The document discusses evidence-based school leadership and management. It argues that while the current educational system encourages the use of evidence by schools and teachers, not enough attention has been paid to applying evidence-based practices to school leadership and management. Evidence-Based Management may help school leaders make better informed decisions. However, EBM is a contested concept that should be considered critically. The effective use of evidence could improve student and staff outcomes, but more research is still needed.
Action research: Basic Information on Action ResearchSameer Babu M
This is a ppt about action research and its whereabouts. It also gives a few images regarding action research models. This has been presented in Department of Education, University of Kerala as a part of a National Seminar on Research
Action research: Basic Information on Action ResearchSameer Babu M
This is a ppt about action research and its whereabouts. It also gives a few images regarding action research models. This has been presented in Department of Education, University of Kerala as a part of a National Seminar on Research
In this presentation the impact of science is analyzed. The central concept is that of solving problems. The tensions of science debate are pointed out: academic freedom vs. demands of society.
Understanding Action Research, developing Action Research, approach of Action Research, characteristic of Action Research, data sources for Action Research analyzing Action Research,............
@kateboshier used this presentation to model to a group of teachers how they could conduct action research in school, as part of www.researchingteachers.wordpress.com
From 5/22/13 webinar
Teachers who want to increase engagement in the classroom, leverage the mind-body connection to increase academic performance, and increase students' physical and health literacy, are applying Active Learning with their students. Attend this webinar to learn about the role of Active Learning in changing education.
The webinar will present:
* The Fizika Active Learning Model
* The research behind active learning and physical literacy
* A sample lesson from the online course
* The benefits of the Active Learning Specialist Certificate
Active Learning Specialists play a vital role in designing strategies for incorporating physical movement into the learning process, helping classroom teachers, counselors, and athletic directors apply brain based research to help all students learn more effectively. With the advent of the common core and new teacher evaluation requirements, Active Learning Specialists can help principals implement effective teaching and learning methods that prepare students' brains for learning.
Based on research and informed by best practices, the Active Learning Specialist Certificate is designed to help educators incorporate physical literacy, educational neuroscience and cognitive psychology into the learning process to improve academic and health outcomes. An online learning course has been developed to provide teachers with knowledge and skills to create and implement an Active Learning Plan in their classroom, school, district or alternative educational setting. This course is self-paced and applied, with coaching and feedback from leading experts in the field of Active Learning. Developed by the innovators and thought leaders at Fizika Group, the course curriculum is balanced with research from the fields of physical science and education, and includes practical steps to develop meaningful classroom applications. To learn more about the program go to www.HarrisburgU.edu/ActiveLearning.
In this presentation the impact of science is analyzed. The central concept is that of solving problems. The tensions of science debate are pointed out: academic freedom vs. demands of society.
Understanding Action Research, developing Action Research, approach of Action Research, characteristic of Action Research, data sources for Action Research analyzing Action Research,............
@kateboshier used this presentation to model to a group of teachers how they could conduct action research in school, as part of www.researchingteachers.wordpress.com
From 5/22/13 webinar
Teachers who want to increase engagement in the classroom, leverage the mind-body connection to increase academic performance, and increase students' physical and health literacy, are applying Active Learning with their students. Attend this webinar to learn about the role of Active Learning in changing education.
The webinar will present:
* The Fizika Active Learning Model
* The research behind active learning and physical literacy
* A sample lesson from the online course
* The benefits of the Active Learning Specialist Certificate
Active Learning Specialists play a vital role in designing strategies for incorporating physical movement into the learning process, helping classroom teachers, counselors, and athletic directors apply brain based research to help all students learn more effectively. With the advent of the common core and new teacher evaluation requirements, Active Learning Specialists can help principals implement effective teaching and learning methods that prepare students' brains for learning.
Based on research and informed by best practices, the Active Learning Specialist Certificate is designed to help educators incorporate physical literacy, educational neuroscience and cognitive psychology into the learning process to improve academic and health outcomes. An online learning course has been developed to provide teachers with knowledge and skills to create and implement an Active Learning Plan in their classroom, school, district or alternative educational setting. This course is self-paced and applied, with coaching and feedback from leading experts in the field of Active Learning. Developed by the innovators and thought leaders at Fizika Group, the course curriculum is balanced with research from the fields of physical science and education, and includes practical steps to develop meaningful classroom applications. To learn more about the program go to www.HarrisburgU.edu/ActiveLearning.
«MySchool» is an automated system of educational management through social school network, 100% free and brings together teachers, parents, and regional educational management
Moving Beyond Student Ratings to Evaluate TeachingVicki L. Wise
Evidence of teaching quality needs to take into account multiple sources, as teaching is multidimensional. Moreover, the likelihood of obtaining reliable and valid data and making appropriate judgments are increased with more evidence.
From Passively Received Wisdom to Actively Constructed Knowledge: Teaching Systematic Review Skills As a Foundation of Evidence-Based Management
Presentation by Rob Briner and Neil Walshe
AOM Annual Meeting 2015, Vancouver
Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
Bridging The Research-Practice Gap Through Evidence-Based Management And Systematic Review.
