Teacher Leadership and Educational Reforms in UAE
In: Global Journal of Management and Business Research, Band 12, Heft 22
In: Global Journal of Management and Business Research, Band 12, Heft 22
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In: Academic leadership
ISSN: 1533-7812
Mary Olsen took over the Principalship of a large elementary school of over 1500 students in acrowded urban area. From day one, things did not go as she had planned. The first day it rained,upsetting her plans to have an outdoor line up and greet the students and parents together. Whenmeeting the teachers, she expected a sense of collaboration and willingness to work hard. Instead shefaced two diverse groups of educators: one was the veteran work force who did not want any changes,having been at the job for twenty plus years. The second group was the newbies (italics mine), recentcollege graduates who came in wishing to roll up their sleeves and work. However, this set was stronglyinfluenced by the veteran teachers who persuaded them to put forth minimal effort in order to keep thestatus quo. How could Mary Olson bring these two divergent groups together under a unifying mission,especially since she and the school needed to affect change and evidence student performanceincreases under the mandates of No Child Left Behind?
In: Journal of peace education, Band 17, Heft 3, S. 308-323
ISSN: 1740-021X
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Working paper
In: Academic leadership
ISSN: 1533-7812
Classroom teachers receive various forms of professional development throughout their careers withthe intent of improving their teaching practices and ultimately, student performance. However,professional development can also have an impact on teacher leadership activities outside of theclassroom as well. The purpose of this study is to assess whether professional development receivedfrom the Advancement Via Individual Determination (AVID) program has an effect on AVID electiveteachers' level of teacher leadership within their schools. Teachers from middle schools and highschools implementing, or planning to implement, AVID were examined in order to answer the followingresearch questions:1) Is teacher leadership affected by the quantity of professional development received from AVIDSummer Institutes?2) Is there a relationship between teacher leadership and teaching experience, as defined by thenumber of years teaching?3) Are certain demographic variables, such as gender and level of education, associated with teacherleadership?
In: KINERJA, Band 23, Heft 2
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In: Academic leadership
ISSN: 1533-7812
Although many schools are developing teachers as leaders, researchers have not sufficientlyinvestigated the leadership behaviors of these individuals. Therefore, using data collected from teacherleaders and their principals, I addressed three questions in this study:1. What are the leadership practices of teacher leaders, as perceived by the teacher leaders and theirprincipals?2. Are there significant differences between the perceptions of teacher leaders and principalsregarding the leadership practices of teacher leaders?3. Are selected demographic variables of teacher leaders, specifically age, years of experience,educational level, and gender related to the leadership behaviors of teacher leaders?
In: Academic leadership
ISSN: 1533-7812
Until recently, the terms teacher and leadership were not often mentioned in the same sentence.Educational leadership was synonymous with school administration, and teachers viewed themselvesas followers rather than leaders. Over the past fifteen years, this perception has changed. Due tofederal mandates such as No Child Left Behind (NCLB) and Response to Intervention (RtI), teacherroles and responsibilities have expanded (Le Cornu, 1999) and distributed school leadership hasbecome the norm (Danielson, 2006; Harrison & Killion, 2007).
In: Studies in educational evaluation, Band 71, S. 101099
ISSN: 0191-491X
In: Academic leadership
ISSN: 1533-7812
Educational progress depends upon the quality of teachers. Unfortunately most of the persons whoenter teaching profession do not like their jobs at all. They are here because they could not be selectedfor any other profession, Hence, quite a number of rejected and dejected university degree holdersseek admission in training colleges and become teachers. Their inner-self never wanted to become ateacher. Many teachers take no pleasure in the teaching and simply pass their time. They do not careto set worthwhile goals before their pupils. They never care for what the students say about them. Theyare easy-going and do not take pains in discharging their duties. Today's education is concerned withthe development of whole personality of an individual. How can we leave our children in the hands ofthese half-hearted teachers?
In: Politique américaine, Band 15, Heft 3, S. 55-79
ISSN: 1771-8848
Résumé Ce texte étudie les raisons pour lesquelles les professeurs de l'enseignement secondaire public démissionnent : si le pourcentage global n'est pas particulièrement élevé aux États-Unis, cette moyenne cache néanmoins la profonde inégalité entre les écoles. Celles qui ont une population d'élèves pauvres et issus des minorités sont particulièrement affectées. L'article analyse les profils sociologiques des enseignants démissionnaires, et, à partir d'interviews réalisées avec des directeurs d'établissements publics à Milwaukee (Wisconsin), souligne le rôle déterminant d'une gestion flexible des personnels au niveau local.
In: HELIYON-D-22-18269
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In: Darden Case No. UVA-OM-1689
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Working paper