Thomas A. Mulkeen and Toby J. Tetenbaum
A model is presented for the preparation of educationaladministrators that is in keeping with the needs and demands of achanging society. Beginning with a discussion of…
Abstract
A model is presented for the preparation of educational administrators that is in keeping with the needs and demands of a changing society. Beginning with a discussion of recruitment and selection, the structures, curriculum and instructional modes desirable in a programme that is compatible with the needs of the twenty‐first century are described. The model emphasises a field‐based programme in which theory and practice are integrated through a hierarchically structured problem‐solving approach to learning. Paid internships and sabbaticals for professional renewal are recommended. Commitment by universities, schools and individuals entering into and practising the profession of educational administration is called for.
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Thomas A. Mulkeen and Bruce S. Cooper
Based on a university department of educational administration′sinitiative to reconceptualize its doctoral degree programme, thereconstructed model is based on four innovations…
Abstract
Based on a university department of educational administration′s initiative to reconceptualize its doctoral degree programme, the reconstructed model is based on four innovations: (1) an intellectual reconceptualization of the purpose of preparation away from the traditional manager in training perspective, towards a model that views school leadership as a shared, reflective, moral, intellectual activity; (2) a clinical, field‐based research experience that applies theory to practice; (3) an instructional programme, modelling active problem‐solving models of enquiry; (4) some new structural elements, such as a cohort of highly stationed, mid‐career administrators, each scheduled to complete the degree in three years. Focuses on the programme′s philosophy, curriculum, instructional design and research agenda.
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Gerald K. LeTendre and Alexander W. Wiseman
Teacher effectiveness and teacher quality have become the focus of intense international attention and national concern. Dozens of nations are implementing a diverse set of…
Abstract
Teacher effectiveness and teacher quality have become the focus of intense international attention and national concern. Dozens of nations are implementing a diverse set of strategies that aim to improve the quality of education by improving the quality of teachers. These efforts have not been well coordinated, and as the authors in this volume show, core constructs of quality have not been well defined. In this introductory chapter, we discuss why teachers are now “under the microscope” of policymaker’s attention and elaborate how the chapters in this volume identify particularly fruitful avenues for further study. The assembled chapters address two complex questions: (1) what existing cross-national measures of teacher effectiveness and teacher quality are most promising and how can these be aligned to maximize their research potential? and (2) what core constructs of teacher quality or effectiveness are missing from the evidence-base, and how can cross-national comparative research help refine these? To investigate these questions, the chapters in this volume address different aspects of “quality.” While quality may be politically contested, there is a significant need to continue to articulate a truly global perspective on teacher quality. The authors look at a wide range of aspects of quality in order to advance thinking about teacher education, instructional quality and workforce or organizational conditions that affect quality; to analyze instruments, tools, or measures used to assess quality; and identify what measures need to be developed further. We also note how scholarly study of the spread of transnational teacher reforms has failed to keep pace with national policy changes regarding teacher quality, and advance a more general theory of the forces affecting national policymakers.
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Gerald K. LeTendre and Alexander W. Wiseman
Research has already uncovered a great deal of evidence about the individual and organizational qualities that enhance effective teaching and the kinds of qualifications…
Abstract
Research has already uncovered a great deal of evidence about the individual and organizational qualities that enhance effective teaching and the kinds of qualifications (attributes) that are associated with effective teaching and learning. From a research perspective, increased precision and specificity in the definition and refinement of specific concepts (e.g., pedagogical content knowledge) will increase academic knowledge about the relationship between teacher characteristics, working conditions, and the quality of instruction that takes place. This knowledge may have little effect on policy formation. From a policy perspective, a holistic or organic conception of teacher quality will be critical for effective policy formation and implementation. At some point, academic knowledge about different aspects of effective or “quality” teaching need to be connected to a general concept of a quality teacher in order to be effectively inserted into policy debates and the general media. Systematic use of academic knowledge is often hindered by either the narrow focus of the research, or by its limited application to actual teacher practice. In spite of these limitations in academic research, there are areas where academics, policymakers, and practitioners have achieved consensus or are converging on shared constructs of promise. In other areas, both academic and political debates seem locked into conflict over constructs related to teacher quality. Identifying these three broad categories of consensus, convergence, and conflict provides a broad framework to assess the kinds of research and the kinds of reform that need to be carried out in order to promote and sustain teachers’ development and implementation of their professional skills in the classroom.
