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1 – 10 of over 1000Joonkil Ahn and Alex J. Bowers
Leadership for learning emerged as an integrated leadership framework; however, attempts to establish an empirical measurement model have been limited. Critically, not much is…
Abstract
Purpose
Leadership for learning emerged as an integrated leadership framework; however, attempts to establish an empirical measurement model have been limited. Critically, not much is known about how much teachers' beliefs (e.g. self-efficacy) can mediate leadership for learning impact on teacher behaviors. This study establishes a leadership for learning measurement model and examines whether teacher self-efficacy mediates the effect of leadership for learning tasks on teacher collaboration, instructional quality, intention to leave current schools and their confidence in equitable teaching practice.
Design/methodology/approach
Drawing on the most recent 2018 Teaching and Learning International Survey (TALIS), the study employed a structural equation modeling mediation approach.
Findings
Results suggested that teacher self-efficacy statistically significantly mediated 16 out of 20 of the relationships between leadership for learning task domains and teacher outcomes. Especially, in explaining the variance in instructional quality and teacher confidence in implementing equitable teaching practices, considerable proportions of the predictive power of leadership for learning tasks were accounted for (i.e. mediated) by teacher self-efficacy.
Research limitations/implications
School-wide efforts to craft the school vision for learning must be coupled with enhancing teacher self-efficacy. Critically, leadership efforts may fall short of implementing equitable teaching practice and quality instruction without addressing teacher confidence in their ability in instruction, classroom management and student engagement.
Originality/value
This study is the first of its kind to evidence teacher self-efficacy mediates leadership for learning practice impact on teacher behaviors.
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Bekalu Tadesse Moges, Melaku Mengistu Gebremeskel, Shouket Ahmad Tilwani and Yalalem Assefa
The purpose of this study is to examine effects of classroom-level and student-level factors on student engagement in the context of a higher education system vertically…
Abstract
Purpose
The purpose of this study is to examine effects of classroom-level and student-level factors on student engagement in the context of a higher education system vertically differentiated into research, applied and comprehensive university types.
Design/methodology/approach
The study used a cross-sectional multilevel design to explain student engagement based on class and student variables. Specifically, the study collects data from 656 students and 61 randomly selected teachers at both levels and uses multilevel modeling to explain relationship patterns.
Findings
The results show that institutions vary significantly in student engagement scores. In addition, while a significant variation is found at the student and classroom level, the effects of academic achievement, instructional quality, teaching experience and teacher qualifications on student engagement vary across classrooms in institutions. However, the interaction effect of classroom and student-level variables on student engagement remains non-significant.
Originality/value
The main contribution of this lies in the explanation of student engagement using classroom and student level factors in a vertically differentiated higher education system using multilevel modeling. Student engagement varied in classrooms research universities applied and comprehensive universities.
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Satumari John Wafudu and Yusri Bin Kamin
The issue of quality assurance in vocational and technical education (VTE) programs identifies a perilous need to develop a conceptual framework for teaching and learning…
Abstract
Purpose
The issue of quality assurance in vocational and technical education (VTE) programs identifies a perilous need to develop a conceptual framework for teaching and learning standards. This study aims to identify standard components for teaching and learning to ensure quality delivery for the achievement of VTE objectives. The quality assurance framework for teaching and learning is envisioned as a closed-loop management process that functions as an effective operational scheme to coordinate teaching processes that support the structure for quality assurance in VTE programs.
Design/methodology/approach
Survey data were collected through a questionnaire developed to examine the quality standards for teaching and learning in VTE from 259 respondents from colleges of education. The identified quality components for teaching and learning and their quality indicators were analysed.
Findings
The conceptual framework for teaching and learning with the 12 quality components and 62 quality indicators is the key standard for improving quality teaching and learning to meet the desired goals of VTE programs.
Originality/value
The framework proposed is flexible and can be applied to many other programs to ensure that teachers are professional enough to teach effectively to provide adequate learning outcomes.
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Nicole Brownlie, Katie Burke and Luke van der Laan
The current literature on school teacher-created summative assessment lacks a clear consensus regarding its definition and key principles. The purpose of this research was…
Abstract
Purpose
The current literature on school teacher-created summative assessment lacks a clear consensus regarding its definition and key principles. The purpose of this research was therefore to arrive at a cohesive understanding of what constitutes effective summative assessment.
Design/methodology/approach
Conducting a systematic literature review of 95 studies, this research adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The objective was to identify the core principles governing effective teacher-created summative assessments.
Findings
The study identified five key principles defining effective summative assessment creation: validity, reliability, fairness, authenticity and flexibility.
Research limitations/implications
The expansiveness of education research is such that not all relevant studies may have been identified, particularly outside of mainstream databases. This study considered only the school environment, so contextual limitations will exist.
Originality/value
To the best of the authors’ knowledge, this study contributes original insights by proposing a holistic definition that can facilitate consensus-building in further research. The assimilation of core principles guided the development of quality indicators beneficial for teacher practice. The comprehensive definition, key principles and quality indicators offer a unique perspective on summative assessment discourse.
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This study primarily aims at assessing Faculty Competences Development Components (FCDCs) that help in the development of educational leaders. The study further formulates a model…
Abstract
Purpose
This study primarily aims at assessing Faculty Competences Development Components (FCDCs) that help in the development of educational leaders. The study further formulates a model using seven latent constructs that explain the development of the mechanism of development of educational leaders and extend the benefits of their development to different stakeholders including faculty, educational institutions and society at large.
Design/methodology/approach
A systematic review of the literature was conducted to identify various FCDCs to construct a conceptual framework. Later, this conceptual framework was tested through empirical research using the structural equation modeling (SEM) technique carried out with respect to technical institutions of Punjab (India).
