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1 – 7 of 7Zoe Corwin and Tattiya J. Maruco
The purpose of this paper is to highlight the potential of digital tools to address the significant challenge of increasing access to college and outline challenges and…
Abstract
Purpose
The purpose of this paper is to highlight the potential of digital tools to address the significant challenge of increasing access to college and outline challenges and opportunities in effectively implementing a digital intervention across an entire school.
Design/methodology/approach
The study encompasses a randomized control trial and comparative case studies. This paper highlights qualitative data focused on implementation.
Findings
Findings illustrate impediments and strategies for implementing a school-wide digital intervention.
Research limitations/implications
Research focused on one particular intervention and is thus limited in scope.
Practical implications
The study has the potential to assist practitioners in better serving students from low-income and minoritized communities through digital tools.
Social implications
The study has implications for increasing the number of first-generation and minoritized youth who apply to and enroll in college. The study highlights digital equity issues often overlooked in ed-tech sectors.
Originality/value
Few studies exist that examine the implementation of digital interventions at the school level. Focusing on digital equity in the college access space (academic and practice) is novel.
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This paper aims to explore coaching as an approach to developing school leaders in the Singapore education system. It takes a close look at the nature of coaching experiences of…
Abstract
Purpose
This paper aims to explore coaching as an approach to developing school leaders in the Singapore education system. It takes a close look at the nature of coaching experiences of beginning principals and principal-trainers, as well as the related benefits and challenges.
Design/methodology/approach
A qualitative inquiry approach was adopted, and four beginning principals and three principal-trainers were interviewed. An emergent coding method was deployed in data analysis.
Findings
Beginning principals described a positive, helpful and empowering coaching experience when coached by principal-trainers. The latter skillfully asked questions in a safe, non-threatening space for deeper self-reflection. In the process, beginning principals gained greater self-awareness and self-empowerment, and appreciated the shared context of school leadership. While coaching is a useful leadership development approach, inherent implementation challenges were identified.
Research limitations/implications
Coaching as a system-wide strategy to support school leaders in Singapore has only recently been implemented. Further research using a larger sample is recommended as coaching becomes more pervasive.
Practical implications
The findings revealed a compelling case for a more pervasive adoption of coaching as an approach to support leadership development. Coaching facilitates effective school leadership, and there is scope for self-coaching, peer coaching and coach supervision of principals, middle leaders and classroom teachers.
Originality/value
This paper highlights the nature and positive impact of principalship coaching within a specific policy and cultural context of the Singapore education system. It adds to the body of literature on principal preparation, development and support.
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Jane Lai Yee Terpstra-Tong and Adlina Ahmad
The purpose of this paper is to identify the major transition issues experienced by first-year students in Malaysia. In so doing, the authors compare the findings to those drawn…
Abstract
Purpose
The purpose of this paper is to identify the major transition issues experienced by first-year students in Malaysia. In so doing, the authors compare the findings to those drawn from western contexts.
Design/methodology/approach
This study applied a focus group method, conducting seven focus groups with a total of 35 business students.
Findings
This study identified five skills that are central to quick adaptation to university learning: independent learning, research, time management, English and critical thinking. Unlike findings in the western literature, the findings of this study do not indicate social aspect as a major adjustment issue.
Research limitations/implications
The generalisability of the findings is limited due to the study’s small sample size. To overcome this, future researchers should consider a national study using a survey-based research method. To test whether students in a relationship-based culture are less prone to challenges related to social aspects in their transitions into university, cross-national or cross-cultural studies are needed.
Practical implications
The study’s findings point to the need for Malaysia’s universities to strengthen their transition programmes, and proactively form closer relationships with high schools to help their students identify suitable courses and develop their curricula.
Originality/value
This study highlights the inadequacy of private education in bridging the gap between high schools and private university education in Malaysia. As most first-year-experience studies have used western samples, this study provides much needed data addressing the development of higher education and its relationship with the school systems of developing countries.
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This year’s annual bibliography includes materials reflecting various aspects of library instruction and information literacy. The academic literature continues to generate the…
Abstract
This year’s annual bibliography includes materials reflecting various aspects of library instruction and information literacy. The academic literature continues to generate the greatest number of citations in these areas, but a small increase in the special libraries area was noted for 2000. The themes of standards for information literacy and assessment were apparent in all areas of the literature.
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Kristin Shawn Huggins, Hans W. Klar and Parker M. Andreoli
The purpose of this paper was to determine what experienced school leaders learned through participating in a three-year leadership initiative, called the Leadership Learning…
Abstract
Purpose
The purpose of this paper was to determine what experienced school leaders learned through participating in a three-year leadership initiative, called the Leadership Learning Community (LLC), that helped them coach less experienced leaders to lead school improvement efforts.
Design/methodology/approach
Data were collected and analyzed using a qualitative design throughout the three-year initiative.
Findings
The findings indicate the LLC leadership coaches learned to accept and navigate the leaders' developmental and contextual needs, practiced and honed their coaching skills and recognized their own developmental needs.
Originality/value
These findings address the paucity of research on leadership coach learning and development.
Details