analysis
, 141–142
arousal
, 141
attention
, 141
cognitive competencies
, 140
physical competencies
, 140
Cognitive competencies
, 140
Comprehension
, 141
Conceptual approach
, 5
Confirmation bias
, 50, 52, 114–115
Congregational prayer
, 156
Conjecture
, 15–18
Consultative form
, 96
Counter-induction
, 130, 132
Counter-rule
, 129
Critical rationalism
, 48, 53, 115, 156
Curriculum decisions
, 67–68
Daily prayer school accommodation
, 156
Data collection
, 71–72
Deal’s Four-Frame Model
, 133
Decision-making
, 5, 14, 53, 55, 66, 97, 110, 112, 156–157, 167
Distributed leadership
, 36
Educational administration, 34, 73–74, 151
Educational leadership, 4–5, 95
General Certificate of Secondary Education (GCSE), 27
Standard Attainment Test (SAT), 27
Educational systems, 4
Education, Health and Care Plans (EHCP), 28–29, 40
Education inspection framework (EIF), 66, 69–70
Education Quality and Accountability Office (EQAO), 94–95, 105, 123–124
Emotions
abuse, 93–95
investment, 170
England’s national priorities
achievement gap, 74–77
differentiated solutions, 78–79
low aspirations, 77–78
parental support, 77–78
targeted solutions, 78–79
Error elimination (EE1), 16
Ethical deliberation, 5–6
Expertise form, 96
External stakeholders, 42
Familiarity, 19
Four-Frame Model, 133
General Certificate of Secondary Education (GCSE), 27, 67–72, 78–80
Global positioning system (GPS), 132
Governmental targets, 37–41
Her Majesty’s Inspectorate’s (HMI) relationship, 65–66
Irrationality
case studies, 13–15
conjecture, 15–18
decision-making model, 14
error elimination (EE1), 16
expectation, 15
justified belief, 16
Placebo effect, 18–19
Popper’s approach, 20–21, 23
refutation, 15–18
solution/knowledge, 15
tentative theory (TT1), 16
tragedy, 19–20
trust, 20–21
Justified belief, 16
K-12 schools, 32–33, 71–72
Leadership, 31–32
confirmation bias, 50–52
decision-making framework, 53–55
educational studies, 52–53
error elimination, 54
learning, 60–61
National Curriculum, 49–50
networking, 59–60
optimization, 55–59
Organisation for Economic Co-operation and Development (OECD), 49
Popper, Karl Raimund, 52–53
school context, 48–50
spotlight shifting, 50–52
Licence revocation
complainant’s letter, 106–108
confirmation bias, 114–115
exploring tentative solutions, 117–118
generating tentative solutions, 117–118
Objective Knowledge Growth Framework (OKGF), 115, 117–119
plan of action, 109–110
principal winter, 106
safe learning environment, 112–114
school, 105–106
shifting spotlight, 114–115
Mathematics, 141–142
Mental models, 132–133
Metropolitan, 151
Multi-Academy Trusts (MAT), 36–37
Multicultural Liaison Officer (MLO), 158
Multiple-criteria decision analysis (MCDA), 3, 168
Multitrack, 4
National Curriculum, 49–50
Neo-liberalism, 7, 81
Networking, 35
Objective Knowledge Growth Framework (OKGF), 3–5, 115, 117–119
applying, 118–119
confirmation bias, 50–52
decision-making framework, 53–55
educational studies, 52–53
error elimination, 54
exploring tentative solutions, 117–118
generating tentative solutions, 117–118
learning, 60–61
National Curriculum, 49–50
networking, 59–60
optimization, 55–59
Organisation for Economic Co-operation and Development (OECD), 49
Popper, Karl Raimund, 52–53
school context, 48–50
spotlight shifting, 50–52
Ofsted, 68–69
Ontario College of Teachers’ (OCT), 88, 90, 118–119
Ontario College of Teachers’ (OCT) Discipline Panel, 112
Ontario Human Rights Code, 152
Opportunities, 28–29, 47, 116, 137
Optimization, 55–59
Organisation for Economic Co-operation and Development (OECD), 49
Organizational form, 96
Oxford Collegiate offers an International Advanced Placement (AP) Program, 87–88
Parental aspiration, 30
Parental form, 96
Parent–teacher association (PTA), 105
Participants, 72–74
demographics, 72
Personality traits, 110–111
Physical competencies, 140
Placebo effect, 18–19
Policy conceptualization, 70–71
Political/social/psychological approach, 5–6
Popperian Framework, 172
Popper, Karl, 5–7, 52–53
approach, 20–21, 23
theory of learning, 145
trial and error elimination, 145–147
Post Graduate Certificate of Education (PGCE), 33–34, 73
Problem solving trajectories, 30–31, 138, 141–142, 145
Professional development agenda (PDA), 91
