This pilot study explored gender inequality in educational leadership positions in Azerbaijan through questionnaires and interviews with female school leaders.
The quantitative results from 107 questionnaires found that most female leaders faced few major obstacles related to their gender. However, younger leaders reported taking longer to attain leadership positions and were less participative in decision-making than older leaders.
The qualitative interviews with 10 principals and vice-principals identified themes of lack of career planning, difficult but positive experiences seeking leadership, motivation to enact positive school change and support from others enabling their roles. Challenges included domestic responsibilities and resistance from husbands or male relatives initially. Relationship-oriented leadership styles were emphasized.
June 2016 participatory_research_brasil-convertedMarinaGiannakaki
The document describes a project that formed a Children's Research Advisory Group (CRAG) to involve children in advising on various aspects of a research study examining children's participation in school decisions. The CRAG helped develop interview questions, provide feedback on research design, and will assist with analyzing and interpreting results to produce higher quality research that better meets children's needs.
Teach the teacher goal setting (unit three)LouisCabuhat
This document is a presentation by Louis Cabuhat on goal-setting and connecting actions to targets for improved student outcomes. It discusses using performance and process targets to improve student motivation, engagement, and achievement. It also discusses using an early warning system and formative assessment. The presentation provides examples of goal-setting scales and outlines the benefits of futuring, such as describing different futures and discovering opportunities. It concludes by asking the audience to revisit Susan's case study and apply ideas around goal-setting and futuring.
Teach the teacher achievement (unit four)LouisCabuhat
The literature on attrition suggests that learners who underestimate their ability to succeed in college-level courses become easily disillusioned once failure occurs. The key to avoiding this example of cognitive dissonance (Miller & Tanner, 2011) is to anchor achievement strategies to realistic goal-setting. The literature suggests that students who experience cognitive dissonance are more likely to dropout (Miller & Tanner, 2011). Furthermore, the unpleasurable experience of dropping out of school is manifested emotionally. However, studies show that students who are successful in managing their emotions and relationships and impulse control are more likely to persist to graduation (Allen & Lester, 2012).
So, how do you measure achievement?
Teacher the teacher engagement (week two)LouisCabuhat
In unit two, participants will create the framework for a rating scale on motivation with the idea that, ultimately, a workable Early Warning System that alerts faculty and staff of impending student issues is published for use by the college.
The document discusses several cognitive models of career choice:
- Social cognitive career theory explains how academic/career interests develop, educational/career choices are made, and academic/career success is obtained. Key concepts are self-efficacy, outcome expectations, and personal goals.
- Cognitive information processing theory focuses on self-knowledge, occupational knowledge, and decision-making skills. It identifies five information processing skills.
- Values-based theory stresses the importance of personal values in career counseling and choices, seeing values as cognitive structures and affective bases for evaluation and goal-directed behavior. Teachers should do values clarification activities and projects showing values application.
This document provides an overview of ability grouping and tracking in education. It discusses the origins of tracking in response to increasing student diversity in the early 20th century. Students were initially sorted into academic, general, and vocational tracks in high school. Modern tracking involves grouping students by ability within subjects like math and English. Research shows tracking can negatively impact the achievement of lower-tracked students by providing them weaker instruction, while higher-tracked students benefit from more rigorous curricula and experienced teachers. The debate around tracking centers on whether it prepares students for their futures or serves to reproduce the social hierarchy.
• Introduction to the topic
• Seven factors to build up a relationship
• Locus of control
• Benefits of an internal locus control
• Managing the drawbacks of strong internal locus of control
• Tips for developing internal locus of control
• Learning to be : personal abilities
• Learning to live together – Interpersonal abilities
• Co-operative Interpersonal Behaviour working in a team
• Factors influencing faculty relationship
• Techniques for working together
• Negotiation and stages of Negotiation
• Being caring and empathetic
This pilot study explored gender inequality in educational leadership positions in Azerbaijan through questionnaires and interviews with female school leaders.
The quantitative results from 107 questionnaires found that most female leaders faced few major obstacles related to their gender. However, younger leaders reported taking longer to attain leadership positions and were less participative in decision-making than older leaders.
The qualitative interviews with 10 principals and vice-principals identified themes of lack of career planning, difficult but positive experiences seeking leadership, motivation to enact positive school change and support from others enabling their roles. Challenges included domestic responsibilities and resistance from husbands or male relatives initially. Relationship-oriented leadership styles were emphasized.
June 2016 participatory_research_brasil-convertedMarinaGiannakaki
The document describes a project that formed a Children's Research Advisory Group (CRAG) to involve children in advising on various aspects of a research study examining children's participation in school decisions. The CRAG helped develop interview questions, provide feedback on research design, and will assist with analyzing and interpreting results to produce higher quality research that better meets children's needs.
