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Article
Publication date: 20 September 2024

Dongmin Zhang, Zihui Fang and Min Liao

Educational accountability and student achievement polarization, which result in high dropout rates, pose significant challenges and pressures on teachers' pedagogical leadership…

Abstract

Purpose

Educational accountability and student achievement polarization, which result in high dropout rates, pose significant challenges and pressures on teachers' pedagogical leadership. Whether pedagogical leadership, which originates in the Western educational environment, can significantly improve student achievement in Chinese high schools remains unclear. This concept has not yet been fully explored in the Chinese educational environment, and its direct impact on student achievement and the mediating role of English teaching methods remain to be investigated. However, existing research has concentrated on the effectiveness of principals' pedagogical leadership, with variations in teachers' pedagogical leadership practices. Many reform measures have been implemented in China to improve student achievement, but past educational practices have analyzed the impact on student achievement from a single instructional leadership, school capital or teaching method perspective. Furthermore, there is a lack of multidimensional and systematic assessments of the direct effects of teacher pedagogical leadership on student achievement and the mediating effects of English teaching methods.

Design/methodology/approach

To address this gap, this study analyzed the impact of teachers' pedagogical leadership on student achievement and the mediating effect of English teaching methods with the support of the theory of action for teacher leadership, specifically using pedagogical leadership and English teaching methods models.This study conducted a questionnaire survey of 968 participants in Taian City, China, and quantitatively analyzed the data using SmartPLS structural equation modeling (SEM).

Findings

This study revealed that pedagogical leadership has a positive direct effect on student achievement. Meanwhile, among the four mediating factors, the Direct Method, Audio-Lingual Method and Communicative Language Teaching had significant mediating effects.

Originality/value

This study shows that the effective use of academic and professional capital allocation in pedagogical leadership, combined with effective measures of using multiple effective English teaching methods, helps achieve high-quality student achievement.

Details

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

Keywords

Article
Publication date: 16 September 2024

Hans W. Klar, Noelle A. Paufler and Angela D. Carter

School leaders can significantly influence the conditions that affect teacher retention. Yet, leaders in rural and high-poverty schools often face limited opportunities to develop…

Abstract

Purpose

School leaders can significantly influence the conditions that affect teacher retention. Yet, leaders in rural and high-poverty schools often face limited opportunities to develop their abilities to enhance these conditions. In this case study, we examine how participating in a professional community supported school leaders' efforts to increase teacher retention and student learning outcomes.

Design/methodology/approach

We used case study methodology to study 14 leaders from rural, high-poverty or underperforming schools with greater-than-average levels of teacher turnover. The leaders were participating in a three-year research-practice partnership intended to assist them in using improvement science to address problems of practice related to teacher retention and student learning outcomes in their schools. We collected and analyzed data from interviews, exit surveys, artifacts and participant observations over a one-year period.

Findings

Participating in this professional community helped the leaders create the conditions for increased teacher retention and student learning outcomes by providing them with opportunities to collaborate with their peers, receive leadership coaching, exchange ideas and learn in a safe space.

Originality/value

These findings confirm and extend extant school leadership development research. A particularly interesting finding was the role of the professional community in reducing the leaders' feelings of isolation while providing them a safe space to learn. The findings also illustrate how universities and school districts can partner to provide professional learning opportunities that enhance school leaders' professional knowledge, leadership practices and well-being.

Details

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

Keywords

Open Access
Article
Publication date: 17 September 2024

Kristine E. Larson, Stephanie L. Savick, Patrice M. Silver and Rosemary E. Poling

This manuscript examines how university coaches can use the Classroom Check-Up (CCU; Reinke et al., 2008) to support continuous school improvement efforts around teacher practice…

Abstract

Purpose

This manuscript examines how university coaches can use the Classroom Check-Up (CCU; Reinke et al., 2008) to support continuous school improvement efforts around teacher practice within a PDS model and how collaboration between university faculty can increase their coaching self-efficacy.

Design/methodology/approach

The paper is conceptual in that it presents an innovative idea to stimulate discussion, generate new ideas, and advance thinking about supporting educator coaching efficacy in school-university partnerships.

Findings

The paper provides insights and ideas for using a collaborative faculty coaching model based on the CCU (Reinke et al., 2008). Each coach provides insight about adapting the model to fit teacher, school, and district needs. Moreover, coaches report on how collaborating impacted their coaching self-efficacy.

Originality/value

This paper fulfills an identified need to support continuous school improvement efforts amid a teaching shortage using a collaborative faculty coaching model. Moreover, the authors explore “coaching self-efficacy” as a rare but valuable construct that is impacted by peer feedback.

Details

School-University Partnerships, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1935-7125

Keywords

Article
Publication date: 13 September 2024

Ayubu Ismail Ngao and Guoyuan Sang

Despite the positive impact of professional learning communities (PLCs) in improving teaching practices, many teachers still struggle to effectively integrate information and…

Abstract

Purpose

Despite the positive impact of professional learning communities (PLCs) in improving teaching practices, many teachers still struggle to effectively integrate information and communication technologies (ICTs) into their teaching and learning. Drawing from human capital theory and spillover effects, this paper examines how teachers PLCs can facilitate ICT integration.