Psychological assessment report, 142–145
Rational decision-making model, 14
Reading, 141
Refutation, 15–18
Safe learning environment, 112–114
School context, 48–50
School funding, 67–68
School leadership
definition, 169
Multiple-Criteria Decision Analysis Framework, 168
Popperian Framework, 172
School non-attender, 125–127
School-wide performance, 28
Science, technology, engineering and maths (STEM), 69
Self-control, 98–99
Self-fulfilling prophecy, 41–42
Shifting spotlight, 114–115
Social Sciences Humanities Research Council of Canada (SSHRC), 32, 71, 116–117
Socioeconomic communities, 40–41
Socioeconomic status (SES), 66
Special educational needs (SEN), 28
behavioural obstacles, 29–31
collaboration, 35–37
competition, 35–37
Education, Health and Care Plans (EHCP), 28–29
findings, 35
funding, 37–41
governmental targets, 37–41
leadership, 31–32
methods and data, 32–42
participants, 33–35
self-fulfilling prophecy, 41–42
socioeconomic obstacles, 29–31
Spotlight shifting, 50–52
Standard Attainment Test (SAT), 27
Sustainable leadership, 35
Systems leadership, 67
Teachers
licence revocation. See Licence revocation
teaching approaches, 95–99
Tentative theory (TT1), 16
Town hall meeting, 155
Tragedy, 19–20
Trust, 20–21
United Kingdom (UK), 71–72
daily prayer school accommodation, 156
decision-making framework, 156–157
foundation for change, 154–155
incident, 152–154
Metropolitan, 151
Objective Knowledge Growth Framework (OKGF), 156–157, 159
town hall meeting, 155
Verbal abuse, 93–95
Volvo Effect, 30
Wexler Collegiate, 123–124
Wexler Collegiate Attendance Policy, 128
Word recognition, 141
Written language, 141
Educational administration
, 34, 73–74, 151
Educational leadership
, 4–5, 95
General Certificate of Secondary Education (GCSE)
, 27
Standard Attainment Test (SAT)
, 27
Educational systems
, 4
Education, Health and Care Plans (EHCP)
, 28–29, 40
Education inspection framework (EIF)
, 66, 69–70
Education Quality and Accountability Office (EQAO)
, 94–95, 105, 123–124
Emotions
abuse
, 93–95
investment
, 170
England’s national priorities
achievement gap
, 74–77
differentiated solutions
, 78–79
low aspirations
, 77–78
parental support
, 77–78
targeted solutions
, 78–79
Error elimination (EE1)
, 16
Ethical deliberation
, 5–6
Expertise form
, 96
External stakeholders
, 42
Familiarity
, 19
Four-Frame Model
, 133
General Certificate of Secondary Education (GCSE), 27, 67–72, 78–80
Global positioning system (GPS), 132
Governmental targets, 37–41
Her Majesty’s Inspectorate’s (HMI) relationship, 65–66
Irrationality
case studies, 13–15
conjecture, 15–18
decision-making model, 14
error elimination (EE1), 16
expectation, 15
justified belief, 16
Placebo effect, 18–19
Popper’s approach, 20–21, 23
refutation, 15–18
solution/knowledge, 15
tentative theory (TT1), 16
tragedy, 19–20
trust, 20–21
Justified belief, 16
K-12 schools, 32–33, 71–72
Leadership, 31–32
confirmation bias, 50–52
decision-making framework, 53–55
educational studies, 52–53
error elimination, 54
learning, 60–61
National Curriculum, 49–50
networking, 59–60
optimization, 55–59
Organisation for Economic Co-operation and Development (OECD), 49
Popper, Karl Raimund, 52–53
school context, 48–50
spotlight shifting, 50–52
Licence revocation
complainant’s letter, 106–108
confirmation bias, 114–115
exploring tentative solutions, 117–118
generating tentative solutions, 117–118
Objective Knowledge Growth Framework (OKGF), 115, 117–119
plan of action, 109–110
principal winter, 106
safe learning environment, 112–114
school, 105–106
shifting spotlight, 114–115
Mathematics, 141–142
Mental models, 132–133
Metropolitan, 151
Multi-Academy Trusts (MAT), 36–37
Multicultural Liaison Officer (MLO), 158
Multiple-criteria decision analysis (MCDA), 3, 168
Multitrack, 4
National Curriculum, 49–50
Neo-liberalism, 7, 81
Networking, 35
Objective Knowledge Growth Framework (OKGF), 3–5, 115, 117–119
applying, 118–119
confirmation bias, 50–52
decision-making framework, 53–55
educational studies, 52–53
error elimination, 54
exploring tentative solutions, 117–118
generating tentative solutions, 117–118
learning, 60–61
National Curriculum, 49–50
networking, 59–60
optimization, 55–59
