To see the other types of publications on this topic, follow the link: Distributed leadership – Curriculum – Curriculum leadership.
Journal articles on the topic 'Distributed leadership – Curriculum – Curriculum leadership'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Distributed leadership – Curriculum – Curriculum leadership.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
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.
Full text
4
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.
Full textAbstract:
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.
5
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.
Full text
6
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.
Full text
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
Sigurðardóttir, Sigríður Margrét, Anna Kristín Sigurðardóttir, and Börkur Hansen. "Educational Leadership at Municipality Level." Nordic Journal of Comparative and International Education (NJCIE) 2, no. 2-3 (November 7, 2018): 56–71. http://dx.doi.org/10.7577/njcie.2760.
Full textAbstract:
The purpose of this study is to explore the roles and responsibilities that national education legislation in Iceland imposes on municipalities in terms of leadership. A qualitative content analysis was applied to explore the relevant national legislation—that is, education acts, regulations, and curriculum guides—and identify themes by looking for specific words that are characteristic in leadership practices. The findings reveal that policy ends concerning educational leadership of municipalities are somewhat tacit in current national legislation. Yet, the roles and responsibilities that the state delegates to municipalities comprise leadership functions that are distributed in nature and, to a large extent, harmonize with desired leadership practices as emphasized in the literature. Legislation emphasizes comprehensive education, but also in-cludes signs of technocratic homogenization. In the discussion of our findings, we argue that the educational system is quite dependent on the political emphasis at each given time, making it difficult for both munic-ipalities and the state to facilitate a cohesive leadership emphasis. We suggest that closer attention to the local level, and a recognition of it as an important unit and agency for educational development, is of sig-nificant importance. These observations will be followed by a further investigation into the actual practice of leadership at the local level.
12
Zaver, F., M. Gisondi, A. Chou, M. Sheehy, and M. Lin. "P166: The chief resident incubator - a virtual community of practice." CJEM 20, S1 (May 2018): S116. http://dx.doi.org/10.1017/cem.2018.364.
Full textAbstract:
Introduction: The Emergency Medicine Chief Resident Incubator is a year-long curriculum for chief residents that aims to provide participants with a virtual community of practice, formal administrative training, mentorship, and opportunities for scholarship. Methods: The Chief Resident Incubator was designed by Academic Life in Emergency Medicine (ALiEM; www.aliem.com) a digital health professions education organization in 2015, following a needs assessment in emergency medicine. A 12-month curriculum was created using constructivist social learning theory, with specific learning objectives that reflected 11 key administrative or professional development domains deemed important to chief residents. The topics covered included interviewing skills, contract negotiations, leadership, coaching, branding, conflict resolution, and ended with a focus on wellness and career longevity. A Core Leadership Team and Virtual Mentors were recruited to lead each annual iteration of the curriculum. The Incubator was implemented as a virtual community of practice using Slack©, a messaging and digital communication platform. Ancillary technology such as Google Hangout on Air© and Mailchimp© were used to facilitate learner engagement with the curriculum. Three in person networking events were hosted at three large emergency medicine and education conferences with special medical education guests. Outcomes include chief resident participation rates, Slack© activity, Google Hangout© web analytics, newsletter email engagement, and scholarship. We also incorporated a hidden curriculum throughout the year with multiple online publications, competitions for guest grand round presentations, and incorporation of digital technologies in medical education. Results: A total of 584 chief residents have participated over the first 3 years of the Chief Resident Incubator; this includes chief residents from over 212 residency programs across North America. Over 27,000 messages have been shared on Slack© (median 214 per week). A total of 32 Google Hangouts© have occurred over the course of the inaugural Incubator including faculty mentorship from Dr. Rob Rogers, Dr. Dara Kass and Dr. Amal Mattu. A monthly newsletter was distributed to the participants with an opening rate of 59%. Scholarship included 26 published academic blog posts, 2 open access In-Training exam prepbooks, a senior level online curriculum with 9 published modules and 3 book club reviews. Conclusion: The Chief Resident Incubator is a virtual community of practice that provides longitudinal training and mentorship for chief residents. This Incubator framework may be used to design similar professional development curricula across various health professions using an online digital platform.
13
Wang, A., K. Van Aarsen, A. Meiwald, and J. Yan. "LO60: Health research methodology education in Canadian emergency medicine residency programs: a national survey of curriculum assessment." CJEM 21, S1 (May 2019): S29. http://dx.doi.org/10.1017/cem.2019.103.