Design/methodology/approach

Using a qualitative methodology, the researchers designed a phenomenological study. From semi-structured interviews, data were collected from 15 selected secondary school teachers from four selected secondary schools in Tanzania.

Findings

The study revealed that teachers use various strategies to enhance ICT integration in teaching practices, namely, community collaboration, practice-based approaches to ICT integration and the utilization of digital learning tools in instructional practices. Furthermore, the results showed several constraints on the ability of teachers’ PLCs to encourage ICT integration. These constraints were divided into three parts, i.e. major challenges at the macro, meso and micro levels.

Practical implications

The paper has the potential to inform policy and practice, particularly in the area of PLCs. Also, it helps to better understand the changing practices with ICTs through PLCs when there are insufficient resources for ICT integration.

Originality/value

To support teachers in using ICTs in their instructional practices, it is essential to build their capacities through PLCs to increase their confidence and competence in ICT integration.

Details

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

Keywords

Open Access
Article
Publication date: 2 January 2024

Michelle Hudson, Heather Leary, Max Longhurst, Joshua Stowers, Tracy Poulsen, Clara Smith and Rebecca L. Sansom

The authors are developing a model for rural science teacher professional development, building teacher expertise and collaboration and creating high-quality science lessons…

1128

Abstract

Purpose

The authors are developing a model for rural science teacher professional development, building teacher expertise and collaboration and creating high-quality science lessons: technology-mediated lesson study (TMLS).

Design/methodology/approach

TMLS provided the means for geographically distributed teachers to collaborate, develop, implement and improve lessons. TMLS uses technology to capture lesson implementation and collaborate on lesson iterations.

Findings

This paper describes the seven steps of the TMLS process with examples, showing how teachers develop their content and pedagogical knowledge while building relationships.

Originality/value

The TMLS approach provides an innovative option for teachers to collaborate across distances and form strong, lasting relationships with others.

Details

International Journal for Lesson & Learning Studies, vol. 13 no. 5
Type: Research Article
ISSN: 2046-8253

Keywords

Open Access
Article
Publication date: 8 July 2024

Hanqiang Li

Current academic research on teacher learning is increasing in number and deepening in quality, but at the same time, the heterogeneity is growing significantly. Similar work is…

Abstract

Purpose

Current academic research on teacher learning is increasing in number and deepening in quality, but at the same time, the heterogeneity is growing significantly. Similar work is challenging to cross-check regarding conclusions due to the different research foci. This paper aims to provide a reliable theoretical framework and offers solid insights based on the existing research.

Design/methodology/approach

Based on the Onion model, 67 core literature in English and Chinese were coded through qualitative meta-analysis methods to explore environmental, behavioral, competence, belief, identity, mission and other factors that may impact teacher learning.

Findings

It was found that the quantitative structure of the current relevant studies was in an inverted triangular shape with three levels of steps, respectively, which can be summarized as structural environment, core behaviors and dominant mission. The heterogeneity between the findings mainly originated from two situations, oppositional and complementary and some structural adjustments were made to the Onion model according to the coding results to better represent the interaction of influences between the levels. It also analyzes current research trends and the centrality of learned behaviors based on the coding results.

Social implications

The design of teacher learning activities should combine theoretical, practical and inquiry learning to ensure that teachers are kept fresh and motivated by sustained and varied stimuli.

Originality/value

To the best of the authors’ knowledge, this study is the first to analyze teacher learning influences through qualitative meta-analysis and create node saturation to analyze the results, resulting in highly credible and valuable research findings.

Details

Quality Education for All, vol. 1 no. 1
Type: Research Article
ISSN: 2976-9310

Keywords

Open Access
Article
Publication date: 8 July 2024

Lindsey Devers Basileo and Merewyn Elizabeth Lyons

The purpose of this study is to gain a better understanding of the conditions and motivations that influence teachers to adopt innovations.

1038

Abstract

Purpose

The purpose of this study is to gain a better understanding of the conditions and motivations that influence teachers to adopt innovations.

Design/methodology/approach

Using Diffusion of Innovation theory (Rogers, 2003) and Self-Determination theory (Ryan and Deci, 2017), data from two surveys (n = 568; n = 108) and qualitative follow-up interviews of Early Adopter teachers (n = 16) were triangulated to discern relationships among their identification as Early Adopters, satisfaction of their basic psychological needs (BPN) and their implementation of an educational innovation.

Findings

Early Adopters had a positive and statistically significant relationship with the implementation of the innovation. Satisfaction of teachers’ BPN had the largest impact on innovation.

Research limitations/implications

The findings are preliminary and based on a small sample size of teachers. Reliability of the measure of BPN was not as high as the standard, but it did have the largest impact on implementation. Additional studies should explore the connections among Early Adopter teacher motivation, leadership and the satisfaction of their BPN.

Practical implications

School leaders should leverage the influence of Early Adopters to support innovation, and they should provide additional time, training and resources to supports teachers’ BPN.

