Index
Stephanie Chitpin
(University of Ottawa, Canada)
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
- 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