Organisation for Economic Co-operation and Development (OECD), 49
Popper, Karl Raimund, 52–53
school context, 48–50
spotlight shifting, 50–52
Ofsted, 68–69
Ontario College of Teachers’ (OCT), 88, 90, 118–119
Ontario College of Teachers’ (OCT) Discipline Panel, 112
Ontario Human Rights Code, 152
Opportunities, 28–29, 47, 116, 137
Optimization, 55–59
Organisation for Economic Co-operation and Development (OECD), 49
Organizational form, 96
Oxford Collegiate offers an International Advanced Placement (AP) Program, 87–88
Parental aspiration, 30
Parental form, 96
Parent–teacher association (PTA), 105
Participants, 72–74
demographics, 72
Personality traits, 110–111
Physical competencies, 140
Placebo effect, 18–19
Policy conceptualization, 70–71
Political/social/psychological approach, 5–6
Popperian Framework, 172
Popper, Karl, 5–7, 52–53
approach, 20–21, 23
theory of learning, 145
trial and error elimination, 145–147
Post Graduate Certificate of Education (PGCE), 33–34, 73
Problem solving trajectories, 30–31, 138, 141–142, 145
Professional development agenda (PDA), 91
Psychological assessment report, 142–145
Rational decision-making model, 14
Reading, 141
Refutation, 15–18
Safe learning environment, 112–114
School context, 48–50
School funding, 67–68
School leadership
definition, 169
Multiple-Criteria Decision Analysis Framework, 168
Popperian Framework, 172
School non-attender, 125–127
School-wide performance, 28
Science, technology, engineering and maths (STEM), 69
Self-control, 98–99
Self-fulfilling prophecy, 41–42
Shifting spotlight, 114–115
Social Sciences Humanities Research Council of Canada (SSHRC), 32, 71, 116–117
Socioeconomic communities, 40–41
Socioeconomic status (SES), 66
Special educational needs (SEN), 28
behavioural obstacles, 29–31
collaboration, 35–37
competition, 35–37
Education, Health and Care Plans (EHCP), 28–29
findings, 35
funding, 37–41
governmental targets, 37–41
leadership, 31–32
methods and data, 32–42
participants, 33–35
self-fulfilling prophecy, 41–42
socioeconomic obstacles, 29–31
Spotlight shifting, 50–52
Standard Attainment Test (SAT), 27
Sustainable leadership, 35
Systems leadership, 67
Teachers
licence revocation. See Licence revocation
teaching approaches, 95–99
Tentative theory (TT1), 16
Town hall meeting, 155
Tragedy, 19–20
Trust, 20–21
United Kingdom (UK), 71–72
daily prayer school accommodation, 156
decision-making framework, 156–157
foundation for change, 154–155
incident, 152–154
Metropolitan, 151
Objective Knowledge Growth Framework (OKGF), 156–157, 159
town hall meeting, 155
Verbal abuse, 93–95
Volvo Effect, 30
Wexler Collegiate, 123–124
Wexler Collegiate Attendance Policy, 128
Word recognition, 141
Written language, 141
General Certificate of Secondary Education (GCSE)
, 27, 67–72, 78–80
Global positioning system (GPS)
, 132
Governmental targets
, 37–41
Her Majesty’s Inspectorate’s (HMI) relationship
, 65–66
Irrationality
case studies, 13–15
conjecture, 15–18
decision-making model, 14
error elimination (EE1), 16
expectation, 15
justified belief, 16
Placebo effect, 18–19
Popper’s approach, 20–21, 23
refutation, 15–18
solution/knowledge, 15
tentative theory (TT1), 16
tragedy, 19–20
trust, 20–21
Justified belief, 16
K-12 schools, 32–33, 71–72
Leadership, 31–32
confirmation bias, 50–52
decision-making framework, 53–55
educational studies, 52–53
error elimination, 54
learning, 60–61
National Curriculum, 49–50
networking, 59–60
optimization, 55–59
Organisation for Economic Co-operation and Development (OECD), 49
Popper, Karl Raimund, 52–53
school context, 48–50
spotlight shifting, 50–52
Licence revocation
complainant’s letter, 106–108
confirmation bias, 114–115
exploring tentative solutions, 117–118
generating tentative solutions, 117–118
Objective Knowledge Growth Framework (OKGF), 115, 117–119
plan of action, 109–110
principal winter, 106
safe learning environment, 112–114
school, 105–106
shifting spotlight, 114–115
Mathematics, 141–142
Mental models, 132–133
Metropolitan, 151
Multi-Academy Trusts (MAT), 36–37
Multicultural Liaison Officer (MLO), 158
Multiple-criteria decision analysis (MCDA), 3, 168
Multitrack, 4
National Curriculum, 49–50
Neo-liberalism, 7, 81
Networking, 35