Full textAbstract:
Introduction: With a shift towards competency-based medical education, it is crucial to not only emphasize learner abilities such as clinical skills but also leadership in the conduct of research. Though the Royal College of Physicians and Surgeons of Canada's (RCPSC) training objectives for Emergency Medicine (EM) residents state that the specialist physician be able to describe the principles of research, the research methodology curriculum across EM training programs in Canada is likely variable. The primary goal of this study was to describe the variability of research methodology teaching among RCPSC-EM residency programs. Methods: An electronic survey was distributed to English-speaking RCPSC-EM program directors (PDs) and EM residents. The survey investigated residents' and PDs’ thoughts on the adequacy of their local curriculum and asked them to quantify their research methodology teaching. The primary outcome was the frequency and content of current research methodology and research ethics teaching as well as a description of scholarly project requirements of EM residency programs across Canada. The data was presented with simple descriptive statistics. Results: 79 EM residents and 7 PDs responded (response rate 22.3% and 58.3%, respectively). All 7 PDs indicate having a research methodology curriculum while 71.6% of residents are aware of this curriculum. Only 57.1% of PDs report having formal assessments. Most programs (71.4%) teach via small groups while 28.6% of programs use large group sessions. Residents identify teaching as led by research staff (68.9%), staff physicians (60%), and EM researchers (57.8%), while only 17.8% use outside educators. Students noted various modalities of curriculum feedback such as online surveys, weekly forms, and verbal feedback. Regarding the strength of the curricula, 85.7% of PDs believed their curriculum prepares residents for board exams, while only 62.2% of residents felt similarly. When asked about using a standard web-based curriculum module if available, 60.5% of residents responded in favour. Conclusion: This study demonstrates that EM residency programs across Canada vary with respect to research methodology curriculum and discrepancies exist between residents’ and program directors’ perceptions of the curriculum. Given the lack of a standardized research methodology curriculum for these residency programs, there is an opportunity for curriculum development to improve training in research methodology.
14
Scott, Peter. "Leadership in universities." International Journal of Leadership in Public Services 7, no. 3 (August 17, 2011): 229–34. http://dx.doi.org/10.1108/17479881111187051.
Full textAbstract:
PurposeThe purpose of this paper is to consider whether recent changes in higher education – notably a tripling of student fees and the withdrawal of most direct public funding for teaching – pose fundamental challenges for the pattern of governance, leadership and management in colleges in universities. It considers the impact not only of these visible, politically‐driven changes but also of less visible and longer‐terms shifts in curriculum, teaching delivery, learning cultures and research organisation.Design/methodology/approachHigher education has changed more than most other publicly funded services. Within the space of two generations it has moved from being a collection of institutions catering for an academically (and socially) selected elite, to become a mass system enrolling almost half of young adults – and an increasing proportion of adult students. Yet its governance and management have been marked by continuity. This paper considers the challenges that this greatly extended role for higher education poses for leadership – but in the context of stable arrangements for governance and management. Higher education leadership is also compared, and contrasted with, leadership in other parts of the public sector.FindingsAlthough higher education has been influenced by the New Public Management, it has changed less than other publicly funded services. Although Vice‐chancellors have taken on many of the trappings of executive leaders, most continue to be drawn from traditional academic backgrounds. Few professional managers have broken through into top leadership roles. Governance arrangements, in particular, have changed little – posing issues of strategic oversight and management accountability. Nevertheless, universities have demonstrated remarkable resilience and adaptability, experiencing few of the crises (financial and otherwise) common in other parts of the public sector. This apparent paradox may indicate how effective university leadership may be in the context of managing more open and distributed “knowledge” organisations.Originality/valueConventional wisdom, within central government and elsewhere, suggests that higher education may be experiencing a “deficit” in relation to modern leadership cultures. This paper challenges that assumption, suggesting that other parts of the public sector, especially, those employing a large number of expert and autonomous professionals, could learn from the experience of universities.
15
Mutter, Olga, Jordan Hylton, Stacey Jeronis, David Jaspan, and Marisa Rose. "A Standardized Obstetrics and Gynecology Residency Education Curriculum: Multi-Institutional Needs Assessment Survey." Reproductive Medicine 1, no. 3 (November 9, 2020): 195–204. http://dx.doi.org/10.3390/reprodmed1030015.
Full textAbstract:
At the completion of training in obstetrics and gynecology (Ob/Gyn), residents are expected to have comprehensive knowledge of the field. However, there is no comprehensive Ob/Gyn residency education curriculum. We hypothesize that there is a need for a standardized curriculum. A needs assessment survey was administered to determine the current state of resident didactic education, the perceptions that Ob/Gyn residents, program directors (PDs), and assistant program directors (APDs) have regarding centralization and standardization of education, and the need for a standardized Ob/Gyn residency education curriculum. In 2019, a web-based survey was distributed to Ob/Gyn residents and program leadership from three institutions. The main outcomes were measured on a 5-pt Likert scale. A total of 50 (3 PDs, 5 APDs, and 42 residents) participants completed the survey with a response rate of 68% (50/73). Almost all (94%) participants agreed or strongly agreed that residents nationwide should have equal access to high-quality Ob/Gyn educational resources. Further, 92% agreed or strongly agreed that core Ob/Gyn resources should be centrally located. A majority, 76%, agreed or strongly agreed that there is a need for a national curriculum. This study demonstrates a perceived need for a centrally located, standardized Ob/Gyn residency education curriculum.
16
Dresen, Chelsea K., Matthew L. Wilmes, Karen R. Sullivan, and Theresa A. Waterbury. "Building Resilience Through Strengths-Based Learning During Graduate Study Abroad: An Exploratory Study." Journal of Experiential Education 42, no. 3 (July 9, 2019): 297–310. http://dx.doi.org/10.1177/1053825919861414.
