Managing to learn: instructional leadership in South African secondary schools

Hoadley, Ursula; Christie, Pam; Ward, Catherine L.

doi:10.1080/13632430903152054

Cited by 66 publications

(57 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…1 Hoadley and Ward (2009) in their review of literature on school management and leadership reiterate earlier remarks by Bush, Glover, Bischoff et al (2006) that our understanding is limited in terms of how the actions and behaviours of school leaders in South Africa are contributing to or detracting from school functionality, particularly with respect to producing learning outcomes. One reason for this is that reliable 1 The little we know about the practices of school leaders and managers and how their actions influence learning has been informed through a few case studies of schools, particularly exceptional schools that have achieved excellent academic results despite facing various school constraints.…”

Section: Background On Policies Influencing School Leadership In the mentioning

confidence: 90%

Informing principal policy reforms in South Africa through data-based evidence

Wills

2015

SAJCE

View full text Add to dashboard Cite

Section: Background On Policies Influencing School Leadership In the mentioning

confidence: 90%

Informing principal policy reforms in South Africa through data-based evidence

Wills

2015

SAJCE

View full text Add to dashboard Cite

“…Progress has also been hampered by wider socio-economic problems, notably the impact of HIV/AIDS, parental breakdown, poverty, and local vandalism, petty crime and disrespect (Kamper, 2008;Tikly, 2010, Jacobs 2014). There has been some improvement, as reflected in the evaluation of the Quality Learning Project (Kanjee and Prinsloo, 2005), the evaluation of the ACE: School Leadership (Bush and Glover 2012) and in enhanced leadership for teaching and learning (Hoadley et al, 2009). However, many schools continue to provide inadequate education for their learners, judging by school leaving examination (matric) results and primary school annual national assessment (ANA) outcomes (Wolhuter 2014).…”

Section: Methodsmentioning

confidence: 99%

“…There was also an enhanced focus on instructional leadership, with more than half of respondents including curriculum management, and monitoring teaching and learning, among their top two priorities. However, Hoadley et al's (2009) research in the Eastern and Western Capes found that the priority role of the principal is that of school administration, thus minimising the leadership function of SMTs.…”

Section: Leadership Teamsmentioning

confidence: 99%

School leadership and management in South Africa

Bush

Glover

2016

International Journal of Educational Management

View full text Add to dashboard Cite

The criteria for inclusion were that the papers focused centrally on leadership or management in the South African schools' context. The abstracts were assessed against this general criterion and also to establish whether and how they fitted the structure of the ACE programme. More specific criteria for inclusion were:Material based on leadership practice.Using empirical sources wherever possible and avoiding normative material.Avoiding purely descriptive material and drawing on papers which offered reflection, conceptual development and examples to inform policy and practice.Material that relates practice in South Africa to conceptual frameworks developed in other (predominantly Western) contexts.

show abstract

“…Many participants could not detect that the websites were fake as they lacked the subject knowledge and/or did not know how to check for the credibility of information on the Internet. Teachers' poor subject knowledge has been well documented by South African educational researchers such as Morrow (2007), Taylor (2007Taylor ( , 2010, and Hoadley and Ward (2008).…”

Section: At What Level Are Teachers' Web Knowledge and Skills?mentioning

confidence: 99%

“…The authors recommend a need for in-service training to improve teachers' knowledge of the subjects they teach. Teachers' poor knowledge base in the subjects they teach has been repeatedly documented by South African educational researchers such as Morrow (2007), Taylor (2007Taylor ( , 2010, and Hoadley and Ward (2008). Hart (1999) conducted a case study of a Grade 7 class as they undertook projects.…”

Section: A Review Of the Information Literacy Literature With An Emphmentioning

confidence: 99%

Information Literacy Education in the South African Classroom: Reflections from Teachers’ Journals in the Western Cape Province

Zinn

Stilwell

Hoskins

2016

Libri

View full text Add to dashboard Cite

This qualitative study reports on teachers in the Western Cape as they attempt to embed information literacy in their classrooms. It explores how teachers come to understand information literacy and the extent to which they change their beliefs about guiding research projects in a more concerted way. The research questions were: (1) how do teachers understand information literacy education? (2) how do teachers make their information literacy explicit in the classroom? and (3) at what level are teachers' web knowledge and skills? The teachers, who were part of an information literacy education course, formed a purposive sample. The data for this study emanated from solicited, reflective journals which participants kept over a period of eight to 10 weeks. Information seeking and use theory and an inquiry-based approach to learning frame this research. Motivation for the study is rooted in a curriculum which embodies information literacy characteristics. Traditionally, information literacy has been the domain of the school librarian. Only 16.82 % of South African schools have a stocked library. With so few school libraries and no official position in schools for a qualified school librarian, the onus for teaching information literacy thus rests on the teacher. This article provides the context for South African education and a review of the information literacy literature with an emphasis on South Africa and teachers' information literacy. The results show that, despite many obstacles in these teachers' paths, they express a fairly sound understanding of information literacy education by the end of the journaling exercise. However, fewer teachers can competently mediate information literacy in the classroom. One of the major barriers to information literacy is the teachers' slow adoption of the World Wide Web. Recommendations for further study include examining teacher education programmes for their inclusion of information literacy education; for awareness of plagiarism and the ethics of information use in the school environment; and the effect of information and communication technology on learners' information literacy.

show abstract

Managing to learn: instructional leadership in South African secondary schools

Cited by 66 publications

References 17 publications

Informing principal policy reforms in South Africa through data-based evidence

Informing principal policy reforms in South Africa through data-based evidence

School leadership and management in South Africa

Information Literacy Education in the South African Classroom: Reflections from Teachers’ Journals in the Western Cape Province

Contact Info

Product

Resources

About