Objective Knowledge Growth Framework (OKGF), 3–5, 115, 117–119
applying, 118–119
confirmation bias, 50–52
decision-making framework, 53–55
educational studies, 52–53
error elimination, 54
exploring tentative solutions, 117–118
generating tentative solutions, 117–118
learning, 60–61
National Curriculum, 49–50
networking, 59–60
optimization, 55–59
Organisation for Economic Co-operation and Development (OECD), 49
Popper, Karl Raimund, 52–53
school context, 48–50
spotlight shifting, 50–52
Ofsted, 68–69
Ontario College of Teachers’ (OCT), 88, 90, 118–119
Ontario College of Teachers’ (OCT) Discipline Panel, 112
Ontario Human Rights Code, 152
Opportunities, 28–29, 47, 116, 137
Optimization, 55–59
Organisation for Economic Co-operation and Development (OECD), 49
Organizational form, 96
Oxford Collegiate offers an International Advanced Placement (AP) Program, 87–88
Parental aspiration, 30
Parental form, 96
Parent–teacher association (PTA), 105
Participants, 72–74
demographics, 72
Personality traits, 110–111
Physical competencies, 140
Placebo effect, 18–19
Policy conceptualization, 70–71
Political/social/psychological approach, 5–6
Popperian Framework, 172
Popper, Karl, 5–7, 52–53
approach, 20–21, 23
theory of learning, 145
trial and error elimination, 145–147
Post Graduate Certificate of Education (PGCE), 33–34, 73
Problem solving trajectories, 30–31, 138, 141–142, 145
Professional development agenda (PDA), 91
Psychological assessment report, 142–145
Rational decision-making model, 14
Reading, 141
Refutation, 15–18
Safe learning environment, 112–114
School context, 48–50
School funding, 67–68
School leadership
definition, 169
Multiple-Criteria Decision Analysis Framework, 168
Popperian Framework, 172
School non-attender, 125–127
School-wide performance, 28
Science, technology, engineering and maths (STEM), 69
Self-control, 98–99
Self-fulfilling prophecy, 41–42
Shifting spotlight, 114–115
Social Sciences Humanities Research Council of Canada (SSHRC), 32, 71, 116–117
Socioeconomic communities, 40–41
Socioeconomic status (SES), 66
Special educational needs (SEN), 28
behavioural obstacles, 29–31
collaboration, 35–37
competition, 35–37
Education, Health and Care Plans (EHCP), 28–29
findings, 35
funding, 37–41
governmental targets, 37–41
leadership, 31–32
methods and data, 32–42
participants, 33–35
self-fulfilling prophecy, 41–42
socioeconomic obstacles, 29–31
Spotlight shifting, 50–52
Standard Attainment Test (SAT), 27
Sustainable leadership, 35
Systems leadership, 67
Teachers
licence revocation. See Licence revocation
teaching approaches, 95–99
Tentative theory (TT1), 16
Town hall meeting, 155
Tragedy, 19–20
Trust, 20–21
United Kingdom (UK), 71–72
daily prayer school accommodation, 156
decision-making framework, 156–157
foundation for change, 154–155
incident, 152–154
Metropolitan, 151
Objective Knowledge Growth Framework (OKGF), 156–157, 159
town hall meeting, 155
Verbal abuse, 93–95
Volvo Effect, 30
Wexler Collegiate, 123–124
Wexler Collegiate Attendance Policy, 128
Word recognition, 141
Written language, 141
Irrationality
case studies
, 13–15
conjecture
, 15–18
decision-making model
, 14
error elimination (EE1)
, 16
expectation
, 15
justified belief
, 16
Placebo effect
, 18–19
Popper’s approach
, 20–21, 23
refutation
, 15–18
solution/knowledge
, 15
tentative theory (TT1)
, 16
tragedy
, 19–20
trust
, 20–21
Justified belief
, 16
K-12 schools, 32–33, 71–72
Leadership, 31–32
confirmation bias, 50–52
decision-making framework, 53–55
educational studies, 52–53
error elimination, 54
learning, 60–61
National Curriculum, 49–50
networking, 59–60
optimization, 55–59
Organisation for Economic Co-operation and Development (OECD), 49
Popper, Karl Raimund, 52–53
school context, 48–50
spotlight shifting, 50–52
Licence revocation
complainant’s letter, 106–108
confirmation bias, 114–115
exploring tentative solutions, 117–118
generating tentative solutions, 117–118
Objective Knowledge Growth Framework (OKGF), 115, 117–119
plan of action, 109–110
principal winter, 106
safe learning environment, 112–114
school, 105–106
shifting spotlight, 114–115
Mathematics, 141–142
Mental models, 132–133
Metropolitan, 151
Multi-Academy Trusts (MAT), 36–37
