Overcoming the Walmart Syndrome: Adapting Problem-based Management Education in East Asia

Hallinger, Philip; Lu, Jiafang

doi:10.7771/1541-5015.1311

Cited by 11 publications

(9 citation statements)

References 48 publications

(86 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…a large public high school in Hong Kong). His question suggests the need for adopting methods of leader preparation and development that assist prospective leaders in ‘situating’ their learning so that they are better able to make connections between context and leadership practice (see Hallinger and Lu, 2012; Walker et al, 1996).…”

Section: Discussionmentioning

confidence: 99%

Bringing context out of the shadows of leadership

Hallinger¹

2016

Educational Management Administration & Leadership

Self Cite

415

357

View full text Add to dashboard Cite

Research on educational leadership and management has resulted in the accumulation of increasingly persuasive findings concerning the impact school leadership can have on school performance. Indeed, there is a growing consensus that there exists a generic set of leadership practices (e.g. goal setting, developing people) which must be adapted to meet the needs and constraints that describe different school contexts. However, to date, researchers have yet to develop a theory or report comprehensive findings on this challenge. This paper explores several types of school contexts (institutional, community, socio-cultural, political, economic, school improvement) and what we have learned about how they shape school leadership practice. The analysis leads to several conclusions and recommendations. First, it affirms, elaborates and extends the assertion made by scholars of the importance of examining leadership in context. Second, the need to contextualize leadership highlights deficiencies in modal research methods that focus on mean effects and either ignore context effects or relegate them to the shadows. Finally, the field needs to refine current research methods and explore new approaches that enable us to better study how successful leadership responds and adapts to different contexts.

show abstract

Section: Discussionmentioning

confidence: 99%

Bringing context out of the shadows of leadership

Hallinger¹

2016

Educational Management Administration & Leadership

Self Cite

415

357

View full text Add to dashboard Cite

show abstract

“…Nelson (1997), Delaney et al (2015), Hmelo-Silver and Derry (2007), Hmelo-Silver (2012) and Hallinger and Lu (2012) stated that the fact that both students and faculty members are adapted to the norms of a new learning approach takes time and this situation is the difficulty arising from the structure of PBL.…”

Section: Disadvantages Of the Wb-pbsat Program And The Results Regardmentioning

confidence: 99%

Effectiveness of web-based problem-based school administrator training program and its effect on participants' attitudes towards web-based learning

Karabatak¹,

Turhan²

2017

Pegegog

View full text Add to dashboard Cite

Original Title of Article:Effectiveness of web-based problem-based school administrator training program and its effect on participants' attitudes towards web-based learning Turkish Title of Article:Web tabanlı problem temelli okul yöneticisi eğitim programının uygulamadaki etkililiği ve katılımcıların web tabanlı öğrenmeye yönelik tutumlarına etkisi The aim of this study is to determine the effectiveness of a web-based problem-based school administrator training program (WB-PBSAT) in practice and the effect of training on participants' attitudes towards web based learning. Mixed method approach was used in this study. While the quantitative dimension of the study was conducted within the framework of one group pre-test post-test experimental design, focus group interviews was performed in the qualitative dimension. Participants of the experimental and the control groups were determined by purposive sampling. Attitudes Toward Web-Based Learning (ATWBL) Scale was used to determine the participants' attitudes towards web-based learning, and the Program Assessment Scale was used to evaluate the training process. According to the findings it was concluded that the training process positively affected the attitudes of the participants towards web-based learning and training process has also provided significant contributions to participants' establishing the link between theory and practice and self-directed learning. Based on these results, some suggestions for educational policy makers and practitioners were developed for the use of a web-based problem-based learning in school administrators' pre-service and in-service training programs. 664 IntroductionThe problems related to training of school administrators are largely due to the program and course contents (Coffin, 1997;Donaldson, 2008;Drago-Severson, Asghar, Blum-DeStefano, & Welch, 2011;Hoff, Yoder, & Hoff, 2006;Petzko, Clark, Valentine, & Hackmann, 2002; Young, Crow, Murphy, & Ogawa, 2009, p. 4) or the methods and techniques used in the training process (Ağaoğlu, Gültekin, & Çubukçu, 2002; Celep, Ay, & Gögüs, 2010;Copland, 2000;Çelik, 2002; Hallinger, 2005, pp.211-212;Korkmaz, 2005;Oyman & Turan, 2014;Özmen, 2002;Recepoğlu & Kılınç, 2014; Şişman & Turan, 2002;Yavaş, Aküzüm, Tan, & Uçar, 2014; Young et al., 2009, p. 14). In particular, the fact that the programs organized for the professional development of school administrators are mainly based on theoretical knowledge, develops only the theoretical knowledge of the administrators and undermines their implementation aspects (Ağaoğlu et al., 2002;Chapman, 2005;Darling-Hammond, LaPointe, Meyerson, Orr, & Cohen, 2007;Hallinger & Lu, 2011;Şimşek, 2002;Versland, 2013;Yan & Catherine Ehrich, 2009). Thus, theoretically gained knowledge may fail to resolve (be able to resolve) many administrative problems occurring in the administration process (Bridges & Hallinger, 1995Hallinger, 1992Hallinger, , 1999. Therefore, the use of effective methods and techniques-for individuals who are different from each other in ever...

show abstract

“…In PBL, all learning activities and processes start with and evolve around the problems that students are required to solve. Also, localizing the problems could eliminate a number of affective and cultural barriers during the students' learning as Hallinger and Lu ( 2012 ) discovered. Hung ( 2006Hung ( , 2009 has proposed a 3C3R model and 9-step PBL problem design process to help PBL educators and instructional designers craft the critical components (i.e., content, context, connection, researching, reasoning, and refl ecting) in PBL problems that could affect students' learning cognitively and, in turn, their learning outcomes.…”

Section: Curriculum and Problem Designmentioning

confidence: 99%

Authentic Problem Solving and Learning in the 21st Century

Cho¹,

Caleon²,

Kapur³

2015

Education Innovation Series

View full text Add to dashboard Cite

Education holds the key to unlock human resources that a society needs to survive and fl ourish. This is particularly salient in a borderless knowledge economy. For the past decades, the sterling performance of economies such as Hong Kong, Finland, Japan, Singapore and Taiwan in international studies (e.g. TIMSS, PIRLS and PISA) has channeled much attention away from the traditional centers of education research in America and Western Europe. Researchers, policy makers and practitioners all over the world wish to understand how education innovations propel the emerging systems from good to great to excellent, and how different their trajectories were compared to the systems in America and Western Europe.The Education Innovation Book Series , published by Springer, will delve into education innovations enacted by the Singapore education system and situate them in both the local and the broader international contexts. Primary focus will be given to pedagogy and classroom practices; education policy formulation and implementation; school and instructional leadership; and the context and interface between education research, policy and practice. We believe that the latter is critical in making education innovations come to bear. Each volume will document insights and lessons learned based on empirical research (both quantitative and qualitative) and theoretical analyses. Implications to research, policy and professional practice will be surfaced through comparing and synthesizing Singapore's experience with those of successful systems around the world.The audience of the edited volumes and monographs published in this series includes researchers, policy makers, practitioners and students in the fi elds of education and teacher education, and public policies related to learning and human resources.

show abstract

Overcoming the Walmart Syndrome: Adapting Problem-based Management Education in East Asia

Cited by 11 publications

References 48 publications

Bringing context out of the shadows of leadership

Bringing context out of the shadows of leadership

Effectiveness of web-based problem-based school administrator training program and its effect on participants' attitudes towards web-based learning

Authentic Problem Solving and Learning in the 21st Century

Contact Info

Product

Resources

About