Relevant bibliographies by topics / Distributed leadership – Curriculum – Curriculum leadership

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Distributed leadership – Curriculum – Curriculum leadership'

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Published: 19 February 2023

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Journal articles on the topic "Distributed leadership – Curriculum – Curriculum leadership"

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Davison, Aidan, Paul Brown, Emma Pharo, Kristin Warr, Helen McGregor, Sarah Terkes, Davina Boyd, and Pamela Abuodha. "Distributed leadership." International Journal of Sustainability in Higher Education 15, no. 1 (December 20, 2013): 98–110. http://dx.doi.org/10.1108/ijshe-10-2012-0091.

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Purpose – Interdisciplinary approaches to climate change teaching are well justified and arise from the complexity of climate change challenges and the integrated problem-solving responses they demand. These approaches require academic teachers to collaborate across disciplines. Yet, the fragmentation typical of universities impedes collaborative teaching practice. This paper aims to report on the outcomes of a distributed leadership project in four Australian universities aimed at enhancing interdisciplinary climate change teaching. Design/methodology/approach – Communities of teaching practice were established at four Australian universities with participants drawn from a wide range of disciplines. The establishment and operation of these communities relied on a distributed leadership methodology which facilitates acts of initiative, innovation, vision and courage through group interaction rather than through designated hierarchical roles. Findings – Each community of practice found the distributed leadership approach overcame barriers to interdisciplinary climate change teaching. Cultivating distributed leadership enabled community members to engage in peer-led professional learning, collaborative curriculum and pedagogical development, and to facilitate wider institutional change. The detailed outcomes achieved by each community were tailored to their specific institutional context. They included the transformation of climate change curriculum, professional development in interdisciplinary pedagogy, innovation in student-led learning activities, and participation in institutional decision-making related to curriculum reform. Originality/value – Collaborative, non-traditional leadership practices have attracted little attention in research about sustainability education in university curricula. This paper demonstrates that the distributed leadership model for sustainability education reported here is effective in building capacity for interdisciplinary climate change teaching within disciplines. The model is flexible enough for a variety of institutional settings.
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Petersen, Jeffrey, and David Pierce. "Professional Sport League Assessment of Sport Management Curriculum." Sport Management Education Journal 3, no. 1 (October 2009): 110–24. http://dx.doi.org/10.1123/smej.3.1.110.

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Undergraduate sport management curriculum continues to be debated amongst this discipline’s educators. Curricular content impacts professional sport organizations as program graduates become employees. This study gathered the input of human resource professionals from NFL, MLB, and NBA franchises regarding curricular topics via an existing, modified questionnaire. The questionnaire included a five-point scale assessment of 61 curricular topics. A 34.8% response rate was proportionally distributed between the leagues. An ANOVA of means for ten curricular areas revealed significant differences with the following rank order: Field Experience 4.38; Communication 4.23; Legal Aspects 4.02; Ethics 3.98; Management and Leadership 3.97; Marketing 3.96; Economics 3.68; Budget and Finance 3.59; Governance 3.25; and Socio-Cultural Aspects 3.25. An ANOVA of topics revealed seven significant between-league differences including: Sport Sociology, Ethics, Market Shares/Ratings, Business Writing, Labor Relations, Stadium/Arena Economics, and Risk Management/Liability. These results can inform the development or modification of curricula to better prepare students for professional sport needs.
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Fasso, Wendy, Bruce Allen Knight, and Ken Purnell. "Distributed leadership of school curriculum change: an integrative approach." School Leadership & Management 36, no. 2 (March 14, 2016): 204–20. http://dx.doi.org/10.1080/13632434.2016.1209177.

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Hackmann, Donald G., and Carolyn L. Wanat. "The Role of the Educational Leadership Program Coordinator: A Distributed Leadership Perspective." International Journal of Educational Reform 17, no. 1 (January 2008): 64–88. http://dx.doi.org/10.1177/105678790801700105.

