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21 – 30 of over 6000Megan Tschannen-Moran and Carol B. Carter
The purpose of this paper is to explore whether the emotional intelligence (EI) of instructional coaches could be improved with training, as well as how instructional coaches…
Abstract
Purpose
The purpose of this paper is to explore whether the emotional intelligence (EI) of instructional coaches could be improved with training, as well as how instructional coaches perceived the relevance of EI to their success as coaches.
Design/methodology/approach
This mixed-method study was conducted in two phases. The quantitative phase examined pre- and post-test EI scores of 90 instructional coaches who completed a 20-hour coach training intervention designed to improve the coaching skills of educators working with teachers to improve their instruction. Of the nine instructional coaches interviewed for the qualitative phase, four had increased their EI scores while five had decreased. The study took place primarily in the USA, with two participants in the survey portion from countries outside the USA.
Findings
Statistically significant increases for EI were found in the full sample. Among the 44 instructional coaches who enrolled on the training course voluntarily, there were significant improvements in total EI, both the interpersonal and interpersonal composites, and all five subscales (i.e. self-awareness, self-regulation, motivation, empathy, and social skills). The mean EI scored for the 46 coaches who were required to take the training did not increase. The themes that emerged from the interviews were increased awareness, improved listening, enhanced empathy, a focus on strengths, and the role of EI in success as instructional coaches.
Research limitations/implications
Future research might examine the duration, intensity, and format of training that successfully increases EI scores. For example, comparing face-to-face formats with distance formats, such as the one used in this study, might yield interesting findings. This study would have been strengthened by the inclusion of a control group that received no training.
Practical implications
Both quantitative and qualitative analyses provided evidence that EI can be improved through training; thus, such training could be incorporated into initial preparation and ongoing professional development for educators. The differential outcomes for those who volunteered for the training as opposed to those who were required to take the training as part of their jobs highlights the important of the adult learning principle of choice. Thus, the element of choice should be taken into consideration in planning professional development.
Originality/value
The use of instructional coaches is an important form of professional development, designed to bring about improved teacher practices. This study provides both quantitative and qualitative evidence of the value of coach training, including statistically significant gains on a validated measure of EI. This study makes an important contribution because prior research on the question of whether EI can be taught has been largely anecdotal.
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Purpose – To provide differentiated teaching models and a set of instructional reading strategies and materials for current and future classroom teachers to help them enhance the…
Abstract
Purpose – To provide differentiated teaching models and a set of instructional reading strategies and materials for current and future classroom teachers to help them enhance the quality of reading instruction for English Learners (ELs).
Design/methodology/approach – The instructional reading strategies and materials and differentiated teaching models presented in this chapter are drawn from a body of current literature on ELs' English language development and on effective reading instruction for ELs. The instructional reading strategies and materials are categorized into five subcomponents of reading instruction: sight words, phonics, fluency, vocabulary, and comprehension.
Findings – Provides differentiated teaching models and specific instructional strategies and materials that target each of the five specific subcomponents of reading instruction for ELs (i.e., sight words, phonics, fluency, vocabulary, and comprehension).
Research limitations/implications – Some publications related to instructional reading strategies and materials may be limited to specific ELs in United States who speak a predominate native language (i.e., Spanish). These instructional reading strategies and materials may not be appropriate for ELs speaking another native language.
Practical implications – A very useful source of differentiated teaching models and practical instructional reading strategies and materials for current and future classroom teachers of ELs.
Originality/value – This chapter provides specific information and resources for current and future classroom teachers of ELs to support them in delivering high quality reading instruction.
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Hui-Ling Wendy Pan, Fong-Yee Nyeu and June S. Chen
The purpose of this paper is to examine how instructional leadership, a concept imported from Western scholarship, has been conceptualized in the Taiwanese context and how…
Abstract
Purpose
The purpose of this paper is to examine how instructional leadership, a concept imported from Western scholarship, has been conceptualized in the Taiwanese context and how principal instructional leadership is realized in schools. The development trajectory of principal instructional leadership is delineated by examining empirical studies in the past two decades.
Design/methodology/approach
This paper adopts an exploratory approach to review the Taiwanese empirical literature on principal instructional leadership. A total of 80 studies were systematically analyzed and common themes were identified.