Full textAbstract:
Background: Leadership growth during short-term study abroad programs remain of critical interest to educators. No research exists on how a strengths-based study abroad curriculum influences resilience growth for working adult graduate students. Purpose: This exploratory study sought to examine how utilizing a strengths-based curriculum contributes to the development of resilience in graduate students during a study abroad program. Methodology/Approach: An online, open-ended survey was distributed to 11 students who participated in a 2018 graduate study abroad program to New Zealand. Responses were analyzed to identify themes by faculty-organized and student-organized activities. Findings/Conclusions: A strengths-based curriculum contributed to the perceived growth of resilience during a study abroad program by providing opportunities to manage, adjust, and overcome challenges. All 11 respondents perceived growth in resilience when planning and implementing the student-organized activities, whereas 9 of the 11 students reported resilience growth within the faculty-organized activities. Implications: Graduate study abroad programs provide a rich environment in which to experience growth in resilience through peer engagement and reflection. The strengths-based curriculum establishes a common language in which to discuss challenges and reflect on experiences.
17
Malinga, Cynthia B., Loyiso C. Jita, and Abiodun A. Bada. "Instructional Leadership Capacity of Secondary School Science Heads of Department in Gauteng, South Africa." International Journal of Learning, Teaching and Educational Research 20, no. 12 (December 30, 2021): 267–93. http://dx.doi.org/10.26803/ijlter.20.12.16.
Full textAbstract:
Natural sciences (NS) is an amalgam of five science disciplines, but the teachers of this subject are usually generalists, or have specialised in a maximum of two of the disciplines. This poses a major challenge to heads of department (HoDs), who are expected to lead instruction in these disciplines. We investigate science HoDs’ capacity to provide instructional leadership in South African secondary schools. The study was quantitative in nature and adopted the survey design. The investigation involved 77 secondary schools out of the 243 schools in the Gauteng province of South Africa. A data set from 142 participants (HoDs = 30; teachers = 112) was used to explore the capacity of science HoDs to provide instructional leadership in secondary schools, using questionnaires. The findings suggest that the capacity of science HoDs to lead instruction is limited by their inability to differentiate between curriculum management and instructional leadership and the relatively insufficient time allocated to provide instructional leadership. Unless schools and local district offices review the grouping of subjects in science departments and in the allocation of natural science teachers and HoDs, much stronger subject-based instructional leadership may potentially continue to remain a mirage. We recommend more focused subject-specific training in natural sciences for both teachers and HoDs, and that leadership should be distributed along science disciplines.
18
Schonnop, R., B. Stauffer, A. Gauri, and D. Ha. "P117: Procedural skills training in emergency medicine physicians within the Edmonton zone: a needs assessment." CJEM 21, S1 (May 2019): S106. http://dx.doi.org/10.1017/cem.2019.308.
Full textAbstract:
Introduction: Procedural skills are a key component of an emergency physician's practice. The Edmonton Zone is a health region that comprises eleven tertiary, urban community and rural community emergency departments (EDs) that represents over three hundred emergency physicians. We report the initial stakeholder and site leadership needs assessment used to inform the development of a comprehensive continuing professional development (CPD) procedural skills curriculum for the Edmonton Zone. Methods: A list of procedural skills was distributed to the two Edmonton Zone Clinical Department Heads of Emergency Medicine (EM). This list was based on a previous Canadian study that utilized procedures from the Objectives of Training in EM. Based on perceived needs, twenty-five procedures were chosen by consensus from zone leadership and study authors as the initial focus for a skills curriculum. This list was sent via survey to the physician site leads of all EDs in the zone. Each site lead was asked to indicate the fifteen procedure curriculum they felt would most benefit their respective physician groups. Responses were collated to look at all departments as a group and stratified by the type of ED (tertiary, urban and rural community). Results: Every site chief of Edmonton Zone EDs completed the survey (100% response rate). Cricothyrotomy and pediatric intubation were the two procedures prioritized by every site. One procedure (ultrasound guided central lines) was prioritized by 10/11 sites while three procedures (ultrasound guided central lines, adult intubation and chest tube insertion) were specified by 9/11 sites as needs. Two procedures (pericardiocentesis and thoracotomy) were named as priorities only by tertiary centers. Conversely, three procedures (extensor tendon repair, anterior and posterior nasal packing) were highlighted by all rural sites, but not consistently by any urban sites. Conclusion: Over the next few years, competency-based CPD will emerge for physicians in practice. Our preliminary needs assessment showed that while a common zone-wide curriculum will be possible, targeted curricula tailored to the unique needs of the various types of EDs will also be necessary. This has implications for the resources and teaching requirements needed to deliver effective and recurring CPD courses to an entire health region. A targeted needs assessment to all Edmonton Zone physicians will be the next step to verify and further elaborate on these preliminary results.
19
Clark, Marcia, Jonathan White, Sharla King, and Mike Carbonaro. "Exploring Surgeons' Perceptions of the Role of Simulation in Surgical Education: A Needs Assessment." Canadian Medical Education Journal 2, no. 2 (November 22, 2011): e44-e52. http://dx.doi.org/10.36834/cmej.36547.