Multicultural Liaison Officer (MLO), 158
Multiple-criteria decision analysis (MCDA), 3, 168
Multitrack, 4
National Curriculum, 49–50
Neo-liberalism, 7, 81
Networking, 35
Objective Knowledge Growth Framework (OKGF), 3–5, 115, 117–119
applying, 118–119
confirmation bias, 50–52
decision-making framework, 53–55
educational studies, 52–53
error elimination, 54
exploring tentative solutions, 117–118
generating tentative solutions, 117–118
learning, 60–61
National Curriculum, 49–50
networking, 59–60
optimization, 55–59
Organisation for Economic Co-operation and Development (OECD), 49
Popper, Karl Raimund, 52–53
school context, 48–50
spotlight shifting, 50–52
Ofsted, 68–69
Ontario College of Teachers’ (OCT), 88, 90, 118–119
Ontario College of Teachers’ (OCT) Discipline Panel, 112
Ontario Human Rights Code, 152
Opportunities, 28–29, 47, 116, 137
Optimization, 55–59
Organisation for Economic Co-operation and Development (OECD), 49
Organizational form, 96
Oxford Collegiate offers an International Advanced Placement (AP) Program, 87–88
Parental aspiration, 30
Parental form, 96
Parent–teacher association (PTA), 105
Participants, 72–74
demographics, 72
Personality traits, 110–111
Physical competencies, 140
Placebo effect, 18–19
Policy conceptualization, 70–71
Political/social/psychological approach, 5–6
Popperian Framework, 172
Popper, Karl, 5–7, 52–53
approach, 20–21, 23
theory of learning, 145
trial and error elimination, 145–147
Post Graduate Certificate of Education (PGCE), 33–34, 73
Problem solving trajectories, 30–31, 138, 141–142, 145
Professional development agenda (PDA), 91
Psychological assessment report, 142–145
Rational decision-making model, 14
Reading, 141
Refutation, 15–18
Safe learning environment, 112–114
School context, 48–50
School funding, 67–68
School leadership
definition, 169
Multiple-Criteria Decision Analysis Framework, 168
Popperian Framework, 172
School non-attender, 125–127
School-wide performance, 28
Science, technology, engineering and maths (STEM), 69
Self-control, 98–99
Self-fulfilling prophecy, 41–42
Shifting spotlight, 114–115
Social Sciences Humanities Research Council of Canada (SSHRC), 32, 71, 116–117
Socioeconomic communities, 40–41
Socioeconomic status (SES), 66
Special educational needs (SEN), 28
behavioural obstacles, 29–31
collaboration, 35–37
competition, 35–37
Education, Health and Care Plans (EHCP), 28–29
findings, 35
funding, 37–41
governmental targets, 37–41
leadership, 31–32
methods and data, 32–42
participants, 33–35
self-fulfilling prophecy, 41–42
socioeconomic obstacles, 29–31
Spotlight shifting, 50–52
Standard Attainment Test (SAT), 27
Sustainable leadership, 35
Systems leadership, 67
Teachers
licence revocation. See Licence revocation
teaching approaches, 95–99
Tentative theory (TT1), 16
Town hall meeting, 155
Tragedy, 19–20
Trust, 20–21
United Kingdom (UK), 71–72
daily prayer school accommodation, 156
decision-making framework, 156–157
foundation for change, 154–155
incident, 152–154
Metropolitan, 151
Objective Knowledge Growth Framework (OKGF), 156–157, 159
town hall meeting, 155
Verbal abuse, 93–95
Volvo Effect, 30
Wexler Collegiate, 123–124
Wexler Collegiate Attendance Policy, 128
Word recognition, 141
Written language, 141
K-12 schools
, 32–33, 71–72
Leadership
, 31–32
confirmation bias
, 50–52
decision-making framework
, 53–55
educational studies
, 52–53
error elimination
, 54
learning
, 60–61
National Curriculum
, 49–50
networking
, 59–60
optimization
, 55–59
Organisation for Economic Co-operation and Development (OECD)
, 49
Popper, Karl Raimund
, 52–53
school context
, 48–50
spotlight shifting
, 50–52
Licence revocation
complainant’s letter
, 106–108
confirmation bias
, 114–115
exploring tentative solutions
, 117–118
generating tentative solutions
, 117–118
Objective Knowledge Growth Framework (OKGF)
, 115, 117–119
plan of action
, 109–110
principal winter
, 106
safe learning environment
, 112–114
school
, 105–106
shifting spotlight
, 114–115
Mathematics, 141–142
Mental models, 132–133
Metropolitan, 151
Multi-Academy Trusts (MAT), 36–37
Multicultural Liaison Officer (MLO), 158
Multiple-criteria decision analysis (MCDA), 3, 168
Multitrack, 4
National Curriculum, 49–50
