Suchergebnisse

The use of teacher leadership in PK-12 education has experienced a resurgence since the late 1990s as school leadership models have evolved to include the engagement of diverse stakeholders in school and district leadership processes aimed at improvement efforts. Despite this resurgence, there remain several barriers to understanding the nature of the work in which teacher leaders engage and the contributions that they make. This grounded theory study examined teacher perceptions of teacher leadership, the types of work in which teacher leaders do and should engage, the boundaries of that work, and barriers to teacher leadership. Leveraging interviews with teachers in a large urban school district, we found that teachers function in many domains of work and are eager for pathways to leverage their expertise, but some faced a lack of access to their school's leadership and management space. We conclude by discussing the implications from our findings for school- and district-level leaders, local and state policymakers, and educational leadership preparation programs.

Without sufficient instructor attention to process, student project teams can reinforce poor leadership, learning, and human relations skills. Students learn to confuse mediocre with excellent performance and to accept dysfunctional behavior as appropriate and necessary. This article presents strategies for helping student teams combat defensive routines and foster high standards of team performance. These include emphasizing the importance and challenge of process learning, reviewing team development concepts, reviewing and practicing communication skills, providing coaching for individual students, and giving graded feedback on process quality.

Presenting verbal and visual material can be an effective teaching tool for learners who are being introduced to new leadership material. Film was selected as the multimedia outlet to engage an individual's critical thinking skills while demonstrating different leadership components. This study analyzed three films with the intent of assisting a leadership educator in the process of teaching (a) leading teams, (b) leading change, and (c) transformational leadership. It was concluded that Miracle (O'Connor & Ciardi, 2004) was ideal for teaching about leading teams because it exposed the nuances of team dynamics. Additionally, Rocky IV (Stallone, 1985) was ideal for demonstrating leading change because the movie focused on breaking cultural barriers and highlighted how individuals prepare for significant change. Finally, Lincoln (Lupi, Skoll, King, & Spielberg, 2012) was a valuable film in teaching transformational leadership because the leader in the film was successful at changing the mindsets of people.

Science, Technology, Engineering, Arts and Mathematics (STEAM) education taught through Project- Based Learning (STEAM PBL) has expanded across 22 states in the United States in the last two years. The literature on STEAM teaching is just emerging with most of the studies having focused on descriptions of newly established STEAM schools and how the teaching methods have been incorporated in classrooms. These studies have mainly used qualitative research or case study design. While the majority of the studies have described what is going on in terms of STEAM teaching, little is known about what type of school leadership can best facilitate the implementation of STEAM PBL. This study explores this gap by examining the source, process, practices, and effect of teacher leadership in relation to the implementation of STEAM PBL. Data from 18 interviews with teachers in eight middle schools in a southern low-performing district point to the importance of ongoing, hands-on professional development, effective professional learning teams of teachers, and teacher leadership for the effective implementation of STEAM PBL teaching.

This article analyses how low-income schools and teacher education policies in Argentina describe the idealised "good" teacher. One of the crucial foundations of teacher leadership is related to teachers' professional abilities. This study aims to problematise the fragile discursive constructions of what counts as effective and good teaching in both low-income schools' actors and teacher education policy documents. As previous research has confirmed teacher ability is contextual and a highly controversial topic. How low-income school actors describe, interpret and enact good teaching might differ from national teaching policy guidelines and standards. This study attempts to address the following research questions. First, what factors do low-income school actors and Argentinean educational policies highlight regarding teachers' professional ability? Second, does a teacher's professional ability refer to teacher leadership? Finally, what are the implications of the gap between the perspectives of low-income schools and the official teaching policy for knowledge production and educational policy? The findings provide a framework to understand the current limited status of teacher leadership in Argentina. Through the historical normalist genesis of the Argentinean educational system that fostered homogenisation as a crucial technology of schooling, and an epistemological bias that deemed the low-income perspective as unscientific the article shed light on the status of teacher leadership. Finally, the research suggests bridges to foster dialogues between teaching policies and low-income schools.

Despite the impact of school culture on teacher leadership was well-theorised in literature, the extent to which the principal support strengthening the relationship between school culture on teacher leadership remains unknown. This study aims to examine the influence of collaborative school culture on teacher leadership with the four dimensions of principal support (professional support, emotional support, instrumental support and assessment support) as moderators. This study used an explanatory sequential mixed-methods design. Three hundreds and sixty teachers were the samples from 45 secondary schools in the states of Kedah, Perlis and Penang. Meanwhile, 18 secondary teachers participated in the semi-structured interviews. The quantitative findings revealed a significant influence of collaborative school culture on teacher leadership. The relationship between collaborative school culture and teacher leadership was stronger when the principal's instrumental support was higher compared to its counterpart. However, there was no moderating effect of professional support, emotional support, and assessment support on the relationship between collaborative school culture and teacher leadership. The qualitative findings informed the impact of collaborative school culture on teacher leadership could be enhanced with support from the local social community, effective communication between leaders and teachers, and teacher engagement in academic and non-academic activities. Implications of the study and future studies are presented.

Disney's animated feature The Lion King is presented as a vehicle for fostering undergraduate management and organizational behavior students' experiential learning and application of fundamental leadership concepts (bases of power and leader skills, traits, and behaviors) and more complex leadership themes (a leader's need to overcome self-doubt, a group's overdependence on its leader, a leader's spirituality, the consequences of abdicating responsibility, and the impact of allies and enemies on a leader). Questions based on the movie are provided to prompt group discussion and individual reflection about leadership.