Teach the teacher goal setting (unit three)LouisCabuhat
This document is a presentation by Louis Cabuhat on goal-setting and connecting actions to targets for improved student outcomes. It discusses using performance and process targets to improve student motivation, engagement, and achievement. It also discusses using an early warning system and formative assessment. The presentation provides examples of goal-setting scales and outlines the benefits of futuring, such as describing different futures and discovering opportunities. It concludes by asking the audience to revisit Susan's case study and apply ideas around goal-setting and futuring.
Teach the teacher achievement (unit four)LouisCabuhat
The literature on attrition suggests that learners who underestimate their ability to succeed in college-level courses become easily disillusioned once failure occurs. The key to avoiding this example of cognitive dissonance (Miller & Tanner, 2011) is to anchor achievement strategies to realistic goal-setting. The literature suggests that students who experience cognitive dissonance are more likely to dropout (Miller & Tanner, 2011). Furthermore, the unpleasurable experience of dropping out of school is manifested emotionally. However, studies show that students who are successful in managing their emotions and relationships and impulse control are more likely to persist to graduation (Allen & Lester, 2012).
So, how do you measure achievement?
Teacher the teacher engagement (week two)LouisCabuhat
In unit two, participants will create the framework for a rating scale on motivation with the idea that, ultimately, a workable Early Warning System that alerts faculty and staff of impending student issues is published for use by the college.
The document discusses several cognitive models of career choice:
- Social cognitive career theory explains how academic/career interests develop, educational/career choices are made, and academic/career success is obtained. Key concepts are self-efficacy, outcome expectations, and personal goals.
- Cognitive information processing theory focuses on self-knowledge, occupational knowledge, and decision-making skills. It identifies five information processing skills.
- Values-based theory stresses the importance of personal values in career counseling and choices, seeing values as cognitive structures and affective bases for evaluation and goal-directed behavior. Teachers should do values clarification activities and projects showing values application.
This document provides an overview of ability grouping and tracking in education. It discusses the origins of tracking in response to increasing student diversity in the early 20th century. Students were initially sorted into academic, general, and vocational tracks in high school. Modern tracking involves grouping students by ability within subjects like math and English. Research shows tracking can negatively impact the achievement of lower-tracked students by providing them weaker instruction, while higher-tracked students benefit from more rigorous curricula and experienced teachers. The debate around tracking centers on whether it prepares students for their futures or serves to reproduce the social hierarchy.
• Introduction to the topic
• Seven factors to build up a relationship
• Locus of control
• Benefits of an internal locus control
• Managing the drawbacks of strong internal locus of control
• Tips for developing internal locus of control
• Learning to be : personal abilities
• Learning to live together – Interpersonal abilities
• Co-operative Interpersonal Behaviour working in a team
• Factors influencing faculty relationship
• Techniques for working together
• Negotiation and stages of Negotiation
• Being caring and empathetic
The document discusses assessment in education. It defines assessment as gathering and interpreting information about students' responses to educational tasks. It outlines different types of assessment including diagnostic, formative, summative, and portfolio assessment. The document emphasizes that assessment should be learner-centered and used to modify teaching and learning. It discusses formative assessment and the importance of providing students with effective feedback to improve learning.
This document discusses action research in education. It defines action research as a process of systematic reflection, enquiry, and action carried out by individuals to improve their own practice. Action research involves gathering and interpreting data to better understand an aspect of teaching and learning and applying the outcomes to improve practice. The document provides a brief history of action research, outlines its key characteristics and steps, and discusses practical and participatory types of action research design.
This document summarizes a doctoral thesis on teachers' perceptions of their leadership roles during disaster recovery from Hurricane Harvey. The thesis examines how teachers in Texas Gulf Coast schools perceived and understood their leadership during the recovery process. It reviews literature on leadership approaches and challenges, outlines the interpretive phenomenological research method used, and presents the main findings and themes that emerged from interviews with 8 teachers. These themes centered around leadership challenges, how challenges were addressed, and positive outcomes. The conclusion discusses interpretations of the findings and recommendations.
This document discusses several career counseling and development learning theories:
- Krumboltz's social learning theory examines genetic, environmental, and learning experiences that influence career decision-making.
- Tiedeman's decision-making model views career development as a continual process of redefining interests through exploration, crystallization, choice, and other phases.
- Kolb's experiential learning theory presents a cyclical model involving concrete experience, reflective observation, abstract conceptualization, and active experimentation.
- Teachers can help students develop self-awareness, decision-making skills, and ability to analyze experiences to facilitate career guidance based on these theories.