Full textAbstract:
Introduction: The last two decades have seen the adoption of simulation-based surgical education in various disciplines. The current study’s goal was to perform a needs assessment using the results to inform future curricular planning and needs of surgeons and learners.Methods: A survey was distributed to 26 surgeon educators and interviews were conducted with 8 of these surgeons. Analysis of survey results included reliability and descriptive statistics. Interviews were analyzed for thematic content with a constant comparison technique, developing coding and categorization of themes.Results: The survey response rate was 81%. The inter-item reliability, according to Cronbach’s alpha was 0.81 with strongest agreement for statements related to learning new skills, training new residents and the positive impact on patient safety and learning. There was less strong agreement for maintenance of skills, improving team functioning and reducing teaching in the operating room. Interview results confirmed those themes from the survey and highlighted inconsistencies for identified perceived barriers and a focus on acquisition of skills only. Interview responses specified concerns with integrating simulation into existing curricula and the need for more evaluation as a robust educational strategy.Conclusion: The findings were summarized in four themes: 1) use of simulation, 2) integration into curriculum, 3) leadership, and 4) understanding gaps in simulation use. This study exemplifies a mixed-methods approach to planning a surgical simulation program through a general needs assessment.
20
Fairchild, Nikki. "The micropolitics of posthuman early years leadership assemblages: Exploring more-than-human relationality." Contemporary Issues in Early Childhood 20, no. 1 (August 27, 2018): 53–64. http://dx.doi.org/10.1177/1463949118793332.
Full textAbstract:
Engaging with posthuman theorising, this article puts to work a number of concepts to produce generative reimaginings of early years leadership. In 1992, Deleuze argued that we are witnessing a transition from societies of confinement to ‘societies of control’. In societies of control, power operates through neo-liberal corporate worlds via a process of ‘continuous modulation’, which encourages a regime of perpetual flows of change, revealing new productions of a more posthuman agency. Drawing on the work of Deleuze and Guattari, the author notes how the concept of assemblage can be employed to explore leadership. She argues that early years leadership in England is part of a wider set of connections and relations which include human and non-human ‘bodies’. The assemblage connects and collects bodies, and is not defined by its individual components but by what is produced as these bodies interact. These interactions can be striated, which explores certain forms of leadership. However, smoother spaces can also be produced, which empirically reveals the situational ethics and micropolitics of four early years leaders who are entangled with children, policy, neo-liberal framing, quality, curriculum, and social and material worlds in their settings and schools. This article broadens current views on early years leadership by taking a more-than-human view of relations between human and non-human bodies as a distributed subjectivity which reworks notions of solely human agency. This production allows the author to question how posthuman leadership and the ethics and micropolitics of connectivity might function in this new form of more-than-human relationality.
21
Verma, S., R. Zulla, J. Mikhael, A. Natsheh, S. Glover Takahashi, L. Muharuma, and J. McIlory. "4. Leadership in postgraduate medicine: Results from the first annual chief resident leadership workshop." Clinical & Investigative Medicine 30, no. 4 (August 1, 2007): 28. http://dx.doi.org/10.25011/cim.v30i4.2764.
Full textAbstract:
In the spring of 2006, chief and senior residents were surveyed to determine how they prepared for their senior administrative/leadership role, what topics should be included in a leadership workshop and how this workshop should be delivered. Overall, 32.3% had no prior contact with the previous chief resident. Among those prepared, 46% consulted previous chiefs/seniors and/or program directors. Eighty-five percent agreed that a leadership workshop would be beneficial for future chiefs.
Using the results from this environmental scan, a planning committee was formed to design the First Annual Chief Resident Leadership Workshop, held in August 2006, to identify and develop leadership skills while providing them with the resources to ease their transition into this senior administrative role. Seven sessions were offered: Your Role as Chief Resident, Mentorship, overview of the residents’ work/education contract, Personality Inventory (i.e. Myers-Briggs), Anti-Racism and Harassment, Resident Wellness and Public Speaking. A keynote address on leadership in academic medicine was given by a well-known Canadian clinician leader. To reinforce the experience, a resource binder and handbook was distributed to all participants.
Quality and content of each session was evaluated using on a 5-point Likert scale. Mean scores were calculated. Mentorship scored the highest in terms of quality (4.46) and content (4.47), followed by Leadership in Academic Medicine (4.43 and 4.62, respectively). Over 90 % agreed that a leadership program is necessary. Parallel to our earlier findings, many chief residents use multiple sources to prepare for their role, primarily the pairing of contact with the previous chief resident and the Program Director. The results indicate that a formal, centralized leadership workshop/seminar is valued and should highlight the necessary skills set and provide key resources.
Susman J, Gilbert C. Family practice residency directors’ perceptions of the position of chief resident. Academic Medicine 1992; 67(3):212-213.
Awad JJ, Levenson SM, Osman CH, James S. The impact of a novel resident leadership training curriculum. The American Journal of Surgery 2004; 188:481-484.
Kasuya RT, Nip IL. A retreat on leadership skills for residents. Academic Medicine 2001; 76(5):554.
22
Pradja, Novi Satria. "ANALYSIS OF TEACHER COMPETENCE SOCIAL STUDIES (The Influences of Academic Qualification, Education and Training, and Principal Leadership on Work Motivation and Their Implications on Teacher Competency in State Junior High Schools in Kuningan Regency)." Equilibrium: Jurnal Penelitian Pendidikan dan Ekonomi 15, no. 02 (January 12, 2019): 34–43. http://dx.doi.org/10.25134/equi.v15i02.1617.