Neo-liberalism, 7, 81
Networking, 35
Objective Knowledge Growth Framework (OKGF), 3–5, 115, 117–119
applying, 118–119
confirmation bias, 50–52
decision-making framework, 53–55
educational studies, 52–53
error elimination, 54
exploring tentative solutions, 117–118
generating tentative solutions, 117–118
learning, 60–61
National Curriculum, 49–50
networking, 59–60
optimization, 55–59
Organisation for Economic Co-operation and Development (OECD), 49
Popper, Karl Raimund, 52–53
school context, 48–50
spotlight shifting, 50–52
Ofsted, 68–69
Ontario College of Teachers’ (OCT), 88, 90, 118–119
Ontario College of Teachers’ (OCT) Discipline Panel, 112
Ontario Human Rights Code, 152
Opportunities, 28–29, 47, 116, 137
Optimization, 55–59
Organisation for Economic Co-operation and Development (OECD), 49
Organizational form, 96
Oxford Collegiate offers an International Advanced Placement (AP) Program, 87–88
Parental aspiration, 30
Parental form, 96
Parent–teacher association (PTA), 105
Participants, 72–74
demographics, 72
Personality traits, 110–111
Physical competencies, 140
Placebo effect, 18–19
Policy conceptualization, 70–71
Political/social/psychological approach, 5–6
Popperian Framework, 172
Popper, Karl, 5–7, 52–53
approach, 20–21, 23
theory of learning, 145
trial and error elimination, 145–147
Post Graduate Certificate of Education (PGCE), 33–34, 73
Problem solving trajectories, 30–31, 138, 141–142, 145
Professional development agenda (PDA), 91
Psychological assessment report, 142–145
Rational decision-making model, 14
Reading, 141
Refutation, 15–18
Safe learning environment, 112–114
School context, 48–50
School funding, 67–68
School leadership
definition, 169
Multiple-Criteria Decision Analysis Framework, 168
Popperian Framework, 172
School non-attender, 125–127
School-wide performance, 28
Science, technology, engineering and maths (STEM), 69
Self-control, 98–99
Self-fulfilling prophecy, 41–42
Shifting spotlight, 114–115
Social Sciences Humanities Research Council of Canada (SSHRC), 32, 71, 116–117
Socioeconomic communities, 40–41
Socioeconomic status (SES), 66
Special educational needs (SEN), 28
behavioural obstacles, 29–31
collaboration, 35–37
competition, 35–37
Education, Health and Care Plans (EHCP), 28–29
findings, 35
funding, 37–41
governmental targets, 37–41
leadership, 31–32
methods and data, 32–42
participants, 33–35
self-fulfilling prophecy, 41–42
socioeconomic obstacles, 29–31
Spotlight shifting, 50–52
Standard Attainment Test (SAT), 27
Sustainable leadership, 35
Systems leadership, 67
Teachers
licence revocation. See Licence revocation
teaching approaches, 95–99
Tentative theory (TT1), 16
Town hall meeting, 155
Tragedy, 19–20
Trust, 20–21
United Kingdom (UK), 71–72
daily prayer school accommodation, 156
decision-making framework, 156–157
foundation for change, 154–155
incident, 152–154
Metropolitan, 151
Objective Knowledge Growth Framework (OKGF), 156–157, 159
town hall meeting, 155
Verbal abuse, 93–95
Volvo Effect, 30
Wexler Collegiate, 123–124
Wexler Collegiate Attendance Policy, 128
Word recognition, 141
Written language, 141
Mathematics
, 141–142
Mental models
, 132–133
Metropolitan
, 151
Multi-Academy Trusts (MAT)
, 36–37
Multicultural Liaison Officer (MLO)
, 158
Multiple-criteria decision analysis (MCDA)
, 3, 168
Multitrack
, 4
National Curriculum
, 49–50
Neo-liberalism
, 7, 81
Networking
, 35
Objective Knowledge Growth Framework (OKGF), 3–5, 115, 117–119
applying, 118–119
confirmation bias, 50–52
decision-making framework, 53–55
educational studies, 52–53
error elimination, 54
exploring tentative solutions, 117–118
generating tentative solutions, 117–118
learning, 60–61
National Curriculum, 49–50
networking, 59–60
optimization, 55–59
Organisation for Economic Co-operation and Development (OECD), 49
Popper, Karl Raimund, 52–53
school context, 48–50
spotlight shifting, 50–52
Ofsted, 68–69
Ontario College of Teachers’ (OCT), 88, 90, 118–119
Ontario College of Teachers’ (OCT) Discipline Panel, 112
Ontario Human Rights Code, 152
Opportunities, 28–29, 47, 116, 137
Optimization, 55–59
Organisation for Economic Co-operation and Development (OECD), 49
Organizational form, 96