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This qualitative study examined the educational leadership program coordinator's role in selected research universities, through interviews of 10 coordinators. These individuals were responsible for quasi-administrative curriculum development and outreach duties. Coordinators were committed to leading their programs despite extensive time commitments and few incentives. Two issues created barriers to distributing leadership responsibilities: faculty autonomy and program faculty size. Lacking formal authority, coordinators sometimes found it difficult to enlist the assistance of faculty colleagues. Individuals in tenure-line positions viewed their responsibilities as challenging their continued scholarly productivity, whereas those non-tenure-track positions noted that their work performance was evaluated using different criteria.
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Law, Edmond, Maurice Galton, and Sally Wan. "Distributed Curriculum Leadership in Action: A Hong Kong Case Study." Educational Management Administration & Leadership 38, no. 3 (May 2010): 286–303. http://dx.doi.org/10.1177/1741143209359714.

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Tian, Meng, and Mika Risku. "A distributed leadership perspective on the Finnish curriculum reform 2014." Journal of Curriculum Studies 51, no. 2 (July 20, 2018): 229–44. http://dx.doi.org/10.1080/00220272.2018.1499806.

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Sibbald, Tim. "The Role of Subject Associations in Leadership." International Journal for Leadership in Learning 22, no. 1 (June 20, 2022): 425–35. http://dx.doi.org/10.29173/ijll17.

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There is little research regarding subject associations though they have existed and contributed to education since Victorian times. Many jurisdictions report having many subject associations that share characteristic activities of conferences, workshops, publishing, and curriculum supports. These often foster grassroots leadership development that can, but do not have to, interact with formal school board defined leadership hierarchies. This article considers how subject associations fit with different theories of leadership including hierarchal and instructional leadership, transformational leadership, and distributed leadership. Difficulties with existing models of leadership are clarified and suggest issues suited to systematic research.
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Munje, Paul Nwati, Maria Tsakeni, and Loyiso C. Jita. "School Heads of Departments’ Roles in Advancing Science and Mathematics through the Distributed Leadership Framework." International Journal of Learning, Teaching and Educational Research 19, no. 9 (September 30, 2020): 39–57. http://dx.doi.org/10.26803/ijlter.19.9.3.

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The prioritization of quality education, especially in science and in mathematics, positions effective teaching and learning as a major school leadership goal. Effective curriculum implementation hinges on power dynamics in schools; this puts distributed leadership in the spotlight. Heads of departments (HoDs) are important role players in the distributed leadership structures of schools. This qualitative case study explored the roles of HoDs in four South African high schools to determine how opportunities were created for teaching and learning science and mathematics in the context of distributed leadership. Unstructured interviews were conducted with 13 participants. The findings show that, in distributed leadership structures, HoDs in science and mathematics played the roles of instructional leaders; school-based subject and classroom specialists; and that they were accountable for learner performance in their departments. Their actions supported other players in school leadership, including teachers in the classroom and principals, to improve teaching and learning through distributed leadership structures. We recommend that further studies explore and compare how HoDs navigate the complexities of their roles in different school contexts.
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Heikkinen, Kirsi-Marja, Raisa Ahtiainen, and Elina Fonsén. "Perspectives on Leadership in Early Childhood Education and Care Centers Through Community of Practice." SAGE Open 12, no. 2 (April 2022): 215824402210912. http://dx.doi.org/10.1177/21582440221091260.

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This article investigates early childhood education and care (ECEC) leadership through the concept of community of practice (COP). The focus is on ECEC leaders’ perceptions regarding their leadership during the educational changes taking place in the context of Finnish ECEC. The purpose is to increase understanding of how leaders see themselves in relation to the ECEC multi professional working community and practices of distributed leadership. The data are five focus group interviews of ECEC leaders analyzed with directed content analysis within the theoretical frame of domain, practice, and community forming the core of COP in Lave and Wenger. The results show how all three COP components comprise several dimensions in ECEC leaders’ perceptions of their leadership. For example, the component of the leadership domain consists of ECEC values, ECEC legislation, and ECEC curriculum. The results indicate that a formal leadership role is essential in leading the community and its vision. Moreover, building flexible leadership structures and supporting multi professional cooperation in the community augment leadership as a community’s joint enterprise.
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Pan, Hui-Ling Wendy, Fong-Yee Nyeu, and Shu-Huei Cheng. "Leading school for learning: principal practices in Taiwan." Journal of Educational Administration 55, no. 2 (April 10, 2017): 168–85. http://dx.doi.org/10.1108/jea-06-2016-0069.

