Pietsch, Marcus Tulowitzki, Pierre Cramer, Colin
Published in
Journal of Educational Change
In turbulent environments, schools have to adapt to constantly changing conditions. According to ambidexterity theory, whether they are successful in this primarily depends on their leaders and how they manage the tension between the use of current knowledge (exploitation) and the search for new knowledge (exploration). Through unique top-down and ...
Krasniqi, Rexhep
Stalni strokovni razvoj pripomore k napredku učiteljevega strokovnega znanja ter razvoju njegovih kompetenc in se posledično odraža v boljših rezultatih dela. V procesu učenja učitelji sledijo novostim na svojem strokovnem področju in na ta način pomagajo učencem pri usvajanju znanja, razvijanju zmožnosti in kompetenc. Ta proces, ki traja vse življ...
Lüddeckens, Johanna Anderson, Lotta Östlund, D.
Purpose: The aim of this case study is to describe what commitment and actions are needed in the Swedish school so that principals — within the Swedish school policy framework and with the goal of creating an inclusive school culture and practice — can positively affect schooling for students with disabilities, with a particular focus on students w...
Sánchez Moreno, Marita López-Yáñez, Julián
The paper presents a program for school principals’ in-service preparation and the main results of the research project implemented in order to analyse its scope and effectiveness. The program adopted a group coaching focus, which involved the feedback to the participants by means of both, specific tools, and cases about problematic experiences fac...
U-Sayee, Cornelius Robert Adomako, Emmanuel Brenyah
Published in
Heliyon
Education is an inseparable development element that influences a nation's socio-economic growth and its citizenry for a quality life. This study aimed to explore the supervisory practices by senior high school principals in Greater Monrovia, Liberia and the challenges faced during supervision. The study employed qualitative design and included 30 ...
Reed, Samantha S. Mullen, Carol A. Boyles, Emily T.
Published in
Problem-Based Learning in Elementary School
In this last chapter, overarching outcomes, implications for practice and research, and conclusions are covered. In a discussion of overarching outcomes, a summary of seven findings is provided about PBL instruction and 21st-century skills in elementary education. Each finding is separately addressed, and insights are articulated, illuminating stra...
Ruiz, Violeta
This qualitative study examined the experiences of Latina high school principals in their roles as high school principals in a predominantly White and male role. United States demographics show that the Latino/a population is growing, and as a result, the Latino/a student population has also flourished (NCES, 2016). However, Latino/a students conti...
Pineda, Manuel Palma, Evelyn Assaél, Jenny Redondo Pacheco, Jesús
The study of the articulation of local and intermediate level organizations with schools involves the analysis of organizational and relational aspects. The intermediate actors in education are characterized by being agents of local democracy. This paper describes the opinions the opinions on the relations between the middle level education actors ...
Baggio, Lisa Michele
This qualitative study developed a preparation series to prepare principals in the approach of Cognitively Guided Instruction (CGI) to support teachers in implementation. The series included six virtual sessions that prepared principals in understanding the “Why” behind CGI, the connection to the state standards, number sense routines, the unpackin...
Gullo, Gina Laura Beachum, Floyd D
Published in
Heliyon
School leaders are charged with making equitable decisions almost daily, but little about this process is known. Due to research suggesting principal implicit bias, or the stereotypes and attitudes held by individuals unconsciously that may or may not reflect actual preferences, may contribute to discipline gaps, the present study aimed to better u...