Full textAbstract:
Abstract: The subject of social studies is frequently regarded as a difficult one by social studies teachers. The particular problem encountered by the social education at the level of junior high school in Kuningan Regency is the lack of social studies teachers who have the academic background of social studies or social science education. Therefore, based on the survey conducted to junior high schools in Kuningan Regency, many teachers objected to the implementation of Curriculum 2013. This objection reflects the low competency of social studies teachers in the state junior high schools in Kuningan Regency. Based on this background, the problem under research is formulated into the question of how do academic qualification, education and training, principal leadership and work motivation influence competency according to the perceptions of social studies teachers in all state junior high schools in Kuningan Regency. The independent variables in this research are academic qualification (X1), education and training (X2), principal leadership (X3), and work motivation (X4), and the dependent variable is teacher competency (Y). The aim of research to get an idea of the perception of the subject teachers Knowledge of Social Studies (IPS) regarding efforts to improve teacher competence as a professional on the field. The research adopted survey method with data collected from questionnaires distributed to 275 respondents who are social studies teachers from 72 state junior high schools in Kuningan Regency. The findings analyzed with Structural Equation Model (SEM) show that for the first sub-structure, academic qualification, education and training, and principal leadership had positive influences on teachers’ work motivation. The second sub-structure shows that academic qualification, education and training, principal leadership, and work motivation had positive influences on teacher competency. The indirect influences of the variables of academic qualification, education and training, and principal leadership on the variable of work motivation were greater than the direct influences of academic qualification, education and training, and principal leadership on teacher competency.Keywords: Academic qualification, education and training, principal leadership, work motivation, teacher competency.
23
Md Yusof, Azizah, Norzilah Aziz, Nor Hasimah Ismail, and Mardzelah Makhsin. "The Role of Co-Curriculum in Enhancing Students’ Soft Skills: Communication Skills." World Journal of English Language 12, no. 2 (March 16, 2022): 215. http://dx.doi.org/10.5430/wjel.v12n2p215.
Full textAbstract:
This study attempts to highlight issues related to soft skills, namely communication skills among students of Universiti Utara Malaysia. Soft skills that include communication skills, problem solving skills, teamwork, leadership skills and social responsibility, are important elements that are highly emphasized and essential in addition to academic skills. The co-curriculum courses offered at ever public university in Malaysia, among others, aim to shape and develop the personality of students as well as provide them with various components of soft skills. Students with good soft skills will easily adapt to their working environment. Employers prioritize soft skills especially communication skills and social responsibility in employees’ selection sessions. Thus, this study was conducted with a major focus on communication skills. The three objectives of this study are to identify the level of communication skills among UUM students; to identify the significance of co-curriculum courses in influencing students’ communication skills and to identify the role of attitude in improving communication skills among UUM students. The primary data were gathered using questionnaires distributed to UUM students who are undertaking co-curriculum courses. The data will then be analyzed using Structured Equation Model (SEM), as well as descriptive analysis. A communication indexes has also been developed to identify the level of communication skills among UUM students. The findings show that the communication index for UUM students were between 0.70 (lowest score) and 0.78 (highest score) and the average score is 0.74. The score is normal since the value is above 0.5. Both the independent variables; co-curriculum courses and attitude were positively significant in developing students’ communication skills in UUM at the significant level of less than five percent.
24
Daramola, Gbemisola A., and Olawumi Dele Awolusi. "Competencies and Development Needs of Physician Managers in Nigeria: A Case Study of selected hospitals in Ibadan City, Oyo State." Journal of Social and Development Sciences 12, no. 2(S) (October 29, 2021): 1–19. http://dx.doi.org/10.22610/jsds.v12i2(s).3088.
Full textAbstract:
The physician is traditionally the head of the medical team. To be an effective and efficient team leader is not innate but requires acquiring some competencies. The medical school curriculum was deficient in this regard hence the need for acquisition of these skills through training. Consequently, the present study aims to assess the influence of leadership competencies and Development Needs on the job performance of Physician Mangers. A cross-sectional survey was distributed among Physician Managers in various hospital types that were purposefully selected. Ten Physician Managers were also interviewed for in-depth information of skills they require to perform well. Descriptive and inferential statistics were used to summarize the items of the questionnaire at 5% level of significance and to determine if a significant difference existed between groups of Physician managers. Results show that possessing the competencies; communication and relationship management, leadership and business skills and knowledge do influence the job performance of Physician Mangers. There was a significant difference between physicians that had formal training in management and those that had none in the communication and professionalism domains. Seven Physician Managers from different types of hospitals were interviewed, two of them females. They had been in managerial positions from 6months to 34 years. They all emphasised communication and leadership skills as important competencies for every physician manager. They all also suggested that management training must be introduced either during undergraduate or postgraduate training and that physician as head of the medical team require regular management update training.
25
Săvan, Emanuel-Emil, and Gabriela-Casiana Pavăl. "Enhancing intercultural sensitivity: the impact of Erasmus+ mobilities on future Romanian leaders." Studia Universitatis Babeș-Bolyai Negotia 65, no. 4 (December 19, 2020): 27–54. http://dx.doi.org/10.24193/subbnegotia.2020.4.02.