The document discusses choosing faculty mentors and finding mentoring communities for academic success, outlining the benefits of mentoring relationships, how to identify and select mentors, expectations of mentors and mentees, understanding the social environment, and developing a mentor community strategy including peer mentoring. It provides information on identifying mentors, the roles of mentors and mentees, and developing mentoring skills.
The document discusses assessment in education. It defines assessment as gathering and interpreting information about students' responses to educational tasks. It outlines different types of assessment including diagnostic, formative, summative, and portfolio assessment. The document emphasizes that assessment should be learner-centered and formative, providing ongoing feedback to students. Formative assessment, in particular, plays an important role in raising student achievement when used to modify teaching and learning.
King and Kitchener's Reflective Judgment ModelShane Young
This document provides biographical information on Shane Young and Patricia King, two researchers who developed the Reflective Judgment Model. It then summarizes the key aspects of the model, including its 7 stages of epistemic assumption development from pre-reflective to reflective reasoning. The model proposes that knowledge progresses from being seen as absolute to subjective to constructed through evaluation. It has been applied to understand changes in thinking about ill-structured problems from undergraduate to graduate levels. Some criticisms note its limited generalizability and lack of accounting for demographic factors.
Evaluating the Effectiveness of Academic Leadership Programmes - a Way Forward
Presented by Linda McKellar (formerly McLain) at the TEMC conference, Melbourne, October 2010
This document discusses strategies for managing groups and individuals in classroom settings. It begins by explaining that managing crowded classrooms includes establishing expectations and addressing student uncertainties. Several classroom arrangement styles are presented, including auditorium, face-to-face, off-set, seminar, and cluster styles. The document then discusses grouping students and types of groups like functional teams and problem-solving teams. Conflict resolution strategies for groups include negotiation, confrontation, and mediation. Working with individuals requires negotiation skills to develop support and prevent frustration. The principles of negotiation discussed are separating people from problems, focusing on common interests, generating shared options, and developing results based on criteria.
This presentation was given in Fall 2014 by Emily McClaine as a part of our College Student Development course.
Check out Emily's website here: http://empoweredwithemily.weebly.com/
Brookfield's Theory of Reflection proposes that critical reflection is essential for effective teaching and learning. The theory recommends using four lenses for reflection: autobiography as learners, students' eyes, colleagues' perceptions, and theoretical literature. Implications for learners include a more engaging learning experience, opportunity for self-expression, and stronger teacher-student relationships. While the theory fosters deliberation among stakeholders and emphasizes learning over teaching, critics argue it can be time-consuming and potentially damage relationships if not implemented carefully. The presenters justify their selection of the theory by arguing reflection is vital for holistic development and links to existing knowledge, and that examining its strengths and weaknesses provides opportunities.
This 3-credit course on organizational behavior provides an overview of key concepts including organizational theory, group dynamics, motivation theory, leadership, and integrating behavioral science concepts. The primary learning objectives are for students to understand organizational structures and cultures, compare individual and group behaviors, and describe various leadership aspects. Students will be evaluated based on individual/group papers, class participation, and a final exam. Upon completing the course, students should be able to explain organizational theory and analyze leadership styles as they relate to managing organizations and employees. The textbook is Organizational Behavior by Robbins and the instructor is Tran Anh Dung.
Teacher Leadership In The Context Of The Teazulemar
This document discusses teacher leadership and strategies for leading change in schools. It covers several key points:
1) Transformational leadership focuses on second-order change like building shared visions and changing beliefs, as opposed to just making small efficiencies. This type of leadership helps develop collaborative cultures and improve instruction.
2) Instructional leadership aims to improve teaching and learning by setting goals, providing resources, coordinating instruction, promoting teacher learning, and supporting positive learning environments.
3) Leading change involves balancing vision, understanding realities, courageous action, and awareness of how change affects others. It is a three-stage process of ending the old, transitioning, and beginning the new.
4) Building
How should we think at work? What pitfalls should we be wary off? How can we do productive thinking?
The presentation helps you to critically reflect especially in the filed of training and development.
This document discusses underachievement in children. It defines underachievement as a significant gap between a child's abilities and their actual achievement in school. Common characteristics of underachievers include being disruptive or quiet in class, having poor attendance and motivation, and low self-esteem. Reasons for underachievement include a lack of interest, a desire for independence, or family issues. Teachers can help by providing challenge and stimulation, establishing goals, and building on small successes. The document also discusses underachievement in gifted students, causes such as pressure to conform or low self-esteem, and suggestions for teachers like creating a supportive environment.