Findings
This paper finds that a hybrid model of the conceptualization of instructional leadership has been developed in Taiwan. Principals performed more indirect than direct leadership behaviors. A gap exists between the ideal instructional leader and the reality.
Research limitations/implications
The development of a formal theory of instructional leadership is expected as various substantive theories are developed and more data are accumulated. To yield the desired outcome of knowledge acceleration, the coordination of research efforts across scholars and institutions is a must.
Practical implications
The articles reviewed suggest less effort spent by principals on the teachers. Yet with a national promotion of teacher learning community, as well as cooperative and collaborative learning in recent years, principal instructional leadership behaviors are expected to rise in terms of ensuring instruction quality and professional development.
Originality/value
This paper is an attempt to accumulate knowledge about principal instructional leadership in Taiwan. It is a contribution to the exploration of indigenous perspectives and practices and the understanding and building of educational leadership in Asia.
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Theresa Deeney and Cheryl Dozier
The purpose of this chapter is to outline specific features of the videotaped analysis experience to construct successful video reflection communities.
Abstract
Purpose
The purpose of this chapter is to outline specific features of the videotaped analysis experience to construct successful video reflection communities.
Methodology/approach
In this chapter, we draw from our multiple studies of clinic practices, including interviews with lab/clinic graduates, a large-scale survey, and artifact analyses. We also draw from others’ research on videotaped reflection activities.
Findings
Our combined research showed three essential aspects of successful video reflection experiences, which we share in this chapter: Developing a culture of video sharing as learning, engaging with collegial feedback, and scaffolding teachers’ individual reflections. In each section of the chapter, we situate, within vignettes of practice, procedures we use to create successful video reflection experiences and prompts we have found effective.
Research limitations/implications
While we highlight three features of successful video reflection experiences based on ours and others’ research, we recognize these are not the only instructional practices that make the video reflection experience beneficial.
Practical implications
In this chapter, we provide instructors specific descriptions of how to arrange successful video reflection experiences, including prompts we have found most successful in generating rich group conversation, coaching, and individual reflection.
Originality/value
The success of video reflection experiences is dependent on how those experiences are framed and situated for teachers. This chapter provides detailed descriptions for teacher educators to use while implementing video reflection experiences.
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Daphnee Hui Lin Lee and Chi Shing Chiu
The purpose of this paper is to explore how principals’ leadership approaches to teacher professional development arise from school banding and may impact upon teacher…
Abstract
Purpose
The purpose of this paper is to explore how principals’ leadership approaches to teacher professional development arise from school banding and may impact upon teacher professional capital and student achievement.
Design/methodology/approach
The case study is situated within the context of school-based management, comprising reflective accounts of nine school principals selected by stratified sampling from a sample of 56 Hong Kong schools to represent Bands One, Two, and Three schools. The reflective accounts were triangulated with observations of teachers and analysis of school websites.
Findings
First, under school-based management, principals remain obliged to recognize the power of state-defined examinations in determining the schools’ future priorities. Second, the exercise of school autonomy in response to this obligation varies, depending upon the competitive advantage schools have in the school banding system. Ideally, effective school-based management is dependent upon the principal’s capacity to facilitate good instructional practices. However, principals need to adjust their leadership practices to school contextual demands. Third, adaptations to contexts result in the varied developments of teacher capacities in schools, corresponding with the types of principal leadership adopted.
Originality/value
While statistical studies have identified attributes of exemplary principal leadership, few studies have examined the qualitative reasons for the exemplification of these attributes, and the influence of the school context in shaping these attributes. Departing from assumptions that leadership attributes are intrinsic to individuals, this paper considers how principals contextualize leadership in teacher professional development to the schools’ student academic achievement.
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Dong Thanh Nguyen, David Ng and Pui San Yap
The purpose of this paper is to explore the instructional leadership practices and structure in Singapore primary schools.
Abstract
Purpose
The purpose of this paper is to explore the instructional leadership practices and structure in Singapore primary schools.
Design/methodology/approach
The study employs a qualitative approach. Data were collected from interviews of 30 Singapore primary school principals and 25 working-day observations of five principals. A grounded theory method was utilized to analyze the qualitative data.