David Denyer and Rob Briner
Academy of Management Annual Meeting 2014, Philadelphia
Similar to Evidence-Based School Leadership and Management - Are we missing a trick (20)
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2. A summary of my argument
• The effective use of evidence has the potential bring about improvement in
pupil outcomes (and staff well being)
• The current English educational system is encouraging schools, school
leaders and teachers to engage with research and evidence.
• However, insufficient attention has been paid to the use of evidence-based
practice to improve the leadership and management of schools – this in
part because of a number of commonly held misconceptions
• Evidence-Based Management (EBMgt) may provide a way forward to help
school leaders make better informed and more effective decisions
• Nevertheless, EBMgt is a contested concept and should be seen in that
light
3. Underpinning theory of action
• School leaders routinely make decisions and judgements (about
interventions)
• Those decisions are based on evidence (information) of various and
many types
• Using only a little evidence that is not relevant or valid is likely to lead
to poorer decisions and poorer outcomes
• Using more relevant and valid evidence is likely to produce better
decisions and outcomes (pupils and staff)
4.
5.
6. Some quick quotes
• … researchers in business, law and linguistics have
focussed a significant amount of attention on
addressing the knowing-doing gap (Pfeiffer and
Sutton, 2000) p 670,
• The Evidence-Based Practice Model primarily values
empirical evidence obtained through randomized
control trials and match study designs (p670)
7. Some quick quotes
• How are evidence-based programmes and strategies best
selected, selected, introduced, implemented and sustained
in schools and what are the outcomes in terms of changes in
practice and school improvement (671)
• The hypthesis underpinning the enquiry is that combining
the concepts of expansive learning and a social model of
‘research-use’ of school leaders engagement with research
evidence and provide insights into school leaders’
engagement with research as a management tool for school
improvement (p671)
8. The five-stage engagement process (p675)
Epistemic actions Engagement process Focus
Questioning Stage 1 _ Setting the scene What aspects of T&L are
working well?
Analysing Stage 2 – Digging deeper Identify two foci for change
Constructing a model to
identify a solution
Stage 3 – A Way Forward Identifying programmes
Guidance for effective change
managements
Running the model Stage 4 – Managing Changes Teacher autonomy and
implementation fidelity
Consolidating outcomes into
a new stable form of practice
Stage 5 – Capturing Outcomes
and Sustaining Change
Cycle of enquiry and review
9. Observation 1
• There is a substantial literature post-2000 on Evidence-Based
Management and Practice which has not been referenced
16. Main elements of a MAT CEO’s job description
• Teaching and learning
• Leadership and strategy
• Performance and human resources
• Accountability
• Finance
• Safeguarding
• Equality and diversity
24. Misconceptions associated with evidence-
based practice
• Evidence-based practice ignores the expertise and
knowledge of teachers and head-teachers.
• Evidence-based practice is the same as research-
informed practice.
• Evidence-based practice involves teachers
undertaking research
• Evidence-based practice is all about numbers and
statistics.
25. Misconceptions associated with evidence-
based practice
•
•School Leaders need to make decisions quickly
and don’t have time for evidence-based practice.
•Each school is unique, so the usefulness of
scientific evidence is limited.
•If you do not have high-quality evidence, you
cannot do anything
•Good-quality evidence gives you the answer to
the problem.
26. Main elements of a MAT CEO’s job description
• Teaching and learning
• Leadership and strategy
• Performance and human resources
• Accountability
• Finance
• Safeguarding
• Equality and diversity
27.
28. Evidence-based management and
organisational behaviour
• Making decisions
• Bounded rationality
• Too much choice
• Use a few standard but adaptable tools to make decisions
• Hiring Talent
• Structured interviews can be a good predictor of job performance
• General mental ability is the single best predictor of individual productivity
• Motivating people
• Specific, challenging goals improves performance and learning
• Performance feedback aids learning when it is given intermittently rather
than constantly
31. So to recap my argument
• The effective use of evidence can bring about improvement in pupil
outcomes (and staff well being)
• The current English educational system is encouraging schools, school
leaders and teachers to engage with research and evidence.
• However, insufficient attention has been paid to the use of evidence-based
practice to improve the leadership and management of schools
• Evidence-Based Management (EBMgt) may provide a way forward to help
school leaders make better informed and more effective decisions
• Nevertheless, EBMgt is a contested concept and should be seen in that
light
Editor's Notes
Let’s look at this in more details
Practitioner expertise – have I seen this before, what happened, what worked in the past, what are my hunches, has this happened elsewhere
Local context – what data do you have available, what do local leaders and managers think what is going on, what are the costs and benefits
Research evidence – what research is available, how good is the research, is it applicable, what actions/interventions could be taken
Perspectives – what students think about the issues at hand, what do staff think, are the interventions workable, what alternative explanations are there
What it’s not
Cannot use judgment – expertise is relevant
Evidence can prove things – provides indications of what might work and informs decisions
Doing what the research evidence tells us – no one of 4 sources of evidence
Drucker – repetition of familiar problems disguised in uniquenss
