Views of learning and a sense of community among students, paraprofessionals and parents in developing a school culture towards a professional learning community

Svanbjörnsdóttir, Birna María; Macdonald, Allyson; Frímannsson, Guðmundur Heiðar

doi:10.1080/19415257.2015.1047037

Cited by 12 publications

(10 citation statements)

References 29 publications

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“…However, we have also used a data-driven approach with extensive data from everyday practices of schools in order to avoid the gap between the theoretical model and ordinary practices in the field. Such data-driven elements, also acknowledged somewhat by research, are especially elements in school-level practices: physical premises (Cleveland and Fisher 2014 ; Gislason 2010 ) and pupils’ involvement in school level activities (Katsenou et al 2015 ; Svanbjörnsdóttir et al 2016 ). Table 1 presents the relationship between the elements of IDI School model with relevant research approaches, the main conclusions of previous studies related to the elements of our model and the main references.…”

Section: Review Of Relevant Previous Research Approaches For Developimentioning

confidence: 99%

Digital technology and practices for school improvement: innovative digital school model

Ilomäki

Lakkala

2018

RPTEL

103

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The aim of this study was to create a model which describes the main elements for improving schools with digital technology and helps to reveal differences between schools and identify their best practices and challenges. The innovative digital school model (IDI school) offers a framework for research but also a research-based model for schools to examine their own practices with digital technologies. The model combines previous research on school improvement, creation of innovations, and digital technology in education as a special case of innovations and learning as knowledge creation to define six main elements describing an innovative, digital school: visions of the school, leadership, practices of the teaching community, pedagogical practices, school-level knowledge practices and digital resources. The model was applied to investigate three basic education schools. The results indicate that the model worked: we found essential differences between the schools and their best practices and challenges for improvement. It worked particularly well for those elements, which are mainly the responsibility for leadership inside a school. The differences of various elements between schools were not based on socioeconomic background but on the school-level practices. As a conclusion, we suggest that to improve schools with digital technology, all elements of the model should be included in the evaluation and development process.

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Section: Review Of Relevant Previous Research Approaches For Developimentioning

confidence: 99%

Digital technology and practices for school improvement: innovative digital school model

Ilomäki

Lakkala

2018

RPTEL

103

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“…We should note that there are tendencies in the world to study the participation of nonprofessionals in the educational process: volunteers, paraprofessionals, assistants, etc. (Colley & Guéry, 2015;Smith, 2018;Svanbjörnsdóttir, Macdonald & Frímannsson, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

Reflection of the personality-oriented approach by the subjects of its implementation in Eastern Europe

Zdanevych

Kharkivska

Popovych

et al. 2020

revtee

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The article deals with the study of the assessment of personality-oriented approach by the subjects of its implementation in the formation of pedagogical professionalism in higher educational institutions in Eastern Europe, where such an approach is still considered innovative. Students and teachers of physical education faculties were selected as the reference group. The main objective is to clarify the relationship between the classical principles of personality-oriented approach and its reflection by the subjects of the educational process. A remote survey of students and teachers of physical education faculties helped identify a number of universities, regional and personal advantages in using a personality-oriented approach. The authors clarified key concepts and patterns of this approach, its objective and subjective attributes and patterns. The method of ranking of student and teacher preferences and associative concepts helped identify trends, advantages and disadvantages of the implementation of personality-oriented learning in Eastern European universities. The article clarifies that there is a dissonance in the academic and personal student understanding of the implementation of the analysed approach in Eastern Europe: the main generalizing concepts for teachers are choice, initiative, personality, independence, while for students these are independence. The ratings of the advantages of personality-oriented learning from the point of view of students of Eastern and Western Europe are also compared. On the basis of the obtained data, the authors developed the scheme of the modern implementation of the personality-oriented approach, and determined the prospects for further research. The latter is to solve the problem of harmonization of compulsory and variable (individual) components of the content of education; development of methods to increase motivation, responsibility and self-acquisition of professional competencies by future teachers.

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“…In ECE, parents are the key stakeholders. The involvement of parents in home-school committees can be understood as a vehicle for promoting teacher leadership because teachers have to work closely with parents for children's learning and development [99,100]. As Greenlee argued, teachers are the school personnel who work most closely with parents day-to-day [101].…”

Section: Decentralised Leadershipmentioning

confidence: 99%

The Changing Landscape of Leadership in Early Childhood Education in China

Ho¹,

Wang²,

He³

2019

Teacher Education in the 21st Century

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This chapter aims to offer a theoretical discussion on the changing landscape of leadership and explores the emerging practice of teacher leadership in ECE in China. In 2010, the central government of China introduced several waves of policies relating to teacher professional development to improve and promote the quality of ECE. The global discourses mainly developed in the West have indicated that school leadership plays an important role in promoting teachers' professional development and the quality of education. These discourses have influenced the agenda for educational reform in China as reflected in the recent strategies formulated for the development of school leadership in ECE. Historically, ECE teachers have been viewed as babysitters rather than as educators, and preschool principals have been considered policy implementers and school managers rather than school leaders of innovation and change. This chapter discusses the changing landscape of school leadership in China's ECE and how it is influenced by a hierarchical culture. It is argued that the practices of school leadership have been largely centralised in the hands of preschool principals, alongside of which there has been an emergence of teacher leadership co-exercised with principalship in home-school networks and teaching research groups.

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Views of learning and a sense of community among students, paraprofessionals and parents in developing a school culture towards a professional learning community

Cited by 12 publications

References 29 publications

Digital technology and practices for school improvement: innovative digital school model

Digital technology and practices for school improvement: innovative digital school model

Reflection of the personality-oriented approach by the subjects of its implementation in Eastern Europe

The Changing Landscape of Leadership in Early Childhood Education in China

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