Findings
The study identified that organizational roles are of the highest importance for the competences development of educational leaders followed by teachers’ attributes and teachers’ roles. The study’s findings also revealed that FCDCs significantly impact beneficiaries by developing competent educational leaders as mediators between the FCDCs and beneficiaries link. The biggest beneficiaries of development are faculty members of these institutes in terms of their performance enhancements.
Originality/value
The study is unique in terms of developing a model for the competences development of educational leaders and helpful in understanding various benefits of the educational leaders to various educational stakeholders.
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Stefanie Sullivan and Joanna McIntyre
In the context of a highly regulated teacher education system, this chapter offers an alternative vision for a ‘better normal’ for teacher education in England. It foregrounds the…
Abstract
In the context of a highly regulated teacher education system, this chapter offers an alternative vision for a ‘better normal’ for teacher education in England. It foregrounds the need for teacher educators and teacher preparation curricula to promote ‘a way of being’ that enables teachers and teacher educators to have agency, develop as ‘thinking’ professionals and be resilient in an ever-changing policy context.
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Doreen L. Mazzye and Joan Gujarati
Research in this field is becoming increasingly clear that a teacher residency program (TRP) has a strong potential for developing effective teachers in a teacher preparation…
Abstract
Purpose
Research in this field is becoming increasingly clear that a teacher residency program (TRP) has a strong potential for developing effective teachers in a teacher preparation context. There are specific features of a TRP that yield results in the development of teachers. However, there are often barriers to full implementation of a TRP that schools and university partnerships must consider and resolve. The purpose of this article is to disseminate the lessons we have learned and processes we have developed in navigating the barriers and complexities of shifting toward a TRP.
Design/methodology/approach
The university faculty members with a dual role as Professional Development School (PDS) liaisons examine, reflect on, and present their multiyear process of moving from an undergraduate traditional teacher preparation model to a teacher residency model.
Findings
In response to the barriers of funding, defining roles and responsibilities, and changes in leadership, we developed an undergraduate residency blueprint to navigate these challenges productively. One of the goals of this document is to provide clarity for all stakeholders as well as be a transparent solution for leadership transitions. The blueprint serves as a guide for the details of residency program design.
Originality/value
In movement toward a TRP, there are often barriers to full implementation that schools and university partnerships must consider and resolve. This article provides a model for partnerships seeking to navigate teacher residency work.
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Kelly C. Margot, Melissa Pierczynski and Kelly Lormand
The paper aims to address the increasing issue of teacher shortages and the lack of diversity in America’s educators. Highly diverse communities need ways to support community…
Abstract
Purpose
The paper aims to address the increasing issue of teacher shortages and the lack of diversity in America’s educators. Highly diverse communities need ways to support community members interested in careers as teachers. This article explores one promising approach to reach and inspire high school students considering the teaching profession. Camp ExCEL (Exploring Careers in Education and Leadership) provided a pathway allowing rising high school seniors an opportunity to explore the teaching profession. This pathway utilized the Grow Your Own framework, recruiting students from a diverse community and providing them resources and information that would further efforts to become an educator within their community.
Design/methodology/approach
The current study examined outcomes from an education summer camp, using qualitative thematic analysis to reflexively interpret participants’ (n = 29) feelings and beliefs about effective teaching, culturally responsive teaching (CRT), project-based learning (PBL) and their camp experience. Data were collected using Google documents and surveys. The four connected themes that emerged were obstacles and barriers to teaching, qualities of an effective teacher, the impact of culturally responsive teaching and project-based learning on classrooms, and the importance of mentorships within education.
Findings
The paper provides insight about how an education camp can support high school students as they explore a career in education. Results suggest that focus on high-quality pedagogy can support student understanding of the career. Students also suggested their perception of effective teaching that includes acknowledging the needs of the whole student, modeling high-quality teaching practices and displaying positive professional dispositions.
Research limitations/implications
Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to conduct and examine education camps further.
Practical implications
The paper includes implications for the development of other education camps, especially in areas with highly diverse populations.
Originality/value
This paper fulfills an identified need to increase the number of persons pursuing a career in education. The focus on a highly diverse community is also an area of need in education. This article details the description of an education camp and the curriculum used, along with findings from data collected during the first year.
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Özlem Canaran and İlknur Bayram
This study makes an enquiry of the existing sustainable development goals (SDGs) knowledge of English language teacher trainers (ELTTs), who remain an overlooked stakeholder in…
Abstract
Purpose
This study makes an enquiry of the existing sustainable development goals (SDGs) knowledge of English language teacher trainers (ELTTs), who remain an overlooked stakeholder in education for sustainable development. Despite the literature on SDG integration into traditional teacher education curriculum, how massive open online courses (MOOCs) can help with capacity building of ELTTs is unclear. This study aims to further explore how the knowledge and capacities of ELTTs on SDGs could be promoted through MOOCs.
Design/methodology/approach
For the study’s action research approach, data of 28 ELTTs from higher education institutions in Ankara, Türkiye, were collected for six weeks using a survey, reflective reports and focus group interviews.
Findings
ELTTs with no previous training experience have a partially fragmented understanding of SDGs. MOOCs proved to be highly practical and cost-effective in building ELTTs’ capacity for building knowledge of and improving motivation to address SDGs in training programs. Further findings are drawn from ELTTs’ reflections on the lack of pedagogical content knowledge and collegial interactions in MOOCs.
Originality/value
There is little to no literature on ELTTs’ existing knowledge of SDGs and whether MOOCs can be used for their capacity building to achieve SDGs. The present findings may encourage higher education institutions to launch professional development programs that will equip ELTTs with the competencies to apply education for sustainable development in in-service English language teaching and teacher training programs.
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