Full textAbstract:
"This paper investigates the link between participation in Erasmus+ mobilities and a higher level of intercultural sensitivity, a component considered to be highly relevant for contemporary business leaders. It conducts an analysis of existing cultural influences in Romania, through the prism of ethnic minorities, migration and international tourism, in order to emphasize the country’s high level of cultural diversity. Furthermore, it explores the Erasmus+ mobility, more precisely, it presents the impact the programme has on integrating young people into the labour market. Subsequently, it clarifies the concept of intercultural sensitivity and outlines the links between intercultural competence and the educational environment. As far as the research methodology is concerned, the data was obtained through primary research: a questionnaire was developed, distributed and analysed. The instrument created by Chen and Starosta (2000), namely the Intercultural Sensitivity Scale, was used to measure the level of intercultural sensitivity of individuals. For this purpose, a comparative analysis of two groups of respondents: mobility participants and non-participants, was conducted, according to several independent variables. The study found that participation in this type of mobility has a positive impact in terms of intercultural skills and leadership abilities. Therefore, the formulated recommendations support the implementation of similar initiatives in the structure of the educational curriculum. Key words: leadership, Erasmus+, cultural diversity, intercultural sensitivity, ISS JEL Classification: M10, M14, M19"
26
Eliyah, Eliyah. "Kontribusi Perilaku Kepemimpinan Kepala Sekolah dan Kinerja Mengajar Guru Terhadap Mutu Proses Pembelajaran Di SMK Kota Cirebon." Exchall: Economic Challenge 3, no. 1 (April 19, 2021): 40–47. http://dx.doi.org/10.47685/exchall.v3i1.123.
Full textAbstract:
The focus of the problem in this study is how the contribution of the principal's leadership behavior and teacher teaching performance to the quality of the learning process in vocational high schools in Cirebon. This study aims to: (1). Know the real picture of the principal's leadership behavior towards the quality of the learning process at SMK Cirebon; (2). Knowing the real picture of the performance of teaching teachers to the quality of the learningprocess; (3). Knowing the magnitude of the contribution of the headmaster's leadership behavior and the performance of teaching teachers to the quality of the learning process at SMK Cirebon. The method used in this study is descriptive analysis with quantitative approach, the research population is vocational school in Cirebon with the number of 17 vocational schools and the number of teachers as many as 609 respondents and sampled proportionally as many as 86 respondents. The data was netted through instruments in the form of research questionnaires distributed to 86 teachers in 17 vocational schools in Cirebon. The results of the study obtained that, (1). The principal's leadership behavior was correlated by 0.537 or 53.7% and contributed with a coefficient of determination of 0.288 or 28.8%, (2). Teacher teaching performance was correlated by 0.372 or 37.2% and contributed with a coefficient of determination of 0.138 or 13.8%, (3). The principal's leadership behavior and teacher teaching performance had a correlation of 0.291 or 29.1% and the remaining 70.9% was influenced by other factors not studied in this study, such as policy, organizational climate, innovation, monitoring, reward and punishment, curriculum, facilities and infrastructure and so on. The recommendations given are (1). The ideas and feelings of subordinates related to the development of the school must be respected, the desire of subordinates to be able to continue to a higher school should be supported and the assignment should be done equally, so that the school can develop optimally, (2). The allocation of time at the time of practice, carrying out learning evaluations and conducting class action research should be conducted regularly, (3). Recommendations for further researchers, if conducted research on the quality of the learning process should be reviewed from other variables outside of this study as mentioned above.
Keyword : Leadership behavior, performance, process quality
27
Kenayathulla, Husaina Banu, Nor Aziah Ahmad, and Abdul Rahman Idris. "Gaps between competence and importance of employability skills: evidence from Malaysia." Higher Education Evaluation and Development 13, no. 2 (December 2, 2019): 97–112. http://dx.doi.org/10.1108/heed-08-2019-0039.
Full textAbstract:
Purpose The purpose of this paper is to identify the gaps between the importance perceived and the competence gained by the hospitality students in terms of the employability skills. Design/methodology/approach Questionnaires were distributed to 841 hospitality students in five regions in Malaysia. Descriptive and inferential statistics were used to analyze the data. Findings The findings show that there are significant differences between importance perceived and competence attained in teamwork, leadership, basic, technical skills and ethical skills. Additionally, the finding of this study indicates that the culinary and bakery students perceive that they are not given adequate exposure to possess such skills. It is important to ensure that graduates are equipped with the twenty-first century skills such as problem solving and analytic, decision making, organization and time management, risk taking and communication. Research limitations/implications The findings provide insights to curriculum developers and policy makers on the appropriate interventions that need to be taken to improve the employability skills of the graduates. Originality/value An original contribution is made by linking employability model to TVET sector.
28
Chan, Karly O. W., Maggie K. W. Ng, Joseph C. H. So, and Victor C. W. Chan. "Evaluation of generic competencies among secondary school leavers from the new academic structure for senior secondary education in Hong Kong." Public Administration and Policy 24, no. 2 (August 3, 2021): 182–94. http://dx.doi.org/10.1108/pap-07-2020-0033.
