Development to learning: semantic shifts in professional autonomy and school leadership

Stevenson, Michael; Hedberg, John; O'Sullivan, Kerry; Howe, Cathie

doi:10.1080/09523987.2015.1075100

Cited by 8 publications

(6 citation statements)

References 5 publications

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“…When faced with challenges and opportunities in the digital age, the capacity of any instructional leader is arguably an important factor shaping the development of their school. The complexity of the school environment in the digital age is changing the nature of leadership, which requires being able to connect student learning opportunities in different contexts and ways [36]. Various school outcomes are influenced by effective school principals, through effective allocation of resources; the development of organization structures to support learning activities; and the ability to identify and articulate the school's vision, mision and goals [37], [38].…”

Section: Discussionmentioning

confidence: 99%

Portfolio-Based Online Induction Model: Its Effect on Principal’s Instructional Leadership

Nurabadi¹,

Suhariadi²,

Bafadal³

et al. 2021

Advances in Social Science, Education and Humanities Research

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In the midst of the pressure COVID-19 pandemic in the digital era, the use of ICT has become a necessity. Therefore, it is necessary to develop a principal induction program that can be done online that can be accessed anytime and anywhere. This study aims to determine the effect of principals' portfolio-based online induction on principal's instructional leadership. This research was conducted with a quantitative approach. Data analysis was carried out, namely descriptive analysis and simple regression analysis, with the help of IBM SPSS Statistics 24. The results showed that the development of principals' portfolio-based online induction using website media, can improve the learning leadership skills of school principals. The principal's online induction program helps beginner principals access the various information they need to lead schools.

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Section: Discussionmentioning

confidence: 99%

Portfolio-Based Online Induction Model: Its Effect on Principal’s Instructional Leadership

Nurabadi¹,

Suhariadi²,

Bafadal³

et al. 2021

Advances in Social Science, Education and Humanities Research

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“…Twitter has the potential to allow “just-in-time” affinity networks to develop so that educators may collaborate to address emergent educational needs (Greenhalgh & Koehler, 2017). The self-directed nature of social media allows educators, parents, and other stakeholders to digitally engage with peers without time, space, or institutional barriers (Rinaldo et al, 2011; Stevenson et al, 2015).…”

Section: Twitter Use In the Educational Communitymentioning

confidence: 99%

“…A qualitative study with 15 classroom teachers indicated that all participants used social media as their primary means of professional learning (Prestridge, 2019). Thirty-six classroom teachers and principals who participated in qualitative research reported that their connections with influential education leaders on social media were as meaningful and substantive as the information provided by live in-services and information from their district administration (Stevenson et al, 2015).…”

Section: Twitter Use In the Educational Communitymentioning

confidence: 99%

Influencers and Major Themes in a Gifted Education Community of Practice on Twitter

Miller

Jolly

Latz

et al. 2022

Journal of Advanced Academics

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Twitter is a valuable resource for research because of its potential to provide insight into public opinion as well as to identify the most influential sources of information. Mixed-methods exploratory analysis was used to evaluate the discourse on Twitter regarding gifted education. The results of the quantitative analysis of the matrix of connections using NodeXL Pro indicate that gifted education Twitter is a cohesive network and that the top influencers are organizations and educational consultants. Sentiment analysis using Linguistics Inquiry and Word Count (LIWC2015, Pennebaker et al., 2015) software indicates that tweets related to gifted education have a mix of positive and negative emotive tone. The qualitative analyses suggest that gifted education professionals and parents engage in Twitter in similar ways to what has been described in past research: to share interesting articles and videos, to discuss current issues, promote one's ideas, and seek opportunities.

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“…Twitter has the potential to allow "just-in-time" affinity networks to develop so that educators may collaborate to address emergent educational needs (Greenhalgh & Koeler, 2017). The self-directed nature of social media allows educators, parents, and other stakeholders to digitally engage with peers without time, space, or institutional barriers (Rinaldo et al, 2011;Stevenson et al, 2015).…”

Section: Twitter Use In the Educational Communitymentioning

confidence: 99%

Influencers and Major Themes in a Gifted Education Community of Practice on Twitter

Miller¹,

Jolly²,

Latz³

et al. 2021

Preprint

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Twitter is a valuable resource for research because of its potential to provide insight into public opinions as well as identify whom are the most influential sources of information. However, false information spreads easily on Twitter and parents often trust online sources even when those ideas run counter to the information from professionals (Külhaş Çelik et al., 2019). Convergent mixed methods exploratory analysis was used to evaluate the discourse on Twitter regarding gifted education. The results of the quantitative analysis of the matrix of connections using NodeXL Pro indicate that gifted education Twitter is a cohesive network and that the top influencers are organizations and educational consultants. The qualitative analyses suggest that gifted education professionals and parents engage in Twitter in similar ways to what has been described in past research: to share interesting articles and videos, to discuss current issues, promote one’s ideas, and seek opportunities.

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Development to learning: semantic shifts in professional autonomy and school leadership

Cited by 8 publications

References 5 publications

Portfolio-Based Online Induction Model: Its Effect on Principal’s Instructional Leadership

Portfolio-Based Online Induction Model: Its Effect on Principal’s Instructional Leadership

Influencers and Major Themes in a Gifted Education Community of Practice on Twitter

Influencers and Major Themes in a Gifted Education Community of Practice on Twitter

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