The personal touch personal tutoring and the impact on retention Dave Lochtie
The document discusses the role of personal tutoring in higher education and its impact on student retention and success. It notes that while personal tutoring alone does not have a significant scalar impact on retention, it can impact individual student outcomes and resilience. Personal tutoring provides academic and pastoral support and a link between students and support services. The document examines challenges with personal tutoring and argues that institutions need to view it as a valued role and provide training for tutors. It also calls for more holistic student support systems that integrate personal tutoring and focus on developing student characteristics like persistence.
Lucia Martin & Ervin Patrick - Tracking & Ability Multimedia Presentationervinpatrick
The document discusses the practice of tracking and ability grouping in schools. It defines tracking as assigning students to different classes based on test scores, while ability grouping involves temporarily placing students in classes based on skill level. Research has found mixed results on the benefits, with high-achieving students showing higher achievement but lower-tracked students falling further behind over time. Critics argue tracking leads to inequitable resources and outcomes between groups and reinforces social stratification.
The document summarizes a group project on productive group work conducted by students in Dr. Hayal Köksal's classroom management class. The group reviewed literature on effective group work strategies and conducted a survey of students. The survey found that students sometimes participate in groups but roles and responsibilities are not always clear. Suggestions to improve group work included teacher training, extracurricular activities to build student social skills, and using inquiry-based methods instead of lectures. The group thanked Dr. Köksal for her guidance on the project.
Transition theory proposes that people experience transitions throughout life. The theory identifies four factors (the 4 S's) that influence a person's ability to cope with transition: self, situation, support, and strategies. The self refers to personal characteristics like resilience and outlook. The situation encompasses characteristics of the transition event like timing and control. Support includes social networks and resources. Strategies are coping responses and how people manage stress. The theory provides a framework to understand transitions and identify resources to help people adapt.
The document discusses leadership styles and theories. It begins by describing a story about leaders guiding workers to clear a jungle to build a port. It then discusses different leadership styles like autocratic, democratic, laissez-faire, and paternalistic. It also summarizes several leadership theories including trait theory, behavioral theories, role theory, the managerial grid model, participative theories, and Likert's leadership styles. The document provides an overview of concepts related to leadership.
Challenges in leading and managing people in educational institutions are worthwhile indicators that require constant checks and adjustments. These verifications are necessary because humans are complex beings and whose thinking faculties are not fixed and often guided by situational and environmental factors. Consequently, they must have divergent views which may pose unpredictable problems to administrators. Only very smart and ardent leaders maybe quick to detect, withstand and overcome such inevitables. The need for such challenges to be identified and controlled before they galvanize subordinates into negative behavioral tendencies cannot be under-estimated. This paper therefore examined possible challenges which may manifest as impediments or hindrances to the effective leading and managing of people in educational institutions in Cameroon. A number of challenges were examined and discussed in the paper. Suggestions for ways of checking and controlling the challenges have been made to serve as a reservoir of checks and guides for school administrators and leaders. The paper cautions school managers to be tactful and apply modern charismatic approaches in the control, directing of staff and managing of their institutions.
The document discusses assessment in education. It defines assessment as gathering and interpreting information about students' responses to educational tasks. It outlines different types of assessment including diagnostic, formative, summative, and portfolio assessment. The document emphasizes that assessment should be learner-centered and used to modify teaching and learning. It discusses formative assessment and the importance of providing students with effective feedback to improve learning.
This document discusses action research in education. It defines action research as a process of systematic reflection, enquiry, and action carried out by individuals to improve their own practice. Action research involves gathering and interpreting data to better understand an aspect of teaching and learning and applying the outcomes to improve practice. The document provides a brief history of action research, outlines its key characteristics and steps, and discusses practical and participatory types of action research design.
This document summarizes a doctoral thesis on teachers' perceptions of their leadership roles during disaster recovery from Hurricane Harvey. The thesis examines how teachers in Texas Gulf Coast schools perceived and understood their leadership during the recovery process. It reviews literature on leadership approaches and challenges, outlines the interpretive phenomenological research method used, and presents the main findings and themes that emerged from interviews with 8 teachers. These themes centered around leadership challenges, how challenges were addressed, and positive outcomes. The conclusion discusses interpretations of the findings and recommendations.
This document discusses several career counseling and development learning theories:
- Krumboltz's social learning theory examines genetic, environmental, and learning experiences that influence career decision-making.
- Tiedeman's decision-making model views career development as a continual process of redefining interests through exploration, crystallization, choice, and other phases.
- Kolb's experiential learning theory presents a cyclical model involving concrete experience, reflective observation, abstract conceptualization, and active experimentation.