Full textAbstract:
PurposeA new academic structure for senior secondary and higher education was introduced to Hong Kong in 2009/2010. This paper aims to: (1) compare the cohort from the old academic structure (Cohort 2010) and the cohort from the new academic structure (Cohort 2015) on the 14 categories of generic competencies; and (2) compare these attributes among students from different divisions in a tertiary institution in Hong Kong.Design/methodology/approachSelf-Assessment of All-Round Development (SAARD) questionnaires were distributed to students who took the two-year sub-degree programmes offered by the College of Professional and Continuing Education, The Hong Kong Polytechnic University in 2010 and 2015 on a self-administered basis. A total of 4,424 students have returned the questionnaires. Data were analyzed with t-test to compare between the two cohorts.FindingsWhen comparing Cohort 2015 with Cohort 2010, significantly higher scores were observed on five areas such as global outlook and healthy lifestyle (p<0.05). Significantly lower scores were observed on the other five areas such as problem solving, critical thinking and leadership (p<0.05). Students from all divisions unanimously showed higher perceived rating on social and national responsibility but lower perceived rating on leadership (p<0.05).Originality/ValueThe elimination of one public examination, the newly included components such as Other Learning Experiences (OLE) and the compulsory Liberal Studies were believed to contribute partially to the diverse responses of the two cohorts. The dramatic change of the curriculum has not changed the examination culture in Hong Kong which may hinder the development of generic skills among students.
29
Tejativaddhana, Phudit, David Briggs, and Romnalin Tonglor. "From Global to Local: strengthening district health systems management as entry point to achieve health-related sustainable development goals." Asia Pacific Journal of Health Management 11, no. 3 (October 1, 2016): 81–86. http://dx.doi.org/10.24083/apjhm.v11i3.165.
Full textAbstract:
Thailand has performed admirably in its health reform over the last few decades. Healthcare is provided at a relatively low cost and healthcare needs have transitioned to begin to address diseases and mortality of developed countries. The challenges now faced by Thailand are similar to most developed countries reflecting adult mortality and risk factors of an uppermiddle income population and the need to modify institutional structures to reflect these changing circumstances.
The approach to these challenges has focused on the ‘implementation of knowledge based health development’ and critically identifies ‘the triangle that moves the mountain’ (health reform) as a movement that mobilises; the creation of relevant knowledge, social movement and political involvement’ to address ‘inter-connected, complex and extremely difficult to solve’ problems. The move to District Health Systems as the access point to healthcare and the service delivery structure demands competent qualified leadership and management. It requires an understanding of the differences in managing professionally dominated complex adaptive systems compared to traditional approaches of managing within bureaucratic structures.
This can be best described as managing connected, integrated care focused both on individuals as patients and communities with a strong emphasis on primary healthcare, prevention and evidence-based practice. It also requires an understanding of how distributed networks of practice (DNOP) provide the potential for researchers, practitioners and other agencies and communities to collaborate, learn and improve healthcare across geographic, jurisdictional and organisational boundaries.
This approach provides recognition of the need to build the capacity and capability of health professionals in the management and leadership of health systems and Thailand is moving towards this goal in implementing specific health systems management curriculum which focuses on action-based research and learning together at the District health level augurs well for continued ability to address current health challenges and to achieve SDGs.
Abbreviations: DHS – District Health System; DNOP – Distributed Networks of Practice; HSRI – Health Systems Research Institute; MoPH – Ministry of Public Health; NHSO – National Health Security Office; SDG – Strategic Development Goal; UHC – Universal Health Coverage.
30
Richards, Colin. "Curriculum leadership." Education 3-13 23, no. 3 (October 1995): 3–10. http://dx.doi.org/10.1080/03004279585200241.
Full text
31
Boschee, Floyd. "Curriculum Leadership." NASSP Bulletin 73, no. 517 (May 1989): 135–36. http://dx.doi.org/10.1177/019263658907351723.
Full text
32
Brown, Michael, Edward McCann, Brian Webster-Henderson, Fidelindo Lim, and Freda McCormick. "The Inclusion of LGBTQ+ Health across the Lifespan in Pre-Registration Nursing Programmes: Qualitative Findings from a Mixed-Methods Study." Healthcare 11, no. 2 (January 9, 2023): 198. http://dx.doi.org/10.3390/healthcare11020198.
Full textAbstract:
Poor physical and mental ill-health is experienced by many LGBTQ+ people, compounded by a reluctance to access healthcare services. This reluctance is attributed to experiences of heteronormative assumptions and negative attitudes encountered. Despite increasing recognition of the need to include LGBTQ+ health in undergraduate healthcare programmes, inconsistencies and gaps in content, skills development, and assessment are still apparent. The aim of the study was to identify LGBTQ+ health content within nursing and midwifery pre-registration programmes and identify education best practice and innovation. A mixed-methods study involving a quantitative and qualitative design was undertaken. The qualitative findings from a nursing perspective were extracted from the dataset for further detailed analysis and are reported in this paper. Information about the study and an online survey were distributed to 135 Schools of Nursing and Midwifery in the UK and Ireland. Individual semi-structured online interviews took place with academics. Qualitative data from 29 survey responses and 12 follow-up interviews were thematically analysed. Eight of the 12 follow-up interviews were held with nursing academics and following data analysis three themes emerged: (i) LGBTQ+ health across the lifespan; (ii) taking the initiative for LGBTQ+ health inclusion; and (iii) identifying and overcoming challenges. The findings highlight the endeavours by nursing academics to integrate LGBTQ+ health within pre-registration programmes to meet the education needs of students and the opportunity to develop curriculum content to address the needs and concerns of LGBTQ+ people across the lifespan.