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Purpose The purpose of this paper is to discuss how principals in Taiwan lead student and teacher learning at a time of leadership and learning paradigm shifts and the imminent implementation of the curriculum guideline for 12-year basic education. Design/methodology/approach This study interviewed 32 elementary and junior high school principals purposively sampled based on reputation and recommendation from senior principals and government officials. Findings As a society which values credentialism, principals in Taiwan face challenges in executing the vision of educating student as a whole person. The authors discuss how principals are solidifying whole person education as the espoused value, how they are enforcing school-based curriculum and effective instruction, and encouraging teacher professional learning. Principals are sharing power by recruiting stakeholders’ participation in guiding school development and enacting distributed leadership, while also building relationship as social capital and soliciting support from the community to establish the conditions to improve teaching and learning. Research limitations/implications This paper highlights how principal practices are evolving in a time of changing conception of learning from academic achievement to multiple competencies and the shifting paradigm of power from participatory decision making to distributed leadership. This paper ends with a discussion on how leadership for learning (LfL) as a community engagement has emerged. Practical implications With the shifting of the concept and paradigm of learning, principals in a high power distance society like Taiwan are now facing opportunities as well as challenges to lead teachers to engaging students in inquiry and collaboration. Originality/value This paper highlights the indigenous practices of principal LfL in a high-performing East Asian education system in a time of changing notions of learning and leadership.
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Dissertations / Theses on the topic "Distributed leadership – Curriculum – Curriculum leadership"

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Williams, Lorne Murray. "Undergraduate leadership development, augmenting existing curriculum." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ59492.pdf.

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Cox, Christopher. "Understanding District Central Office Curriculum Administrators through Collaboration and Curriculum Leadership." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1468856008.

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Thompson, Linda J. "District leadership practices in curriculum and instruction." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1354638.

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This study of district instructional leadership for school improvement sought to identify leadership practices among Indiana curriculum directors and to investigate relationships between their self-rated practices, student achievement, and certain demographic variables. For the purposes of this study, the curriculum director was designated as the administrator with primary responsibility for oversight of district curriculum and instruction, irrespective of specific position or title. Using Kouzes and Posner's Leadership Practices Inventory: Self (3rd ed.), participants provided self-ratings of their leadership behaviors on five sub-scales: challenging the process, inspiring a shared vision, enabling others to act, modeling the way, and encouraging the heart. Three of these practices, challenging the process, inspiring a shared vision, and enabling others to act, were of particular interest since these skills are repeatedly cited in the literature as critical to effective district leadership for school improvement. Data provided by 262 (89.4%) of Indiana's 293 public school districts suggested that curriculum directors' relative strengths were enabling others to act and modeling the way. A key issue emerging from the study was the need for curriculum directors to further develop their skills in challenging the process and inspiring a shared vision since these are essential to effective instructional leadership but were among the least likely to be endorsed. Several demographic variables were noted as predictors of self-rated leadership skills; advanced levels of education were positively correlated to challenging the process and inspiring a shared vision, and the position held by the curriculum director was associated with four of the sub-scales: challenging the process, inspiring a shared vision, enabling others to act, and modeling the way. Notably, in 56.5% of the districts the superintendent acted as the curriculum director and provided instructional leadership in addition to other typical responsibilities. This finding suggests that expertise in instructional leadership as well as school finance and human resource development is important for aspiring and practicing superintendents. Finally, after controlling for demographic variables, the researcher concluded that no correlation existed between self-rated leadership practices of Indiana curriculum directors and student achievement.
Department of Educational Leadership
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Brown, Steven A. "Evaluating leadership development curriculum based on learning contract feedback." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p068-0564.

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Christine, David Wayne. "Baptist Pastoral Leadership: An Analysis for Curriculum Development." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30446/.

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Through a qualitative study utilizing in-depth interviews, practitioner opinion was gathered regarding how Christian institutions of higher education, primarily Baptist seminaries, may better utilize formal and continuing education to prepare clergy for pastoral leadership. The sample of ten subjects for this study, drawn from the 550 active senior pastors in the Dallas Baptist Association and the Kauf-Van Baptist Association, was selected based on a maximum variation sampling method. The intention was to provide a better understanding of the leadership skills required by senior pastors, to help develop pastoral ministries curriculum and to assess the potential effectiveness of continuing education for pastoral leadership. The subjects indicated that the formal degree program of their seminary did equip them with the basic knowledge needed for pastoral leadership but it did not provide them in sufficiency with the necessary, practical skills for pastoral leadership. The pattern that emerged from the data indicates that, overall, seminaries are providing a quality education in preparing pastors for the ministry in their formal degree plans. However, seminaries may have opportunities to be of further service and to gain a competitive advantage vis a vis other seminaries by enhancing and expanding their continuing education programs.
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Scott, Christopher G. "Undergraduate leadership programs a case study analysis of Marietta College's McDonough Leadership Program /." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1187296643.

