Supporting Literacy Differentiation: The Principal’s Role in a Community of Practice

Puzio, Kelly; Newcomer, Sarah N.; Goff, Peter

doi:10.1080/19388071.2014.997944

Cited by 10 publications

(14 citation statements)

References 21 publications

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“…Survey methodology ( n = 13) was the most popular approach, with case study ( n = 8) and experimental and quasi‐experimental ( n = 9) the next most frequently used research designs (see Table 3). Three studies used only interviews (Puzio et al ., 2015; Jarvis et al ., 2016; De Neve and Devos, 2017) and one mixed‐methods study used pre‐ and post‐test before and after a training course with reflective journals (Ernest et al ., 2011).…”

Section: Qualitative Synthesismentioning

confidence: 99%

“…A further 12 articles investigated influences on teachers' practice that lead to improvement in or increased use of differentiation (Table 3). Six of these 12 studies were conducted in the United States (Goddard et al ., 2015; Puzio et al ., 2015; Maeng, 2017; Goddard and Kim, 2018), with another three originating from Belgium (De Neve et al ., 2015; De Neve and Devos, 2016, 2017) and the remainder from Australia (Jarvis et al ., 2016), South Africa (de Jager, 2017) and Switzerland (Smit and Humpert, 2012). There were two key recurring findings in the majority of studies.…”

Section: Qualitative Synthesismentioning

confidence: 99%

“…The school principal's vision and actions had a strong influence on teachers' use of differentiation, which is unsurprising considering the findings from studies on teachers' beliefs. Schools with leaders communicating a clear commitment and vision for differentiation developed a shared commitment amongst the staff (Smit and Humpert, 2012; Puzio et al ., 2015; Jarvis et al ., 2016) and this was shown to influence changes in teacher practice through the development of a strong sense of collective responsibility (De Neve et al ., 2015; De Neve and Devos, 2017). These leaders tended to offer teachers greater autonomy in their differentiation practice, encouraging them to experiment and take risks.…”

Section: Qualitative Synthesismentioning

confidence: 99%

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A scoping review of 20 years of research on differentiation: investigating conceptualisation, characteristics, and methods used

Graham

Bruin

Lassig

et al. 2020

Review of Education

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The use of a pedagogical practice known as ‘differentiation’ has become more common over time as educators have sought to respond to increases in the diversity of students enrolling in their local school. However, there are now so many misperceptions and definitional inconsistencies that it is difficult to know what is being enacted in the name of differentiation or indeed what is being researched internationally. The aim of this scoping review was to identify key characteristics of and conceptualisations within peer‐reviewed empirical research on differentiation published between 1999 and 2019, as well as to map the ways in which this body of research was produced. The Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) guidelines were used to inform a systematic screening process and resulted in a final sample of 34 articles focusing on differentiation in regular schools. Half were conducted in the United States and most in the elementary school phase. Survey and case study designs were dominant, as was research of and influences on teacher practice. Only a small group of studies focused on differentiation's impact on student outcomes and these typically only examined specific elements of differentiation or its use in specific academic domains. The diversity of focus and methodological approaches across the 34 studies prevents comparison of findings and weakens the evidential basis to make claims of either differentiation's effectiveness or indeed its ineffectiveness. The review concludes with recommendations for future research and practice in this important area of practice.

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Section: Qualitative Synthesismentioning

confidence: 99%

Section: Qualitative Synthesismentioning

confidence: 99%

Section: Qualitative Synthesismentioning

confidence: 99%

See 1 more Smart Citation

A scoping review of 20 years of research on differentiation: investigating conceptualisation, characteristics, and methods used

Graham

Bruin

Lassig

et al. 2020

Review of Education

View full text Add to dashboard Cite

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“…As already stated before, a principal has an indirect influence on the learning achievement of students. Research studies suggest that the work of a principal influences the results of students in mathematics and reading (Dhuey, Smith, 2014) as well as has a significant role in the diversification or change of the approaches in the acquisition of reading literacy in the school (Puzio, Newcomer, Goff, 2015). M. Purvins, who has analysed the factors which influence the learning achievement in the schools of general education in Latvia, states that several hundreds of factors that influence the achievement of students can be found in the theoretical sources, but there is no consensus among the researchers regarding the extent of such influences and whether the factors have positive or negative influences on the achievement of the students.…”

Section: Resultsmentioning

confidence: 99%

Role of School Principals in High Achievement of Students

Malere¹,

Ozola²

2019

Rural Environment Education Personality (REEP)

