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1 – 10 of 67Jessica Pound and Christine Edwards-Groves
Middle leaders are educators whose practices of building relational trust are critical for generating the kind of strong and sustainable professional learning communities…
Abstract
Middle leaders are educators whose practices of building relational trust are critical for generating the kind of strong and sustainable professional learning communities necessary for leading productive site-based education development in their school. This chapter specifically focuses how building an ethic of relational trust, experienced in five interrelated dimensions, aligns with establishing core foundational conditions for building community. Building trust and communities of professional learners are not mutually exclusive – in fact, each reciprocally facilitates, progresses, supports, and sustains the development of the other. The foundations for community building, described as cornerstones, form over time and progressively involve, and achieve, contextuality, commitment, communication, collaboration, criticality, and collegiality. Reflection questions are provided throughout; these are designed to directly focus the attention of middle leaders towards understanding and developing their own trust practices, that with time, create conditions for generating strong viable communities of professional practice.
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Michael Harrison and Louisa Rennie
This chapter explores the development of middle leaders in the specific context of Catholic schools. It considers the interplay between contemporary thinking on educational…
Abstract
This chapter explores the development of middle leaders in the specific context of Catholic schools. It considers the interplay between contemporary thinking on educational leadership and the insights of Catholic theology and ministry. Two key themes foundational to this interplay are examined: the connection between leading and following, and the central importance of relationships for leadership. For each of these themes, the reader is provided with related questions for middle leaders in a Catholic school context, an activity for engaging with leaders, and an exercise inviting middle school leaders to reflect on their own experience and the context within which they lead.
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This introductory chapter traces some of the impact COVID-19 has had on education in different global contexts. It traces the history of the Universitas 21 Schools of Education…
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This introductory chapter traces some of the impact COVID-19 has had on education in different global contexts. It traces the history of the Universitas 21 Schools of Education Deans Group and its Forum for International Networking in Education and sets the context for the subsequent contributions in this book. It provides points of reflection for scholars and institutions as they traverse through the ongoing challenges of the pandemic.
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Bethany R. Mather and Jeremy D. Visone
This study explored teachers' perceptions of a specific, collaborative peer observation structure, collegial visits, and collegial visits' connection to collective teacher…
Abstract
Purpose
This study explored teachers' perceptions of a specific, collaborative peer observation structure, collegial visits, and collegial visits' connection to collective teacher efficacy (CTE). The research question was: how do teachers perceive collegial visits, particularly with respect to their influence on CTE?
Design/methodology/approach
Within this qualitative descriptive study, 13 K-12 educators from three northeastern USA schools (one urban high school and a suburban middle and elementary school) were interviewed individually and/or in a focus group.
Findings
Utilizing social cognitive theory as a framework for analysis, the authors found a theme of a shift from uninformed to informed perceptions of the collective. Results demonstrated that collegial visits foster positive CTE beliefs.
Practical implications
Since collegial visits were found to increase participants' CTE, a construct others have associated with increased student achievement, school leaders should consider implementing collegial visits as a professional learning structure in their schools after considering their specific context.
Originality/value
Though there has been recent scholarship connecting peer observations and CTE, there has been no research, to date, to examine the effect of the specific structure of collegial visits on CTE.
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The main objective of this paper is twofold: to analyse the progress of a research stream concerning expatriate academics in the last four decades and to make recommendations for…
Abstract
Purpose
The main objective of this paper is twofold: to analyse the progress of a research stream concerning expatriate academics in the last four decades and to make recommendations for further studies in this field.
Design/methodology/approach
In this study, the systematic literature review (SLR) concerning expatriate academics was applied. The search embraced the period from 1980–2022. The review was performed in two interdisciplinary electronic databases: Web of Science and Scopus. The selection process of papers was conducted in steps, as recommended by the PRISMA protocol. The total pool of articles received after the exclusion criteria was 110. The content of each paper was thus extracted and categorised in Excel file: author, year of publication, tittle of article, journal, theory applied, research method, sample size, country/field of investigation.
Findings
For almost three decades this topic was almost absent in the literature of the subject. The most active publication period started from 2009 and since then there have been two “waves” of published articles devoted to expatriate academics: 2009–2014 and 2017–2021. The significant number of studies appeared in Journal of Global Mobility followed by Personnel Review, IJHRM, Higher Education. The thematic analysis revealed six themes which have been already researched on expatriates academics: (1) motives, (2) adjustment, (3) job factors and work outcomes, (4) academic missions, (5) academic career, (6) women and men in academia.
Practical implications
Practitioners and university management might find this article useful as the article allows to manage this pool of international academics more efficiently with mutual benefits for expatriates and organisations. This study may assist the university authorities to develop systemic approach to attract foreign academics; adjust the same in work and culture domain through effective training; support in organisational, financial and career field; create the performance criteria of expatriate work related to three missions: research, teaching and service; introduce metrics and indicators to evaluate the contribution and work outcomes of foreign scientists into the host university.
Originality/value
This review shows that there are many new perspectives and models through which the academic expatriation can be analysed. This paper gives an insight into the academic literature on academics expatriates. The paper is innovative and has contributed to research by doing an SLR in a new area (academic expats) and tackling all the areas that has been covered by academic research so far. New research directions have been recommended for future research, to open the field further.
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