- Teachers can help students develop self-awareness, decision-making skills, and ability to analyze experiences to facilitate career guidance based on these theories.
The document discusses choosing faculty mentors and finding mentoring communities for academic success, outlining the benefits of mentoring relationships, how to identify and select mentors, expectations of mentors and mentees, understanding the social environment, and developing a mentor community strategy including peer mentoring. It provides information on identifying mentors, the roles of mentors and mentees, and developing mentoring skills.
The document discusses assessment in education. It defines assessment as gathering and interpreting information about students' responses to educational tasks. It outlines different types of assessment including diagnostic, formative, summative, and portfolio assessment. The document emphasizes that assessment should be learner-centered and formative, providing ongoing feedback to students. Formative assessment, in particular, plays an important role in raising student achievement when used to modify teaching and learning.
King and Kitchener's Reflective Judgment ModelShane Young
This document provides biographical information on Shane Young and Patricia King, two researchers who developed the Reflective Judgment Model. It then summarizes the key aspects of the model, including its 7 stages of epistemic assumption development from pre-reflective to reflective reasoning. The model proposes that knowledge progresses from being seen as absolute to subjective to constructed through evaluation. It has been applied to understand changes in thinking about ill-structured problems from undergraduate to graduate levels. Some criticisms note its limited generalizability and lack of accounting for demographic factors.
Evaluating the Effectiveness of Academic Leadership Programmes - a Way Forward
Presented by Linda McKellar (formerly McLain) at the TEMC conference, Melbourne, October 2010
This document discusses strategies for managing groups and individuals in classroom settings. It begins by explaining that managing crowded classrooms includes establishing expectations and addressing student uncertainties. Several classroom arrangement styles are presented, including auditorium, face-to-face, off-set, seminar, and cluster styles. The document then discusses grouping students and types of groups like functional teams and problem-solving teams. Conflict resolution strategies for groups include negotiation, confrontation, and mediation. Working with individuals requires negotiation skills to develop support and prevent frustration. The principles of negotiation discussed are separating people from problems, focusing on common interests, generating shared options, and developing results based on criteria.
This presentation was given in Fall 2014 by Emily McClaine as a part of our College Student Development course.
Check out Emily's website here: http://empoweredwithemily.weebly.com/
Brookfield's Theory of Reflection proposes that critical reflection is essential for effective teaching and learning. The theory recommends using four lenses for reflection: autobiography as learners, students' eyes, colleagues' perceptions, and theoretical literature. Implications for learners include a more engaging learning experience, opportunity for self-expression, and stronger teacher-student relationships. While the theory fosters deliberation among stakeholders and emphasizes learning over teaching, critics argue it can be time-consuming and potentially damage relationships if not implemented carefully. The presenters justify their selection of the theory by arguing reflection is vital for holistic development and links to existing knowledge, and that examining its strengths and weaknesses provides opportunities.
This 3-credit course on organizational behavior provides an overview of key concepts including organizational theory, group dynamics, motivation theory, leadership, and integrating behavioral science concepts. The primary learning objectives are for students to understand organizational structures and cultures, compare individual and group behaviors, and describe various leadership aspects. Students will be evaluated based on individual/group papers, class participation, and a final exam. Upon completing the course, students should be able to explain organizational theory and analyze leadership styles as they relate to managing organizations and employees. The textbook is Organizational Behavior by Robbins and the instructor is Tran Anh Dung.
Teacher Leadership In The Context Of The Teazulemar
This document discusses teacher leadership and strategies for leading change in schools. It covers several key points:
1) Transformational leadership focuses on second-order change like building shared visions and changing beliefs, as opposed to just making small efficiencies. This type of leadership helps develop collaborative cultures and improve instruction.
2) Instructional leadership aims to improve teaching and learning by setting goals, providing resources, coordinating instruction, promoting teacher learning, and supporting positive learning environments.
3) Leading change involves balancing vision, understanding realities, courageous action, and awareness of how change affects others. It is a three-stage process of ending the old, transitioning, and beginning the new.
4) Building
How should we think at work? What pitfalls should we be wary off? How can we do productive thinking?
The presentation helps you to critically reflect especially in the filed of training and development.
This document discusses underachievement in children. It defines underachievement as a significant gap between a child's abilities and their actual achievement in school. Common characteristics of underachievers include being disruptive or quiet in class, having poor attendance and motivation, and low self-esteem. Reasons for underachievement include a lack of interest, a desire for independence, or family issues. Teachers can help by providing challenge and stimulation, establishing goals, and building on small successes. The document also discusses underachievement in gifted students, causes such as pressure to conform or low self-esteem, and suggestions for teachers like creating a supportive environment.