Findings
The instructional leadership roles of principals can be categorized into four key themes: vision development and implementation, physical and organizational structure, professional development, and leading and managing instruction. Importantly, the study illuminates a hybrid structure of instructional leadership in which both hierarchical and heterarchical elements exist.
Originality/value
The current study expands the global knowledge base on instructional leadership by providing indigenous knowledge of how instructional leadership is enacted in Singapore schools. Simultaneously, this study suggests an agenda for future research on instructional leadership.
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The purpose of the study was to provide an example of instructional coaching for inservice teachers within the context of community-engaged scholarship (CEP), involving…
Abstract
Purpose
The purpose of the study was to provide an example of instructional coaching for inservice teachers within the context of community-engaged scholarship (CEP), involving professional learning communities (PLCs). This study seeks to encourage policymakers to allocate budgets for instructional coaches, as well as resources for schools.
Design/methodology/approach
An exploratory case study design was used to examine the factors that contributed to the partnership and how the PLC sessions impacted the inservice teachers' practices. Data sources included interviews, focus groups, written reflections, observations of grade-level teachers' meetings and administrative meetings.
Findings
The study uncovered important factors that impacted the community-engaged partnership (CEP) positively, such as partners having a unified agenda, a common focus on the school's needs and an understanding of the culture of the school. Principals are the gatekeepers in such partnerships.
Research limitations/implications
This study yielded the description of a model of instructional coaching within a CEP that other universities around the world could replicate. The limitations of this study include the length of the study and the time frame in which the PLC content was planned. The study was conducted over 1 year to limited funding. The instructional coach developed the PLC content during the ongoing academic year and that impacted the teachers' initial perceptions and their commitment to the PLCs.
Originality/value
This study offers a new coaching model for CEPs that focuses on closing the gap between theory and practice by integrating PLCs, content knowledge, pedagogical knowledge and face-to-face visual support.
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How teachers collectively address conflicting beliefs about reforms and come to privilege some over others is critically important in understanding instructional change and…
Abstract
Purpose
How teachers collectively address conflicting beliefs about reforms and come to privilege some over others is critically important in understanding instructional change and stability. The paper aims to discuss this issue.
Design/methodology/approach
Drawing on in-depth qualitative data gathered in interviews and observations of teachers’ formal collaboration time, this study focuses on teacher dialogue to examine the voicing and debate of teachers’ beliefs about reform efforts in their schools. Specifically, in two urban middle schools engaged in math instructional reforms, what are the conditions of teachers’ collaboration time that shape their dialogue about the feasibility of these reforms?
Findings
The findings reveal that the beliefs teachers voice vary widely depending on the topic of conversation. Teachers’ conversations about student achievement data and tracking elicited doubts about the possibility of instructional change, and conversations about other forms of student data and instructional strategies elicited a wider range of beliefs. Further, opportunities to meet with trusted colleagues as well as with wider groups provide teachers with different, but both useful experiences in exploring their own conflicting beliefs.
Practical implications
Avenues for shifting institutionalized beliefs about instruction in schools that have struggled to embrace equitable instructional practices for struggling students are discussed, along with implications for future research.
Originality/value
There is considerable research highlighting the characteristics of productive collaboration, but this paper provides a deeper understanding of the way teachers collectively negotiate beliefs about instructional changes in schools struggling to meet that mark.
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Presents an overview of school and classroom policies and practices which contribute to the improvement of the quality and efficiency of vocational education and training (VET) in…
Abstract
Presents an overview of school and classroom policies and practices which contribute to the improvement of the quality and efficiency of vocational education and training (VET) in developing countries. Centres on a number of relevant factors identified by research on school and teacher effectiveness which relate to the improvement of programming and cost containment. Includes management and instructional practices, instructional organization, instructional resources, staff recruitment and training, and admission and placement policies, among others. Suggests that without acceptable levels of material and human resources, instructional quality cannot be maintained. However, resource requirements can be reduced through the more effective and efficient use of existing resources. Concludes that the chief way to improve instructional efficiency in VET is reduced training time.
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Latisha Reynolds, Amber Willenborg, Samantha McClellan, Rosalinda Hernandez Linares and Elizabeth Alison Sterner
This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of…
Abstract
Purpose
This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of publications covering all library types.
Design/methodology/approach
This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2016.
Findings
The paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.
Originality/value
The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.
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