Oxford Collegiate offers an International Advanced Placement (AP) Program, 87–88
Parental aspiration, 30
Parental form, 96
Parent–teacher association (PTA), 105
Participants, 72–74
demographics, 72
Personality traits, 110–111
Physical competencies, 140
Placebo effect, 18–19
Policy conceptualization, 70–71
Political/social/psychological approach, 5–6
Popperian Framework, 172
Popper, Karl, 5–7, 52–53
approach, 20–21, 23
theory of learning, 145
trial and error elimination, 145–147
Post Graduate Certificate of Education (PGCE), 33–34, 73
Problem solving trajectories, 30–31, 138, 141–142, 145
Professional development agenda (PDA), 91
Psychological assessment report, 142–145
Rational decision-making model, 14
Reading, 141
Refutation, 15–18
Safe learning environment, 112–114
School context, 48–50
School funding, 67–68
School leadership
definition, 169
Multiple-Criteria Decision Analysis Framework, 168
Popperian Framework, 172
School non-attender, 125–127
School-wide performance, 28
Science, technology, engineering and maths (STEM), 69
Self-control, 98–99
Self-fulfilling prophecy, 41–42
Shifting spotlight, 114–115
Social Sciences Humanities Research Council of Canada (SSHRC), 32, 71, 116–117
Socioeconomic communities, 40–41
Socioeconomic status (SES), 66
Special educational needs (SEN), 28
behavioural obstacles, 29–31
collaboration, 35–37
competition, 35–37
Education, Health and Care Plans (EHCP), 28–29
findings, 35
funding, 37–41
governmental targets, 37–41
leadership, 31–32
methods and data, 32–42
participants, 33–35
self-fulfilling prophecy, 41–42
socioeconomic obstacles, 29–31
Spotlight shifting, 50–52
Standard Attainment Test (SAT), 27
Sustainable leadership, 35
Systems leadership, 67
Teachers
licence revocation. See Licence revocation
teaching approaches, 95–99
Tentative theory (TT1), 16
Town hall meeting, 155
Tragedy, 19–20
Trust, 20–21
United Kingdom (UK), 71–72
daily prayer school accommodation, 156
decision-making framework, 156–157
foundation for change, 154–155
incident, 152–154
Metropolitan, 151
Objective Knowledge Growth Framework (OKGF), 156–157, 159
town hall meeting, 155
Verbal abuse, 93–95
Volvo Effect, 30
Wexler Collegiate, 123–124
Wexler Collegiate Attendance Policy, 128
Word recognition, 141
Written language, 141
Objective Knowledge Growth Framework (OKGF)
, 3–5, 115, 117–119
applying
, 118–119
confirmation bias
, 50–52
decision-making framework
, 53–55
educational studies
, 52–53
error elimination
, 54
exploring tentative solutions
, 117–118
generating tentative solutions
, 117–118
learning
, 60–61
National Curriculum
, 49–50
networking
, 59–60
optimization
, 55–59
Organisation for Economic Co-operation and Development (OECD)
, 49
Popper, Karl Raimund
, 52–53
school context
, 48–50
spotlight shifting
, 50–52
Ofsted
, 68–69
Ontario College of Teachers’ (OCT)
, 88, 90, 118–119
Ontario College of Teachers’ (OCT) Discipline Panel
, 112
Ontario Human Rights Code
, 152
Opportunities
, 28–29, 47, 116, 137
Optimization
, 55–59
Organisation for Economic Co-operation and Development (OECD)
, 49
Organizational form
, 96
Oxford Collegiate offers an International Advanced Placement (AP) Program
, 87–88
Parental aspiration
, 30
Parental form
, 96
Parent–teacher association (PTA)
, 105
Participants
, 72–74
demographics
, 72
Personality traits
, 110–111
Physical competencies
, 140
Placebo effect
, 18–19
Policy conceptualization
, 70–71
Political/social/psychological approach
, 5–6
Popperian Framework
, 172
Popper, Karl
, 5–7, 52–53
approach
, 20–21, 23
theory of learning
, 145
trial and error elimination
, 145–147
Post Graduate Certificate of Education (PGCE)
, 33–34, 73
Problem solving trajectories
, 30–31, 138, 141–142, 145
Professional development agenda (PDA)
, 91
Psychological assessment report
, 142–145
Rational decision-making model, 14
Reading, 141
Refutation, 15–18
Safe learning environment, 112–114
School context, 48–50
School funding, 67–68
School leadership
definition, 169
Multiple-Criteria Decision Analysis Framework, 168
Popperian Framework, 172
School non-attender, 125–127
School-wide performance, 28
Science, technology, engineering and maths (STEM), 69
Self-control, 98–99
Self-fulfilling prophecy, 41–42