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Pew, Weston. "Planting seeds| Regenerative leadership curriculum for communities of practice." Thesis, Prescott College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1591281.

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Across much of the Western world there is a growing movement working to plant the seeds of a holistic worldview that is based on a recognition of the interdependent relationship between self, Earth, and community. One way to nurture this emergence on a local level is through community-based workshops that offer theories and practices in support of such a perspective. The purpose of this study is to create a curriculum that could be used to shape this type of workshop. The design of the curriculum content is meant to offer interior and exterior tools and experiences that catalyze both individual and group development. The primary method utilized in the research was a curriculum advisory board to assist with content development. The ultimate goals of such a workshop are two-fold: (a) to deepen participants’ relationships to self, Earth, and community; and (b) to create and inspire local community groups that can support social justice, environmental stewardship grounded in an ethic of care, and regenerative (sustainable) community development during this time of great planetary need. The findings of the research span the fields of adult development, relational education, community organizing and activism, regenerative leadership, nature connection, and sustainable community development. Tools and practices include but are not limited to meditation, dialogue, shadow work, worldview inquiries, journaling, group development, and community action plans.

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Brundrett, Mark. "School leadership and the primary curriculum : development and practice." Thesis, Keele University, 2014. http://eprints.keele.ac.uk/1181/.

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The structure of this critical commentary is that required for higher doctorates as outlined in the Keele University: Code of Practice on Postgraduate Research Degrees. The submission focuses on: 74 items in refereed journal articles; 7 Press items, commissioned journal articles and other publications; 18 books; and, 12 book chapters. Special reference is placed on the period since 2003, during which the bulk of the material has been produced. The commentary outlines that the publications that make up this submission encapsulate a career of thirty-five years during which the writer has been a school-teacher, head-teacher, Lecturer, and Professor of Education. It is explained that this body of work encompasses two interconnected themes, including the development and practice of leadership in education and the primary curriculum. Overall, this submission, totaling 750,000 words of material where the writer was sole author, within an overall submission totalling approximately two million words, has contributed to the ongoing discourse on educational leadership and the primary curriculum through a sustained programme of original research and publications. It is stated that the range of influence of this material has been broadened to international status through comparative research that has included work on leadership training in North America, Australasia and Europe. Centrally, it is claimed that this work has contributed to the movement towards a more complex conceptualisation of pedagogy and andragogy that seeks to encourage a more reflexive, research-led and praxis-based approach to teaching and learning. It is argued that the writer has thus made a long-term contribution to the development of knowledge within the discipline of Education.
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Christensen, Terri L. "Individual, Institutional and Leadership Facets Influencing Faculty Curricular Leadership: A Mixed Methods Sequential, Exploratory Study." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1395846850.

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Leung, Kwok-wing, and 梁國榮. "Exploring curriculum leadership: a case studyof school-based curriculum development in a local primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963092.

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Books on the topic "Distributed leadership – Curriculum – Curriculum leadership"

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Glatthorn, Allan A. Curriculum leadership. Glenview, Ill: Scott, Foresman, 1987.

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Curriculum leadership. Glenview, Ill: Scott, Foresman, 1987.

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D, Hawthorne Richard, ed. Transformative curriculum leadership. Englewood Cliffs, N.J: Merrill, 1995.

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D, Hawthorne Richard, and Stollenwerk Debra A, eds. Transformative curriculum leadership. 2nd ed. Upper Saddle River. N.J: Merrill, 2000.

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Rosemary, Gornik, ed. Transformative curriculum leadership. 3rd ed. Upper Saddle River, N.J: Pearson Merrill/Prentice Hall, 2007.

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Creative curriculum leadership. Thousand Oaks, Calif: Corwin Press, 1994.

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Bradley, Leo H. Curriculum leadership and development handbook. Englewood Cliffs, N.J: Prentice-Hall, 1985.

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Floyd, Boschee, and Whitehead Bruce M, eds. Curriculum leadership: Development and implementation. Thousand Oaks: SAGE Publications, 2006.

