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Book part
Publication date: 3 April 2020

Chris Brown

Free Access. Free Access

Abstract

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The Networked School Leader
Type: Book
ISBN: 978-1-83867-722-0

Available. Open Access. Open Access
Article
Publication date: 15 July 2018

Kristen A. Gilbert, Robert H. Voelkel and Christie W. Johnson

Research suggests effective immersive simulations that rely on augmented reality enhance teachers’ self-efficacy and skills (Badiee & Kauffman, 2015). However, there is a gap in…

122

Abstract

Research suggests effective immersive simulations that rely on augmented reality enhance teachers’ self-efficacy and skills (Badiee & Kauffman, 2015). However, there is a gap in the literature as studies have largely ignored their uses in educational leadership programs (Bradley & Kendall, 2015). This study investigated the relationship between application of critical skills within an immersive simulation environment and 26 school or district leaders’ perceptions of self-efficacy in leading a professional learning community (PLC). Two overarching themes materialized from participants: improved general confidence in leading a PLC, and a sense of refined or expanded skills in the context of new approaches to leading PLC. Further studies are needed on the use of immersive simulation as a pedagogical tool and to examine impact for educational leadership practitioners.

Details

Journal of Leadership Education, vol. 17 no. 3
Type: Research Article
ISSN: 1552-9045

Available. Open Access. Open Access
Article
Publication date: 15 October 2018

Kristen A. Gilbert, Robert H. Voelkel and Christie W. Johnson

Research suggests effective immersive simulations that rely on augmented reality enhance teachers’ self-efficacy and skills (Badiee & Kauffman, 2015). However, there is a gap in…

210

Abstract

Research suggests effective immersive simulations that rely on augmented reality enhance teachers’ self-efficacy and skills (Badiee & Kauffman, 2015). However, there is a gap in the literature as studies have largely ignored their uses in educational leadership programs (Bradley & Kendall, 2015). This study investigated the relationship between application of critical skills within an immersive simulation environment and 26 school or district leaders’ perceptions of self-efficacy in leading a professional learning community (PLC). Two overarching themes materialized from participants: improved general confidence in leading a PLC, and a sense of refined or expanded skills in the context of new approaches to leading PLC. Further studies are needed on the use of immersive simulation as a pedagogical tool and to examine impact for educational leadership practitioners.

Details

Journal of Leadership Education, vol. 17 no. 4
Type: Research Article
ISSN: 1552-9045

Available. Content available
Book part
Publication date: 19 April 2018

Chris Brown

Abstract

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How Social Science Can Help Us Make Better Choices
Type: Book
ISBN: 978-1-78754-353-9

Available. Open Access. Open Access
Article
Publication date: 1 August 2023

Maarten Matheus van Houten

The purpose of this study is to gain insight into the dynamics and considerations of professionals regarding the sharing of tacit, personal knowledge in their practice.

2072

Abstract

Purpose

The purpose of this study is to gain insight into the dynamics and considerations of professionals regarding the sharing of tacit, personal knowledge in their practice.

Design/methodology/approach

Adopting a social-constructivist ontology, the qualitative design deploys semi-structured interviews and focus groups. Data were coded, and analysed through interrelating and reasoning.

Findings

Personal knowledge is difficult to share precisely, but can be shared to some extent using reflection and stories. Knowledge also provides a position and professional agency, emphasising boundaries and impacting the decisions on interaction and sharing. As such, professional commitment is vulnerable and contextual and, by extension, material becomes part of this interplay of professional practice and collaborative development.

Research limitations/implications

Findings imply that exchange and use of knowledge and material present in organisations are impacted by individual professionals’ autonomy and decisions, which consequently impact on employees’ practice. This calls for research that focuses on individual factors such as autonomy, professionalism and attitudes in addition to organisational and facilitative matters.

Practical implications

Stimulating professional commitment and interpersonal learning is a matter of valuing personal knowledge and practice to avoid protectionism, boundaries and segregated agency. Management and professionals should consider how and why individuals exchange their personal knowledge, paying attention to social structures and individuals’ voices and objectives in forming communities.

Originality/value

This study combines the concept of tacit knowledge with the younger field of practice theory. By connecting personal knowledge to practice, it extends agency to the material world and offers a more individual perspective to knowledge sharing in and between entities.

Details

Journal of Workplace Learning, vol. 35 no. 9
Type: Research Article
ISSN: 1366-5626

Keywords

Available. Content available
Article
Publication date: 16 March 2021

Cindy Poortman and Chris Brown

206

Abstract

Details

Journal of Professional Capital and Community, vol. 6 no. 2
Type: Research Article
ISSN: 2056-9548

Available. Open Access. Open Access
Article
Publication date: 17 October 2023

Daniel Nordholm and Carl-Henrik Adolfsson

Using a large-scale school improvement program in Sweden as a case, this article aims to explore the state governance of a large-scale school improvement program in Sweden and how…

989

Abstract

Purpose

Using a large-scale school improvement program in Sweden as a case, this article aims to explore the state governance of a large-scale school improvement program in Sweden and how officials at the state agency level made sense of the reform ideas and operationalized them in policy actions.

Design/methodology/approach

Data were integrated from Swedish Government Official Reports and formal directives from the Ministry of Education. Officials of the Swedish National Agency for Education (SNAE) were also interviewed. Data were analyzed to identify how regulatory rules, professional norms and cultural–cognitive beliefs shaped SNAE's design of the program.