The personal touch personal tutoring and the impact on retention Dave Lochtie
The document discusses the role of personal tutoring in higher education and its impact on student retention and success. It notes that while personal tutoring alone does not have a significant scalar impact on retention, it can impact individual student outcomes and resilience. Personal tutoring provides academic and pastoral support and a link between students and support services. The document examines challenges with personal tutoring and argues that institutions need to view it as a valued role and provide training for tutors. It also calls for more holistic student support systems that integrate personal tutoring and focus on developing student characteristics like persistence.
Lucia Martin & Ervin Patrick - Tracking & Ability Multimedia Presentationervinpatrick
The document discusses the practice of tracking and ability grouping in schools. It defines tracking as assigning students to different classes based on test scores, while ability grouping involves temporarily placing students in classes based on skill level. Research has found mixed results on the benefits, with high-achieving students showing higher achievement but lower-tracked students falling further behind over time. Critics argue tracking leads to inequitable resources and outcomes between groups and reinforces social stratification.
The document summarizes a group project on productive group work conducted by students in Dr. Hayal Köksal's classroom management class. The group reviewed literature on effective group work strategies and conducted a survey of students. The survey found that students sometimes participate in groups but roles and responsibilities are not always clear. Suggestions to improve group work included teacher training, extracurricular activities to build student social skills, and using inquiry-based methods instead of lectures. The group thanked Dr. Köksal for her guidance on the project.
Transition theory proposes that people experience transitions throughout life. The theory identifies four factors (the 4 S's) that influence a person's ability to cope with transition: self, situation, support, and strategies. The self refers to personal characteristics like resilience and outlook. The situation encompasses characteristics of the transition event like timing and control. Support includes social networks and resources. Strategies are coping responses and how people manage stress. The theory provides a framework to understand transitions and identify resources to help people adapt.
The document discusses leadership styles and theories. It begins by describing a story about leaders guiding workers to clear a jungle to build a port. It then discusses different leadership styles like autocratic, democratic, laissez-faire, and paternalistic. It also summarizes several leadership theories including trait theory, behavioral theories, role theory, the managerial grid model, participative theories, and Likert's leadership styles. The document provides an overview of concepts related to leadership.
Challenges in leading and managing people in educational institutions are worthwhile indicators that require constant checks and adjustments. These verifications are necessary because humans are complex beings and whose thinking faculties are not fixed and often guided by situational and environmental factors. Consequently, they must have divergent views which may pose unpredictable problems to administrators. Only very smart and ardent leaders maybe quick to detect, withstand and overcome such inevitables. The need for such challenges to be identified and controlled before they galvanize subordinates into negative behavioral tendencies cannot be under-estimated. This paper therefore examined possible challenges which may manifest as impediments or hindrances to the effective leading and managing of people in educational institutions in Cameroon. A number of challenges were examined and discussed in the paper. Suggestions for ways of checking and controlling the challenges have been made to serve as a reservoir of checks and guides for school administrators and leaders. The paper cautions school managers to be tactful and apply modern charismatic approaches in the control, directing of staff and managing of their institutions.
The document discusses leadership theories in educational administration. It presents six major categories of school leadership: instructional, transformational, moral, participative, contingency, and managerial. However, there is no clear definition of leadership and the categories overlap. Contingency theories propose that leadership style depends on situational factors like subordinate skills and environmental forces. Effective leadership results from an interaction between a leader's traits, behaviors, and the situation.
A powerpoint presented to Heads of Departments explaining the current state of play in Educational Leadership. It looks at current issues in leadership and various models of school leadership culminating in a discussion of three main aspects of leadership: Setting Direction, Developing People and Re-designing the Organisation.
The document discusses various definitions and theories of leadership, including that leadership involves influencing others to achieve common goals, occurs in groups, and involves both leaders and followers. It also examines different leadership styles and theories such as behavioral, contingency, trait, and power/influence theories. The qualities of an effective leader are identified as well as skills such as effective communication, problem solving, and motivating others.
The document discusses several leadership theories that have been studied in academic journals over the past 10 years. The top three theories discussed are transformational leadership, traits theory, and leader-member exchange (LMX) theory. Transformational leadership focuses on inspiring and motivating followers to engage with a shared vision. Traits theory examines inherent qualities of leaders like intelligence and integrity. LMX theory considers the interactions between leaders and subordinates and how those relationships develop over time. The document also briefly outlines several other theories including situational, behavioral, servant, and shared/distributed leadership approaches.