Shifting spotlight, 114–115
Social Sciences Humanities Research Council of Canada (SSHRC), 32, 71, 116–117
Socioeconomic communities, 40–41
Socioeconomic status (SES), 66
Special educational needs (SEN), 28
behavioural obstacles, 29–31
collaboration, 35–37
competition, 35–37
Education, Health and Care Plans (EHCP), 28–29
findings, 35
funding, 37–41
governmental targets, 37–41
leadership, 31–32
methods and data, 32–42
participants, 33–35
self-fulfilling prophecy, 41–42
socioeconomic obstacles, 29–31
Spotlight shifting, 50–52
Standard Attainment Test (SAT), 27
Sustainable leadership, 35
Systems leadership, 67
Teachers
licence revocation. See Licence revocation
teaching approaches, 95–99
Tentative theory (TT1), 16
Town hall meeting, 155
Tragedy, 19–20
Trust, 20–21
United Kingdom (UK), 71–72
daily prayer school accommodation, 156
decision-making framework, 156–157
foundation for change, 154–155
incident, 152–154
Metropolitan, 151
Objective Knowledge Growth Framework (OKGF), 156–157, 159
town hall meeting, 155
Verbal abuse, 93–95
Volvo Effect, 30
Wexler Collegiate, 123–124
Wexler Collegiate Attendance Policy, 128
Word recognition, 141
Written language, 141
Rational decision-making model
, 14
Reading
, 141
Refutation
, 15–18
Safe learning environment
, 112–114
School context
, 48–50
School funding
, 67–68
School leadership
definition
, 169
Multiple-Criteria Decision Analysis Framework
, 168
Popperian Framework
, 172
School non-attender
, 125–127
School-wide performance
, 28
Science, technology, engineering and maths (STEM)
, 69
Self-control
, 98–99
Self-fulfilling prophecy
, 41–42
Shifting spotlight
, 114–115
Social Sciences Humanities Research Council of Canada (SSHRC)
, 32, 71, 116–117
Socioeconomic communities
, 40–41
Socioeconomic status (SES)
, 66
Special educational needs (SEN)
, 28
behavioural obstacles
, 29–31
collaboration
, 35–37
competition
, 35–37
Education, Health and Care Plans (EHCP)
, 28–29
findings
, 35
funding
, 37–41
governmental targets
, 37–41
leadership
, 31–32
methods and data
, 32–42
participants
, 33–35
self-fulfilling prophecy
, 41–42
socioeconomic obstacles
, 29–31
Spotlight shifting
, 50–52
Standard Attainment Test (SAT)
, 27
Sustainable leadership
, 35
Systems leadership
, 67
Teachers
licence revocation. See Licence revocation
teaching approaches, 95–99
Tentative theory (TT1), 16
Town hall meeting, 155
Tragedy, 19–20
Trust, 20–21
United Kingdom (UK), 71–72
daily prayer school accommodation, 156
decision-making framework, 156–157
foundation for change, 154–155
incident, 152–154
Metropolitan, 151
Objective Knowledge Growth Framework (OKGF), 156–157, 159
town hall meeting, 155
Verbal abuse, 93–95
Volvo Effect, 30
Wexler Collegiate, 123–124
Wexler Collegiate Attendance Policy, 128
Word recognition, 141
Written language, 141
Teachers
licence revocation. See Licence revocation
teaching approaches
, 95–99
Tentative theory (TT1)
, 16
Town hall meeting
, 155
Tragedy
, 19–20
Trust
, 20–21
United Kingdom (UK)
, 71–72
daily prayer school accommodation
, 156
decision-making framework
, 156–157
foundation for change
, 154–155
incident
, 152–154
Metropolitan
, 151
Objective Knowledge Growth Framework (OKGF)
, 156–157, 159
town hall meeting
, 155
Verbal abuse, 93–95
Volvo Effect, 30
Wexler Collegiate, 123–124
Wexler Collegiate Attendance Policy, 128
Word recognition, 141
Written language, 141
Verbal abuse
, 93–95
Volvo Effect
, 30
Wexler Collegiate
, 123–124
Wexler Collegiate Attendance Policy
, 128
Word recognition
, 141
Written language
, 141
- Prelims
- Part I
- Chapter 1 Introduction
- Chapter 2 Overcoming Irrationality: The Popperian Approach
- Chapter 3 Educational Leadership in Performative Times: High-Stakes Testing in England
- Chapter 4 Opportunities and Challenges in Leadership
- Chapter 5 Great Expectations: The Achievement Gap in English Schools
- Part II
- Chapter 6 Inside an Ivy League High School: The Problem with Promise, Passion and Pain
- Chapter 7 Licence Revocation of Teachers
- Chapter 8 Attendance Policy in Action
- Chapter 9 A Tale of Two Learning Theories
- Chapter 10 Rights and Freedoms
- Chapter 11 The Nature of Decision-making in School Leadership: An Epilogue
- Index