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This chapter focuses on a study, which investigates the question: How do teacher education policies match teacher education practices in Anglophone West Africa? Teacher education…
Abstract
This chapter focuses on a study, which investigates the question: How do teacher education policies match teacher education practices in Anglophone West Africa? Teacher education policy in this chapter refers to action statements in verbal or written form made by national education authorities/agencies about teacher education, while teacher education practice refers to the work that teachers do. Using the method of research synthesis, multi-layered, purposeful sampling of various data sources, Boolean and non-Boolean search strategies, qualitative and quantitative analytical procedures, the study identified over a hundred documents. Out of these, 77 documents met the criteria for inclusion in the study. The distribution of research outcomes by Anglophone West African countries were as follows: 18.2% were on Gambia, 27.3% were on Ghana, 10.4% were on Liberia, 24.7% were on Nigeria, and 19.5% were on Sierra Leone. From this research synthesis, it is evident that there is a gap between teacher education policy and practice in Anglophone West Africa. Most teacher education policies are “add-on,” meaning that they were formulated as part of a larger national policy framework on basic, secondary and tertiary education. In addition, the research synthesis found that Gambia, Ghana, Nigeria, and Sierra Leone are very similar in terms of their pre-service teacher training models, but differ in their in-service and professional development systems, while Liberia has a slightly different in-service model with varying durations. The limitations and implications of the findings for further comparative and international education research are discussed in the chapter.
Kieron Chadwick, Dilrukshi Dimungu Hewage and Joe Hazzam
The literature concerning higher- and degree-level apprenticeships (HDAs) in the post-levy era (2017–) is sparse and fragmented. Therefore, the purpose of this paper is to…
Abstract
Purpose
The literature concerning higher- and degree-level apprenticeships (HDAs) in the post-levy era (2017–) is sparse and fragmented. Therefore, the purpose of this paper is to contribute to the international landscape of higher education work-based learning by identifying barriers to effective HDA programmes and outlining a future research agenda to address these.
Design/methodology/approach
This study employs a systematic literature review methodology to explore barriers in HDAs. Adhering to PRISMA 2020 guidelines, the review follows a three-stage process to develop the sample. A meticulously designed search strategy uses targeted queries on the SCOPUS database, focusing on terms related to HDAs and their challenges. Inclusion criteria is set to papers from 2017 to 2024, covering book chapters and peer-reviewed journals in the English language. Articles were cross-checked with the Chartered Association of Business Schools (CABS) database, which refines the total to 68 papers. Data from these sources is then extracted and tabulated for qualitative content analysis.
Findings
The systematic literature review of 68 manuscripts finds challenges are faced by apprentices, employers and training providers alike. This includes, but is not limited to, ethnically correlated performance, stigma, careers advice, job design, mentoring practices and the incorporation of technology. Two additional themes of pedagogy/andragogy and policy emerge.
Originality/value
Based on the analysis, the paper suggests an extensive portfolio of future research focused on collaborative practices. If addressed, this yields the power to influence future legislation and subsequent implementation.
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Hussein A. Abdou, Shaair T. Alam and James Mulkeen
This paper aims to distinguish whether the decision-making process of the Islamic financial houses in the UK can be improved through the use of credit scoring modeling techniques…
Abstract
Purpose
This paper aims to distinguish whether the decision-making process of the Islamic financial houses in the UK can be improved through the use of credit scoring modeling techniques as opposed to the currently used judgmental approaches. Subsidiary aims are to identify how scoring models can reclassify accepted applicants who later are considered as having bad credit and how many of the rejected applicants are later considered as having good credit, and highlight significant variables that are crucial in terms of accepting and rejecting applicants, which can further aid the decision-making process.
Design/methodology/approach
A real data set of 487 applicants is used consisting of 336 accepted credit applications and 151 rejected credit applications made to an Islamic finance house in the UK. To build the proposed scoring models, the data set is divided into training and hold-out subsets. The training subset is used to build the scoring models, and the hold-out subset is used to test the predictive capabilities of the scoring models. Seventy per cent of the overall applicants will be used for the training subset, and 30 per cent will be used for the testing subset. Three statistical modeling techniques, namely, discriminant analysis, logistic regression (LR) and multilayer perceptron (MP) neural network, are used to build the proposed scoring models.
Findings
The findings reveal that the LR model has the highest correct classification (CC) rate in the training subset, whereas MP outperforms other techniques and has the highest CC rate in the hold-out subset. MP also outperforms other techniques in terms of predicting the rejected credit applications and has the lowest misclassification cost above other techniques. In addition, results from MP models show that monthly expenses, age and marital status are identified as the key factors affecting the decision-making process.
Originality/value
This contribution is the first to apply credit scoring modeling techniques in Islamic finance. Also in building a scoring model, the authors' application applies a different approach by using accepted and rejected credit applications instead of good and bad credit histories. This identifies opportunity costs of misclassifying credit applications as rejected.