Leadership involves influencing and guiding others in an organization. There are three main leadership styles: autocratic, where the leader makes all decisions; democratic, where the leader involves others in decision making; and laissez-faire, where the leader offers little guidance. Leadership theories include behavioral theories focusing on leader behaviors, trait theories examining leader characteristics, and contingency theories recognizing that effective leadership depends on situational factors like task and follower readiness. Transformational leadership inspires extraordinary follower effort through charisma and responding to crises.
This document provides an overview of leadership concepts discussed in Chapter 12. It discusses leadership as an interactive process rather than traits, situational leadership which focuses on flexible behaviors, and successful leadership being dependent on follower maturity and willingness. Transactional leaders focus on rewards and punishment, while transformational leaders appeal to higher needs and ideals. Relationships are central to leadership success. Feminine and masculine leadership styles are discussed, as well as leadership through service, responsibility, change agency, social responsibility, and passion.
The document discusses various theories and concepts related to leadership. It defines leadership as a process of social influence where a person enlists others to accomplish a common task. Leadership involves developing a vision to motivate people towards a goal. The document outlines different types of leaders, the differences between managers and leaders, and several theories of leadership including trait theory, behavioral theory, contingency theory, and situational theory. It also discusses studies on leadership conducted at Ohio State University and the University of Michigan.
This document discusses leadership theories and challenges in leading improvement efforts. It provides an overview of characteristics of effective leaders according to various perspectives from research and prominent business leaders. It then discusses common characteristics of effective leaders in schools and districts, such as establishing a clear vision, understanding the environment, strategic planning, developing talent, learning orientation, integrity, and achieving results. The document also outlines theories and models for creating change in organizations and using data to stimulate improvement efforts.
This document provides an overview of leadership theories and definitions of leadership. It discusses early trait theories and behavioral theories of leadership. It also summarizes situational leadership theory and contingency models of leadership. The document examines different definitions of leadership and explores the differences between leadership and management.
Leadership Theory An Historical Context1guestf1d7d3
The document discusses the history and evolution of leadership theories from the 1940s to present. It covers early trait theories that posited certain innate traits determine leaders, behavioral theories that leadership can be learned/taught, and situational/contingency theories that the situation determines the leader. More recent theories discussed include transformational leadership that inspires followers and transactional leadership focused on rewards/punishments. The document also contrasts leadership with management and their different focuses.
Exploring Professional Leadership (Shareversion)Joe LEUNG
This presentation attempts to explore educational leadership as distinct from management and share key findings in research that studies the various styles and approaches to leadership.
This document provides an overview of leadership, including definitions, approaches to studying leadership, and characteristics of leaders. It distinguishes leadership from management, noting that leadership involves influencing others toward goals while management focuses on compliance. Four main approaches to studying leadership are discussed: power-influence, behavior, trait, and situational. Key leadership traits identified include drive, ambition, confidence, influence over others, and ability to structure interactions. The document also examines various leadership theories and models.
Introduction_The Importance of Leadership and Management for Education.pdfVATHVARY
This document discusses the evolution of educational leadership and management. It defines leadership as focusing on vision, values, and influence to create change, while management maintains current operations through administration and routine tasks. Educational administration has evolved from management to encompass leadership. Effective administrators are good at both leadership and management. The document also examines concepts of decentralization, which devolves power to schools, and instructional leadership, which targets student learning through teachers.
Leadership in a Dynamic Information AgeLeena Guptha
The document discusses various leadership styles and qualities. It defines a leader as someone who leads with a vision, influences others to adopt a shared mission in an inspiring way to achieve goals. Effective leaders have qualities of both managers and souls - they are rational problem solvers who can also be visionary, passionate, and inspire change through personal power rather than just position power. The document then examines different leadership approaches and characteristics that effective leaders possess.
This document discusses leadership styles across different cultures. It begins by describing the basic philosophies behind leadership approaches in Europe and compares leadership in Japan and the U.S. It then examines leadership in China, the Middle East, and developing countries. The document outlines universal leadership qualities from the GLOBE study and discusses authentic, ethical, and entrepreneurial leadership. It poses discussion questions about relating management and leadership duties across cultures and the relationship between company size and participative leadership in Europe.
This document discusses leadership styles across different cultures. It begins by describing the basic philosophies behind leadership approaches in Europe and compares leadership in Japan and the U.S. It then examines leadership in China, the Middle East, and developing countries. The document outlines several leadership styles and theories, including how culture can influence effective leadership behaviors. It concludes by discussing universal leadership qualities and the importance of ethical and responsible global leadership.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. Preparing school leaders:
A critique of conventional approaches
and new, critical directions
Dr. Stefania Giannakaki
School of Education,
Queen’s University Belfast
m.giannakaki@qub.ac.uk
2. Outline of the presentation
1. Management or leadership?
2. Conventional notions of leadership
3. New leadership models
4. Critical leadership
5. Teaching critical leadership
3. Management Leadership
Accepts status quo
Concerned with existinggoals
(maintains)
Asks ‘how’ (efficiency)
Short/mediumterm perspective
Limits choices
Challenges status quo
Develops new goals
(transforms)
Asks ‘why’
Long term perspective
Expands choices
1. Management or leadership?
7. 2. Conventional notions of leadership
‘Leadership is a process whereby an individual influences a
group of individuals to achieve a common goal’ (Northouse,
2013, p. 5).