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H, Bradley Leo. Curriculum leadership: Beyond boilerplate standards. Lanham, Md: ScarecrowEducation, 2004.

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Koh, Caroline, ed. Motivation, Leadership and Curriculum Design. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-230-2.

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Book chapters on the topic "Distributed leadership – Curriculum – Curriculum leadership"

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Law, Edmond Hau Fai, Maurice Galton, Kerry Kennedy, and John C. K. Lee. "Developing Curriculum Leadership Among Teachers for School-Based Curriculum Innovations in Hong Kong: A Distributed and Problem-Solving Approach." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 177–93. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0216-8_12.

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Lim-Ratnam, Christina. "Curriculum Leadership." In Springer Texts in Education, 31–49. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-74746-0_3.

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Chun, Julia, Tyler Tingley, and William Lidwell. "Curriculum Leadership." In The Elements of Education for School Leaders, 22–23. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429321641-11.

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Billsberry, Jon. "A Leadership Curriculum." In Discovering Leadership, 1–11. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-24203-7_1.

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Huber, Stephan, Pierre Tulowitzki, and Uwe Hameyer. "Curriculum and School Leadership – Adjusting School Leadership to Curriculum." In Bridging Educational Leadership, Curriculum Theory and Didaktik, 309–32. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58650-2_9.

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Poeske, Leon D., Jane Harstad, James C. Dyson, Lynn A. Cheddar, Arkadiy Yelman, and Spencer S. Stober. "Traditional Curriculum versus Hidden Curriculum." In Ethical Leadership and Decision Making in Education, 59–78. 5th ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003022862-6.

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Alexander, Robin. "Curriculum capacity and leadership." In Education in Spite of Policy, 175–91. London: Routledge, 2021. http://dx.doi.org/10.4324/9781315169378-16.

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Dacey, John, Lindsey Neves Baillargeron, and Nancy Tripp. "Demonstrate Leadership." In Integrating SEL Into Your ELA Curriculum, 145–62. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780429434686-11.

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Wookey, Laura. "Creating a whole-school curriculum." In Innovative School Leadership, 115–28. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003104698-10.

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Bawden, Lyndsay, Jade Hickin, and Kaley Macis-Riley. "Curriculum development: the practicalities." In Doing Middle Leadership Right, 50–61. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003160557-6.

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Conference papers on the topic "Distributed leadership – Curriculum – Curriculum leadership"

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Gao, Youhua, and Dongxu Han. "Curriculum Leadership Community Construction and Implementation Strategies." In 2020 Conference on Education, Language and Inter-cultural Communication (ELIC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201127.025.

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Leal, Hugo. "Unexpected Journeys in Curriculum Leadership: Currere in Three Parts." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1688585.

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Gerhart, Andrew L., Donald D. Carpenter, and Melissa L. Grunow. "Work in progress — Assessment of a leadership curriculum." In 2011 Frontiers in Education Conference (FIE). IEEE, 2011. http://dx.doi.org/10.1109/fie.2011.6142785.

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Huang, Yunfeng. "Research on Young Pioneer Counselor's Sex Education Curriculum Leadership." In 4th International Conference on Education, Language, Art and Intercultural Communication (ICELAIC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-17.2017.65.

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Saputra, Trio, and Dasim Budimansyah. "Strengthening Character Education Through the Natural School Leadership Curriculum." In Annual Civic Education Conference (ACEC 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220108.110.

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Okereafor, Akudo, Oliver Campbell, Ashley Ong, Hannah Jacob, Jenny Pallawela, Vicky Jones, and Nicola Davey. "99 Bringing the curriculum to life." In Leadership in Healthcare conference, 14th to 16th November 2018, Birmingham, UK. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/leader-2018-fmlm.97.

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Wan, Sally Wai-Yan. "A Phenomenographic Study of Prospective Teachers' Conceptions of Curriculum Leadership." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1566858.

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Lin, Yi-Kai, and Chia-Tzu Chang. "THE STUDY OF STRATEGIES OF CURRICULUM LEADERSHIP UNDER THE CURRICULUM REFORM - CASE STUDY OF TAIWAN PRESCHOOLS." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0421.

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"Initial Challenges When Introducing Business Subjects into the South African School Curriculum." In 15th European Conference on Management, Leadership and Governance. ACPI, 2019. http://dx.doi.org/10.34190/mlg.19.018.

