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Article
Publication date: 12 June 2017

Stephanie Tuters and John Portelli

Ontario is the most ethnically diverse province in Canada. School educators cannot disregard the reality of diversity in all its senses. The question that directs the…

Abstract

Purpose

Ontario is the most ethnically diverse province in Canada. School educators cannot disregard the reality of diversity in all its senses. The question that directs the focus of this paper is: to what extent are leaders in Ontario formally prepared to lead schools that support the students of today? The paper aims to discuss this issue.

Design/methodology/approach

This paper results from a document analysis of publicly available documents to investigate the current context in Ontario, Canada regarding the educational and social situation of new immigrants, immigration, refugees, and ethno-culturally diverse students. It includes an exploration of the training and information available for principals and vice principals in Ontario to support them in leading schools which serve increasingly diverse student bodies. This paper is also informed by interviews with 59 educational leaders from Ontario and the USA. Interviews centred around their experiences engaging in practices to support their diverse student populations.

Findings

Results of the data analysis regarding the supports and training available to assist educational leaders in supporting the learning needs of diverse student populations demonstrate a serious lack of support. Very few actual resources exist for leaders, and most of those that do exist are connected to agencies outside of the education system, such as Settlement services.

Research limitations/implications

Recent research investigating the relationship between identities and educational experience and teaching points to the importance of in-depth and targeted approaches to teacher preparation, and leadership preparation to help provide teachers and leaders with the knowledge, dispositions, and skills required to support all students in their academic and social development (Cochran Smith et al., 2009). This study confirms such findings. Given the current situation in Ontario and much of North America, there is a great need for leadership preparation programming, and school-level resources that provide educational leaders with the knowledge and skills to support all students in their academic and social development, but also in helping educational leaders to understand and address the systemic nature and forms of discrimination which their students face daily.

Practical implications

With very few school boards requiring leaders to have a Masters’ degree in Education, and none having stipulations regarding course content. This leaves educational leaders unprepared to deal with the reality of their situations, leading to the perpetuation of inequities in Ontario schools.

Originality/value

Although sparse, previous research into the state of support and preparation for administrators and educators with regard to diverse student populations in Ontario revealed that little to no preparation or support exists (see e.g. Price, 2002). This study helps to fill that gap in existing research.

Details

International Journal of Educational Management, vol. 31 no. 5
Type: Research Article
ISSN: 0951-354X

Keywords

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Article
Publication date: 18 June 2020

Donnie Adams, Ashley Ng Yoon Mooi and Vasu Muniandy

The purpose of this paper is to examine the Malaysian National Professional Qualification for Educational Leaders (NPQEL), a principal leadership preparation programme and

Abstract

Purpose

The purpose of this paper is to examine the Malaysian National Professional Qualification for Educational Leaders (NPQEL), a principal leadership preparation programme and the Malaysian Education Blueprint 2013–2025, a comprehensive plan for a rapid and sustainable transformation of our education system through to 2025 to ensure high-performing school leaders in every school.

Design/methodology/approach

In understanding how the NPQEL operates and its effectiveness in preparing high performing school leaders, a research instrument of open-ended questions were administered to 102 principals from government-funded secondary schools, to establish how they were prepared for their leadership roles and their views of their leadership practices.

Findings

The NPQEL programme provides evidence of strong outcomes in preparing school leaders towards high-performing school leadership in Malaysia in combination of a variety of approaches with respect to its designs and competency standards. Findings indicate that the NPQEL contributes towards the development of the school leaders' attributes or skills for their leadership roles; and the NPQEL fulfils the aspirations set out in the Malaysian Education Blueprint 2013–2025.

Originality/value

This paper explores the potential influence of Malaysian NPQEL and the Malaysian Education Blueprint 2013–2025 on preparing high-performing school leaders in every school.

Details

Asian Education and Development Studies, vol. 9 no. 4
Type: Research Article
ISSN: 2046-3162

Keywords

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Article
Publication date: 1 March 1992

Joseph Murphy and Philip Hallinger

Draws on the analyses presented in the other articles in the Journal of Educational Administration Vol. 30 No. 3 to identifyemergent themes concerning the evolving role of…

Abstract

Draws on the analyses presented in the other articles in the Journal of Educational Administration Vol. 30 No. 3 to identify emergent themes concerning the evolving role of the principal in several countries. Focuses especially on the manner in which the policy context of educational organizations is leading to a decentralization of management and the resulting impact on the administrative practice of principals. Finally, suggests some of the implications of these changes for the preparation and development of principals.