‘By leadership, I mean influencing others’ actions in
achieving desirable ends’ (Cuban in Bush, 2008, p. 273).
(It is implied that leaders are people or groups with power over
others)
8. What forms of power do leaders have?
Positional power
Power of expertise
Personal power
Coercive power
Reward/transactional power
Some forms may be considered more legitimate than others.
Children in schools disadvantaged compared to adults.
9. Current educational leadership
rhetoric emphasises:
A capable, skilled leader (usually the Principal)
Bringing teachers/parents/students together
To work towards a common vision (moral purpose)
(strong school communities)
10. Assumptions:
We need a person in charge
We need to build a common vision
We need to identify common interests
We need to develop shared values
We need to focus on instrumental goals(e.g. student performance)
The above are achieved through:
- The leader’s skill in bonding people and creating a sense of
togetherness.
- Dialogue/teamwork to which everyone contributes (equally?).
11. Conventional notions of leadership:
Overvalue the qualities of individual leaders
See employee conformity as positive
See resistance as negative
Attribute success and failure to individual leaders
Avoid questioning common goals / values
12. Some critical questions
How does a group develop common
vision/values/interests?
What happens to those who disagree?
How are competing interests/conflicts resolved?
13. Transformational leadership: a
conventional model
Puts ‘common’ organisational (school) goals first.
Aims to align people with these goals.
Is supposed to influence people through charisma.
The leader articulates the common vision and goals.
‘Empowers’ people to achieve the common vision.
This leadership modelhas been criticised for its deceptive character
(pseudo-transformational).
14. Key element of conventional leadership approaches:
Power is concentrated in the hands of the few
• Less potential for change (instinct of self-protection)
• Lower quality decisions
• Inability to manage things well
• Reduced knowledgeof the context (of what happens on the
ground)
• Narcissism and corruption
• Excessively positive discourses
• No constructivedissent
• Less ability tomanage risk or unexpected problems
• Danger of sustaining problematiccourses of action
16. Ostracism was a measure introduced in the city-state of Athens
around 507 BC by Cleisthenis to protect democracy.
It aimed to prevent the concentration of poweron any single
citizen.
Once a year, Athenians wouldvotefor a fellow citizen to be
expelledfrom the city-stateof Athens for ten years without
charge or defense.
The exile was not a penalty, but a preventive measure.
The citizen ‘votedfor’ would be one considered to have
acquired so much power that could become a threat to
democracy.
Those exiled retained all their property and citizen rights. They
returned to Athens after 10 years (or earlier, in case the exile was
recalled)withoutsigma or any other consequences.
17. 3. New leadership models
Authentic leadership
Leadership as practice
Constructivist leadership
Student leadership
18. 4. Critical leadership
Foregrounds the disguised dynamics of power and control.
Principle of critique
Principle of community (collective action and political
citizenship)
19. Exercise of power:
Subtle
Unconscious
Embedded in practices that we take for granted (i.e. we see
as normal)
E.g. student evaluation based on tests determined by adults
20. 5. Teaching critical leadership
MSc Educational Leadership, Queen’s University Belfast
Those studying educational leadership are challenged to think
about:
Invisible forms of power/control in everyday leadership
practices
Their effects on democracy and justice
The negative effects of over-conformity to specific norms
(mono-cultures that stifle critical feedback)
The importance of critique and dissent
21. Examples of teaching practices:
Open dialogue in class and online forums
Interrogation of theories / published research / case studies
“Is there evidencein this case study that gives you any insight into what
employees think?’’
Guest speakers representing both senior leaders and
teachers/students (top-down and bottom-up view)
Students leading teaching sessions
22. Conduct of projects in small multicultural groups
Intercultural interviews
Conduct of empirical research
Simulation scenarios / role play
Life histories
Multiple perspectives debated with no expectation that they
will be resolved.
23. Some issues / difficulties
Students expect the course to focus on prescribing “tools”
and “techniques” on how to be a “good” leader”
Challenges students and takes them out of their comfort
zones leading to “resistance”.
24. Teaching leaders how to survive or succeed
within existing structures?
Or
Teaching leaders how to transform?