Originality/value

This study examines how to identify and support Early Adopter teachers as enablers of change within schools. We know of no other studies that have used both Diffusion of Innovation theory and Self-Determination theory to understand the motivations of Early Adopter teachers.

Details

Quality Education for All, vol. 1 no. 1
Type: Research Article
ISSN: 2976-9310

Keywords

Open Access
Article
Publication date: 10 September 2024

Viola Hakkarainen, Jordan King, Katja Brundiers, Aaron Redman, Christopher B. Anderson, Celina Natalia Goodall, Amy Pate and Christopher M. Raymond

Universities strategically organize themselves around sustainability, including transformative goals in teaching and learning. Simultaneously, the role of online education has…

Abstract

Purpose

Universities strategically organize themselves around sustainability, including transformative goals in teaching and learning. Simultaneously, the role of online education has become more prominent. This study aims to better understand the purpose and process of creating online sustainability education (OSE) and to identify challenges and opportunities for implementing these courses and programs to achieve universities’ broader transformative sustainability goals.

Design/methodology/approach

This study uses a multiple case study design to research three universities in diverse geographical and institutional contexts (Finland, the USA and Colombia). Qualitative data was collected by interviewing program-related experts (n = 31) and reviews of universities’ strategic documents.

Findings

The findings suggest that despite important advances, further attention is merited regarding aligning the purpose of OSE with student learning outcomes, clarifying the values underlying the process of online program/course creation and developing transformative and process-oriented approaches and pedagogies to implement OSE. The authors also highlight emerging challenges and opportunities in online environments for sustainability education in different institutional contexts, including reaping the benefits of multilocality and diverse student experiences regarding sustainability issues.

Originality/value

There is a paucity of studies on university-level sustainability education in relation to online environments. This research expands on the existing literature by exploring three different geographical and institutional contexts and shedding light on the relationship between the practical implementation of OSE and universities’ broader sustainability goals.

Details

International Journal of Sustainability in Higher Education, vol. 25 no. 9
Type: Research Article
ISSN: 1467-6370

Keywords

Open Access
Article
Publication date: 16 September 2024

Erica R. Hamilton and Kelly C. Margot

School–university partnerships are important in teacher education to ensure PK-12 preservice teachers gain teaching experience prior to becoming teachers of record. Drawing on…

Abstract

Purpose

School–university partnerships are important in teacher education to ensure PK-12 preservice teachers gain teaching experience prior to becoming teachers of record. Drawing on Ball and Cohen’s (1999) concept of “practice-based teacher education,” this three-year qualitative study examines the results of an intentionally reciprocal school–university partnership centered on a practice-based learning, field-based course. The following question guided this research: Having designed and facilitated a school–university partnership centered on reciprocity, what factors contributed to and/or took away from this commitment?

Design/methodology/approach

The current study examined three data sources, namely: (1) seven semi-structured focus group interviews with a teacher educator, sixth-grade teachers (n = 4) and a principal; (2) eight question/answer sessions between preservice teachers and partnering secondary teachers and (3)one focus group between the two authors. Data were analyzed using reflexive thematic analysis.

Findings

This study’s findings highlight the reciprocal nature of the school–university partnership, showcasing the positive outcomes and challenges faced by stakeholders. Clear communication and ongoing dialogue were identified as key elements to establishing and maintaining a reciprocal relationship. Additionally, emphasis on shared learning experiences between partners were found valuable and important to maintaining benefit to all partners. Relationship development also remained an important and positive outcome of this partnership. Additionally, there were challenges related to time, and schedule constraints were evident in the partnership. Moreover, ongoing reflection and a willingness to adjust and change based on experiences and lessons learned ensured participants recognized the importance of ongoing iteration and calibration to address challenges and enhance the partnership.

Research limitations/implications

Because of the chosen research approach, the research results may lack generalizability.

Originality/value

The paper includes implications for the development of other school–university partnerships that prioritize reciprocity, highlighting an often assumed, but not always examined, component necessary to the success of school–university partnerships.

Details

School-University Partnerships, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1935-7125

Keywords

Book part
Publication date: 25 September 2024

Louisa Mach and Bernd Ebersberger

This chapter delves into sustainability-related competences in innovation management for further education as part of the European lifelong learning initiative. Despite extensive…

Abstract

This chapter delves into sustainability-related competences in innovation management for further education as part of the European lifelong learning initiative. Despite extensive research in primary and secondary education, adult education often remains overlooked. Competence-based learning is a favored approach to integrating knowledge, skills, and attitudes across various domains. Through thematic analysis and deductive coding, the study examines 72 innovation management-related further education programs conducted in Baden-Württemberg, Germany, between June and December 2022. The findings unequivocally demonstrate the inclusion of sustainability competences in innovation-related further education. Notably, Strategic Competence emerges as the most prevalent, while Normative Competence appears least frequently. This research significantly advances the convergence of further education in innovation management, responsible management education, and competence-based learning, emphasizing the importance of sustainability competences in adult learning contexts. By shedding light on this underexplored domain, the study prompts further exploration and development of sustainable educational practices for lifelong learning.

Details

Innovation in Responsible Management Education
Type: Book
ISBN: 978-1-83549-465-3

Keywords

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