Details

Journal of Educational Administration, vol. 30 no. 3
Type: Research Article
ISSN: 0957-8234

Keywords

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Article
Publication date: 7 March 2008

Anthony H. Normore and Gaetane Jean‐Marie

The purpose of this study is to explore the leadership experiences of four female secondary principals (two Black, two White) in one south‐western state to create…

Abstract

Purpose

The purpose of this study is to explore the leadership experiences of four female secondary principals (two Black, two White) in one south‐western state to create significant discourse for understanding school leadership nested in complex social, political and cultural contexts. These women confronted education challenges of social justice, democracy, and equity in their schools.

Design/methodology/approach

The philosophical tradition of phenomenology was chosen as the qualitative methodology for this study “which is understood to be a concern for human meaning and ultimately for interpreting those meanings so that they inform our practice and our science”. As a secondary analysis of a specific finding (i.e. female leaders who exemplified a values‐orientation around issues of social justice in their leadership practices) from the original study the lived experiences of four female secondary school leaders were further explored.

Findings

All four women engaged in leadership praxis by: transforming school practices to promote equity and access for all students and embracing diversity of their student populations; connecting the world of research and practice; adopting democratic and participative leadership styles that relate to female values developed through socialization processes including building relationships, consensus building, power as influence, and working together for a common purpose.

Practical implications

While the focus is secondary school female leaders and educational leadership in a North American context, the implications have a broader transnational focus, exploring themes and issues that may span national boundaries and cultures.

Originality/value

For purposes of this article, the original data were revisited to conduct secondary analyses of the experiences of four women. Research contends that this approach can be used to generate new knowledge, new hypotheses, or support for existing theories; and that it allows wider use of data from rare or inaccessible respondents.

Details

Leadership & Organization Development Journal, vol. 29 no. 2
Type: Research Article
ISSN: 0143-7739

Keywords

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Abstract

Details

Competencies for Effective Leadership
Type: Book
ISBN: 978-1-78973-256-6

Abstract

Details

Journal of Educational Administration, vol. 51 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

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Article
Publication date: 1 September 2006

Anthony H. Normore

Abstract

Details

Journal of Educational Administration, vol. 44 no. 5
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 October 2004

Anthony H. Normore

Abstract

Details

Journal of Educational Administration, vol. 42 no. 5
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 15 March 2011

Phil Bamber and Les Hankin

This paper aims to explore student learning within a local service‐learning initiative that forms part of an Education Studies undergraduate programme at an HEI in the UK…

Abstract

Purpose

This paper aims to explore student learning within a local service‐learning initiative that forms part of an Education Studies undergraduate programme at an HEI in the UK with a history of international service‐learning programmes.

Design/methodology/approach

This paper outlines the context for this form of community engagement in the UK and reflects on the experiences of student participants and the nature of their learning. Ethnographic research into the student experience of international service‐learning (ISL) provides a useful framework for this study.

Findings

This research draws on transformational learning theory to describe how students experience a shifting of their world‐view through service‐learning locally. It reveals that challenges to stereotypes and personal values, as well as other previously accepted presuppositions, in a domestic context, are not dissimilar from those experienced by students involved in international service‐learning initiatives.

Research limitations/implications

The framework presented here is used to explore the dynamic relationship between local and international volunteering and student learning. This particular case study has the potential to add to our understanding of critical pedagogy theory in practice.

Originality/value

This article presents evidence of the complexity of identifying transformative learning. In order to elevate the outcomes of service‐learning towards their transformative potential, the opportunities for learning that are afforded by such ventures must be pursued with vigour. The authors advocate a model of community engagement that embeds local service‐learning within the curriculum.

Details

Education + Training, vol. 53 no. 2/3
Type: Research Article
ISSN: 0040-0912

Keywords

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Book part
Publication date: 14 September 2010

Alexander W. Wiseman, James Pilton and J. Courtney Lowe

This chapter addresses international educational governance by exploring some of the factors contributing to increasingly internationalized national educational…

Abstract

This chapter addresses international educational governance by exploring some of the factors contributing to increasingly internationalized national educational policymaking and the ways that related trends in educational policymaking either constrain or shift to meet particular needs and challenges within specific national contexts. After discussing the phenomenon and the impact of globalization on international educational governance, the role of the state, and some examples of both contextualization and bounded rationality, the impact of national policy convergence is discussed. This chapter concludes by summarizing the ways that national policy convergence became the focus of international educational governance and national educational policy based on the same ideas and structure through seemingly different implementation, but often-identical measurable outcomes. Examples from Japan and Saudi Arabia highlight the discussion.

Details

International Educational Governance
Type: Book
ISBN: 978-0-85724-304-1

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