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Judy Vargas Bongala, Vanessa Baraero Bobis, John Paul Ramos Castillo and Arlyne Canales Marasigan
This paper aims to examine the pedagogical strategies and challenges of selected multigrade (MG) schoolteachers in Albay, Philippines.
Abstract
Purpose
This paper aims to examine the pedagogical strategies and challenges of selected multigrade (MG) schoolteachers in Albay, Philippines.
Design/methodology/approach
This study utilized a case study design using a validated semi-structured instrument with in-depth interviews to ten MG teachers, observation and document analysis. Qualitative data analyses such as content and thematic analyses were used in analyzing the data.
Findings
The results show that MG teachers use a variety of overlapping and supplementary instructional strategies such as (1) teaching one topic to all grades and at varying levels of difficulty using differentiated activity, (2) “jump-jump strategy”/teaching one grade while others work independently and (3) peer teaching or tutoring. However, there are several pedagogical challenges that MG teachers are faced with: (1) conflict between the medium of instructions and grade grouping, (2) problems with lesson planning, (3) unfocused instruction, (4) insufficient learners' materials, (5) absence of training prior to MG teaching and (6) the negative perception of the effectiveness of MG instructions.
Research limitations/implications
The research is limited within the context of the participants and focuses on the pedagogical strategies and challenges in the implementation of MG teaching.
Practical implications
The results of this study can serve as a reference on how to support and strengthen MG instruction.
Originality/value
This study provides a research-based overview of MG schools from the grassroots level and adds to the limited studies of MG education in the Philippines.
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The purpose of this legacy paper is to review leadership preparation over time in the United States and addresses challenges ahead. It is hoped that the US developments will be…
Abstract
Purpose
The purpose of this legacy paper is to review leadership preparation over time in the United States and addresses challenges ahead. It is hoped that the US developments will be instructive to an international audience interested in strengthening the preparation of school leaders.
Design/methodology/approach
The paper synthesizes research and commentary on leadership preparation programs in the US as a basis for identifying five challenges ahead.
Findings
Meaningful change should be informed by the past but not bound by tradition. It is imperative to be open to different viewpoints, to take reasonable – and at times bold – risks, and to question deeply held values and assumptions. Broad recognition of the significant role school leaders play in facilitating student learning suggests that the political climate is right to effect meaningful reforms in leadership preparation in the US. Those involved in preparing school leaders are urged to address the challenges identified in this paper.
Research limitations/implications
Encouraging work is underway, but many more people need to be involved in efforts to rigorously assess and improve leadership preparation.
Practical implications
We do not have all the answers but cannot be paralyzed by what we do not know. We are ethically responsible to act on what we do know, such as incorporating the compelling research on learning theory into the leadership preparation curriculum.
Originality/value
The traditional complacency in the educational leadership professoriate cannot continue if university preparation programs are to meet the needs of the next generation of school leaders. The time is short, and the stakes are high for all involved especially for PK-12 students.
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Maria Cadiz Dyball, Andy F. Wang and Sue Wright
The purpose of this paper is to explore how the lack of staff engagement with a university’s strategy on sustainability could be an enabling lever for organisational change. It…
Abstract
Purpose
The purpose of this paper is to explore how the lack of staff engagement with a university’s strategy on sustainability could be an enabling lever for organisational change. It examines the attitudes and views of employees of a business faculty at an Australian metropolitan university as it attempts to adopt a holistic approach to sustainability.
Design/methodology/approach
The paper opted for a case study using data from an on-line survey, semi-directed interviews with key management personnel and archival material. Responses were analysed using Piderit’s (2000) notion of ambivalence.
Findings
The paper provides empirical insights into why staff lacked engagement with the university’s strategy on sustainability. It suggests that staff were ambivalent, displaying dissonance in their personal beliefs on sustainability, the university’s strategy and the extent of their intentions to support the university. Staff were willing to offer ideas on how the university could, in the future, change towards sustainability. These ideas allow the possibility for the university to learn to adjust the scope of the implementation of its sustainability strategy.
Research limitations/implications
The research results may lack generalisability. Therefore, researchers are encouraged to further examine staff attitudes on sustainability in higher education using Piderit’s notion of ambivalence. In-depth interviews and focus group discussions could allow a better understanding of harmony and dissonance in cognition of and intention for university sustainability strategies and initiatives by academic, professional and sessional staff.
Practical implications
The paper includes implications for staff engagement with sustainability in higher education.
Originality/value
This paper fulfils an identified need to study how staff engagement with sustainability in higher education can be enabled for organisational learning.