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The role of the principal in a school is critical because a principal is not only an administrator, but also a manager, initiator of various processes and, ideally, also a school leader who furthers various processes in the school and facilitates high achievement among the students. It is therefore important to study the role of the principal and how the principal can facilitate student achievement. The aim of the research study is to carry out a comparative analysis of data from several countries to find out the factors associated with the activities of the principal (directions of professional activity, factors created by the school culture and environment) that facilitate high achievement among students. Data from a survey conducted among school principals within the IEA PIRLS 2016 study have been used for the analysis. IEA PIRLS (Progress in International Reading Literacy Study) is a large international comparative study of the reading literacy of grade 4 students. 50 countries, including Latvia, participated in it in 2016. In the article, the data for Latvia are compared with several geographically, culturally and historically close countries, such as Denmark,

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“…Lickteig ve diğerleri (1995), okul yöneticilerinin okuma yazma öğretmenlerine gerek akademik gerekse duyuşsal bağlamda destek olması gerektiğini vurgulamaktadır. Puzio, Newcomer & Goff (2015), okul yöneticisinin okuma yazma öğretimi konusunda öğretmenle işbirliği yapmasının (örneğin dersi destekleyici kaynakların sağlanması ve kullanımı konusunda) öneminden söz etmektedir. Carrico (2009) da, okuma yazma öğretimiyle ilgili uygulamaları kolaylaştırmanın ve öğretmenlere destek olmanın öneminden söz etmekte, bu bağlamda okul yöneticilerine görev düştüğünün altını çizmektedir.…”

Section: İkinci Alt Probleme İlişkin Sonuç Ve Tartışmaunclassified

Öğretim Liderleri Olarak Okul Yöneticilerinin Görüşleri Temelinde İlkokuma Yazma Eğitiminin Değerlendirilmesi: Kıbrıs Örneği

Doygunel¹,

Güneyli²

2018

İlköğretim Online

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Araştırmanın amacı, ilkokuma yazma öğretimini okul yöneticilerinin görüşleri temelinde değerlendirmektir. Nitel araştırmaya uygun olarak durum çalışması modelinin temel alındığı bu araştırma, 2015-2016 eğitim-öğretim yılının ikinci döneminde Kuzey Kıbrıs'ta gerçekleştirilmiştir. Araştırmanın çalışma grubu, amaçlı ve maksimum çeşitlilik örneklemeye uygun olarak belirlenmiştir. Kuzey Kıbrıs'ta Milli Eğitim ve Kültür Bakanlığına bağlı ilköğretim okullarında görev yapan 30 okul yöneticisi araştırmanın çalışma grubunu oluşturmaktadır. Veri toplama aracı olarak, araştırmacılar tarafından geliştirilen ve 4 açık uçlu sorudan oluşan yazılı görüş formu kullanılmıştır. Araştırmada veri çözümleme yöntemi olarak hem betimsel hem de içerik analizi kullanılmıştır. Araştırmanın bulguları değerlendirildiğinde, Kuzey Kıbrıs'taki Eğitim Bakanlığının ilkokuma yazma eğitimindeki sorunları çözmesine yönelik "ilkokullara yönelik rehberlik biriminin kurulması" gerektiği üzerinde durulmuştur. Okul yönetimlerinin ilkokuma yazma eğitimindeki sorunları çözmesine yönelik "sınıf mevcutlarını düzenlemesi" (az okullara öğrenci kaydırarak ve sınıf sayısını artırarak) biçiminde bir görüş belirtilmiştir. Öğretmenlerin ilkokuma yazma eğitimindeki sorunları çözmesine yönelik "hizmet içi eğitimlerin düzenlenmesi ve öğretmenlerin kendilerini geliştirmek için bu kurslara katılmaları" gibi bir sonuç ortaya konmuştur. Son olarak velilere yönelik ise, ilkokuma yazma eğitimindeki sorunların çözümü bağlamında "veli eğitimlerine katılımın sağlanması" ve "veli-okul işbirliğinin desteklenmesi" gibi görüşler dile getirilmiştir.

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Supporting Literacy Differentiation: The Principal’s Role in a Community of Practice

Cited by 10 publications

References 21 publications

A scoping review of 20 years of research on differentiation: investigating conceptualisation, characteristics, and methods used

A scoping review of 20 years of research on differentiation: investigating conceptualisation, characteristics, and methods used

Role of School Principals in High Achievement of Students

Öğretim Liderleri Olarak Okul Yöneticilerinin Görüşleri Temelinde İlkokuma Yazma Eğitiminin Değerlendirilmesi: Kıbrıs Örneği

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