Service-Learning’s Role in Achieving Institutional Outcomes: Engagement, Learning, and Achievement

Hill, Yao Zhang; Renner, Tanya; Acoba, Francisco; Hiser, Krista; Franco, Robert W.

doi:10.1057/9781137355737_12

Cited by 2 publications

(1 citation statement)

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“…Interestingly, New's (1993) research into school GBs in England concluded that, although in some schools TGs were regarded as esteemed education experts (New 1993), in the majority of GBs, a limited number of external governors were uncertain about the TGs' ability to contribute to non-TLA issues. However, the authoritative guidance on educational governance in England regard ASGs' knowledge of the education environment as an important governance resource for external governors and strategy in educational institutions (Hill 2012(Hill , 2009Earley and Creese 2000;Pounce 1992). Earley and Creese (2001) established that TGs do make an invaluable contribution to governance through their educational expertise and by communicating teachers' opinions to governors.…”

Section: Professional Status Of Asgs -Academic Staff As Education Gov...mentioning

confidence: 99%

Academic staff governors’ power and professional status in the governance of further education colleges in England

Sodiq

2022

Research in Post-Compulsory Education

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Abdulla joined Birmingham City University in January 2019 after 20 years of teaching in the British Further Education sector and in the Maldives. He completed his Doctor of Education in 2017 at University of Warwick's Centre for Education Studies. His current research focuses on educational governance; and teachers' and academics' roles in educational governance both in the UK and internationally. Abdulla is also a co-founder of Maldives Research, a think tank researching public policy in the Maldives.

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