Findings

The article shows how different types of governance (i.e. regulatory rules, professional norms and cultural–cognitive beliefs) set the direction for managing large-scale school improvement. In particular, in the studied case, the lack of clear regulatory directives enabled sensemaking processes clearly influenced by normative ideas and cultural–cognitive beliefs.

Research limitations/implications

The findings are mostly presented from the perspective of managers, so further study is required to attain a broader understanding of the state agency level's role and function.

Practical implications

By illustrating the strengths of understanding various dimensions of educational governance, the findings are highly relevant to both policymakers and educational managers at different levels of school systems.

Originality/value

The article offers a valuable perspective on large-scale school improvement and educational governance by focusing on a level that has hitherto received little attention.

Details

International Journal of Educational Management, vol. 38 no. 1
Type: Research Article
ISSN: 0951-354X

Keywords

Available. Open Access. Open Access
Article
Publication date: 22 November 2021

Isabel Dean, Laura Beckmann, Kathrin Racherbäumer and Nina Bremm

In the present study, we assessed how school improvement consultants, as part of a six-year model project conducted in North Rhine-Westphalia, Germany, were perceived by school…

928

Abstract

Purpose

In the present study, we assessed how school improvement consultants, as part of a six-year model project conducted in North Rhine-Westphalia, Germany, were perceived by school leaders and how they defined their role(s), tasks and working methods as external consultants at the beginning of the project.

Design/methodology/approach

Our analyses are based on a mixed-methods approach, involving a standardized online survey of school leaders and 18 guideline-based interviews with school improvement consultants, which were conducted at the beginning of the model project. The interviews were analyzed using qualitative content analysis and typifying structuring of the interview material.

Findings

Our results based on the quantitative survey data showed that the school administrators generally rated the collaboration with the external consultants as not very positive. Furthermore, our qualitative findings showed that the school improvement consultants in the model project faced resistance to their coaching efforts, which may be attributed to the obligatory nature of their work on the project. In general, the consulting process appeared to be little differentiated according to the school principals' perceptions of the school needs, with the consultants mainly proceeding as they also do in other coaching processes.

Originality/value

This study contributes to our understanding of coaching in improvement activities among schools serving disadvantaged communities by offering insights into the role(s) and working methods of external school improvement consultants.

Details

International Journal of Mentoring and Coaching in Education, vol. 10 no. 4
Type: Research Article
ISSN: 2046-6854

Keywords

Available. Open Access. Open Access
Article
Publication date: 10 November 2023

David Nkengbeza, Eugene L. Maemeko and Percy Mashebe

The purpose of this study is to assess teachers' and principals' perception towards the role of collective learning (CL) and application in building professional learning…

845

Abstract

Purpose

The purpose of this study is to assess teachers' and principals' perception towards the role of collective learning (CL) and application in building professional learning communities (PLCs) in schools in one selected circuit in the Zambezi Region.

Design/methodology/approach

Quantitative research method was used, and the data were collected using PLCs’ questionnaires revised for circuit and region in Namibia. A total of 340 teachers and principals in primary, combined and secondary schools were involved in this research. Based on teachers and principals' assessment, high- and low-performing factors of CL are presented and explained.

Findings

The major findings are that the majority of participants either strongly agreed or agreed with almost all the statements. It was only in the statement that “teachers and the broader community role players come together to discuss better ways to solve problems” that a majority of participants disagreed. This research challenges all those involved in building up PLCs to think more about CL when they are in the process of structuring their schools as PLCs.

Originality/value

This article is the original work of these authors and has not been submitted to other journals for publication.

Details

International Journal of Public Leadership, vol. 19 no. 4
Type: Research Article
ISSN: 2056-4929

Keywords

Available. Open Access. Open Access
Article
Publication date: 26 March 2024

Latifa Sebti and Brent C. Elder

In this article, we highlight ways in which disability critical race theory (DisCrit) (Annamma et al., 2013), inclusive education and community-based participatory research (CBPR…

1218

Abstract

Purpose

In this article, we highlight ways in which disability critical race theory (DisCrit) (Annamma et al., 2013), inclusive education and community-based participatory research (CBPR) can be used within professional development schools (PDS) to provide students with disabilities with more access to inclusive classrooms. At a grade 4–6 elementary school, we developed a model of a critical PDS to promote inclusive education and facilitate the transition of students of color with disabilities from self-contained to inclusive classrooms. We conducted semi-structured interviews and used action plan meetings with school administrators, teachers, professionals and students with disabilities and their parents to assess the impact of our critical PDS model. Findings suggest this model had a positive impact on administrators’ and teachers’ critical consciousness, ideological and instructional practices, students of color with disabilities’ social, academic and personal outcomes, as well as a schoolwide culture of inclusion and social justice. This study can inform tailored professional development efforts to improve educators’ inclusive practices.

Design/methodology/approach

We conducted semi-structured interviews and used action plan meetings with school administrators, teachers, professionals and students with disabilities and their parents to assess the impact of our critical PDS model.

Findings

The findings of this study suggest this model had a positive impact on administrators’ and teachers’ critical consciousness, ideological and instructional practices, students of color with disabilities’ social, academic and personal outcomes, as well as a schoolwide culture of inclusion and social justice.

Practical implications

This study can inform tailored professional development efforts aiming to improve educators’ inclusive practices.

Originality/value

We developed a model of a critical PDS to promote inclusive education and facilitate the transition of students of color with disabilities from self-contained to inclusive classrooms.

Details

School-University Partnerships, vol. 17 no. 3
Type: Research Article
ISSN: 1935-7125

Keywords

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