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Yang, Weipeng. "Leaders as the Learning Architects: Early Childhood Curriculum Leadership in China." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1428542.

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Reports on the topic "Distributed leadership – Curriculum – Curriculum leadership"

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Lohmeyer, Terrie N., and Ron Jacobs. Running Head: Curriculum Influence of the Navy Intermediate Officer Leadership Training Course. Fort Belvoir, VA: Defense Technical Information Center, May 1999. http://dx.doi.org/10.21236/ada367504.

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McNeil, Nathan. Transportation Leadership Education: Portland Traffic and Transportation Course a Case Study and Curriculum. Portland State University Library, October 2015. http://dx.doi.org/10.15760/trec.139.

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Sadachar, Amrut, Emily Dance, Jane Teel, and Susan Hubbard. Are Apparel Design and Merchandising Programs� Curriculum Building Students� Soft Skills? A Pilot Study Regarding the Presence of Communication and Leadership Skills. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8804.

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Lavadenz, Magaly, Elvira Armas, and Irene Villanueva. Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Loyola Marymount University, 2007. http://dx.doi.org/10.15365/ceel.policy.1.

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This policy brief reports findings from a survey of parent leaders in 2007 that sought to understand what parents of English Learners and Standard English Learners think about the education of their children and about parent education and involvement in the Los Angeles Unified School District (LAUSD). Surveys with 513 LAUSD parent leaders revealed low ratings for LAUSD’s parent education efforts as well as for student academic programs. Open-ended responses point both to educational as well as policy recommendations in the following areas: 1) home/school collaboration; 2) professional development, curriculum and Instruction, and tutors/support; and 3) accountability. This policy brief concludes that improvement in the educational experiences and outcomes for Standard English Learners and English Learners can happen by capitalizing on existing parent leadership.
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Olsen, Laurie. The PROMISE Model: An English-Learner Focused Approach to School Reform. Loyola Marymount University, 2011. http://dx.doi.org/10.15365/ceel.policy.3.

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Findings from a 3-year (2006-2009) evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to address three questions: 1) What is the PROMISE Model ?; 2) What changes occurred in schools as a results of implementing the PROMISE Model ?; and 3) What are the lessons learned from the PROMISE Model pilot that can contribute to an understanding of school reform for English Learners? A qualitative, ethnographic approach allowed for exploration of the research questions. The researcher identified five foundational elements to the PROMISE Model. Implementation of the PROMISE Model increased use of EL specific research-based approaches to student grouping, placement, instruction, school structures, curriculum choices, program design and practices in addition to more knowledgeable and advocacy-oriented leaders and distributive leadership. The brief presents five lessons learned that contribute to a deeper understanding of the impact of a school reform model on English Learners. Two policy recommendations include: 1) broadly disseminate research on effective EL education and provide an infrastructure of support with EL expertise; and 2) adopt the PROMISE Model or components of the model as a viable school improvement strategy.
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CONSENSUS STUDY ON THE STATE OF THE HUMANITIES IN SOUTH AFRICA: STATUS, PROSPECTS AND STRATEGIES. Academy of Science of South Africa, 2011. http://dx.doi.org/10.17159/assaf.2016/0025.

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The purpose of this study was to provide evidence-based advice on the status and future role of the Humanities in South Africa to government and other stakeholders (such as science councils, the department of education, universities) as a contribution towards improving the human condition. Everywhere, the Humanities is judged by many to be in “crisis.” The reasons for this, in South Africa, include the governmental emphasis on science and technology; the political emphasis on the economically-grounded idea of “developmentalism;” the shift of values among youth (and their parents) towards practical employment and financial gain; and the argument that the challenges faced by our society are so urgent and immediate that the reflective and critical modes of thinking favoured in the Humanities seem to be unaffordable luxuries. The Report provides invaluable detail about the challenges and opportunities associated with tapping the many pools of excellence that exist in the country. It should be used as a guideline for policymakers to do something concrete to improve the circumstances faced by the Humanities, not only in South Africa but also around the world. Amongst other recommendations, the Report calls for the establishment of a Council for the Humanities to advise government on how to improve the status and standing of the Humanities in South Africa. It also calls for initiation, through the leadership of the Department of Basic Education, considered measures to boost knowledge of and positive choices for the Humanities throughout the twelve years of schooling, including progressive ways of privileging the Arts, History and Languages in the school curriculum through Grade 12.
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