33
Henderson, James. "Transformative Curriculum Leadership." Teaching Education 9, no. 2 (January 1998): 69–70. http://dx.doi.org/10.1080/10476210.1998.10335497.
Full text
34
Henderson, James. "Transformative Curriculum Leadership." Teaching Education 9, no. 1 (June 1997): 39–40. http://dx.doi.org/10.1080/1047621970090106.
Full text
35
Books, Sue, and Patrick Slattery. "Prophetic Curriculum Leadership." Religion & Education 24, no. 1 (June 1997): 59–69. http://dx.doi.org/10.1080/15507394.1997.11000855.
Full text
36
Blumenfeld-Jones, Donald. "Aesthetics, Curriculum Leadership, and Curriculum Thinking." Journal of Curriculum and Pedagogy 1, no. 2 (December 2004): 52–56. http://dx.doi.org/10.1080/15505170.2004.10411499.
Full text
37
Ridwan, Yusup, Nina Nurmila, Mohamad Erihadiana, and Asep Nursobah. "Quality Management Development of Boarding School Education in West Java: Research at Mifathul Huda Manonjaya Islamic Boarding School Tasikmalaya, Suryalaya Islamic Boarding School and Al-Ittifaq Ciwidey Islamic Boarding School." International Journal of Social Service and Research 2, no. 5 (May 31, 2022): 390–408. http://dx.doi.org/10.46799/ijssr.v2i5.110.
Full textAbstract:
This study aims to acknowledge the growth of quality management of Islamic boarding school education in the input, process, output, and results of students toward the quality management of pesantren education. The research method used is a qualitative approach and a case study method with data collection techniques through in-depth interviews, field observations and documentation studies. The results of the study are (1) quality planning for Islamic boarding schools is based on the development of educational strategies (education development strategies) and total quality management (TQM) in quality management. Mitahul Huda Manonjaya Islamic Boarding School Tasikmalaya with its salafiyah system based on the mu'adah curriculum, Suryalaya Islamic Boarding School with its hifdutthariqoh development (Tareqat Qadiriyah Naqsyabandiyah) and Al-Ittifaq Islamic Boarding School with its agribusiness development, (2) implementation of the quality of education through the development of institutional quality management based on the leadership of Kyai who have the spirit of taffaquh fi addin, human resources by maximizing the productivity of the management of experts, competent and highly dedicated to Islamic boarding schools, (3) evaluation of education quality management in the three Islamic boarding schools is carried out systematically, effectively and efficiently by developing a follow-up plan (RTL) along with its achievement indicators, (4) education quality management problems faced by the three Islamic boarding schools are not yet evenly distributed in the competence and qualifications of educators and education, limited infrastructure, supervision systems and technology, and (5) efforts to improve education quality management in the three Islamic boarding schools by developing competitive and competitive quality management the potential resources of each Islamic boarding school.
38
Wiseman, Liz, Jacques Bradwejn, and Erick M. Westbroek. "A New Leadership Curriculum." Academic Medicine 89, no. 3 (March 2014): 376–79. http://dx.doi.org/10.1097/acm.0000000000000146.
Full text
39
D'Eon, Marcel. "Argumentation, leadership, and curriculum." Canadian Medical Education Journal 8, no. 3 (July 4, 2017): e1-3. http://dx.doi.org/10.36834/cmej.42297.
Full text
40
Tyree, Larry W. "Leadership across the Curriculum." About Campus: Enriching the Student Learning Experience 1, no. 3 (July 1996): 32. http://dx.doi.org/10.1002/abc.6190010309.
Full text
41
Klu, E. K., R. M. Makhwathana, L. M. P. Mulaudzi, M. J. Maluleke, M. R. M. Molefe, and P. E. Matshidze. "Curriculum Leadership in the Terrain of Curriculum Changes:." International Journal of Educational Sciences 10, no. 1 (July 2015): 174–81. http://dx.doi.org/10.1080/09751122.2015.11890357.
Full text
42
Pautler, Albert J. "CURRICULUM LEADERSHIP, INNOVATION, AND CHANGE." Community Junior College Research Quarterly of Research and Practice 16, no. 2 (January 1992): 133–40. http://dx.doi.org/10.1080/0361697920160202.
Full text
43
Elliott, Bob, Ross Brooker, Ian Macpherson, and Adrian McInman. "Curriculum Leadership as Mediated Action." Teachers and Teaching 5, no. 2 (October 1999): 171–85. http://dx.doi.org/10.1080/1354060990050203.
Full text
44
Becker, Chad, and Jesse Goodman. "Public Intellectual and Curriculum Leadership." Journal of Curriculum and Pedagogy 3, no. 1 (June 2006): 39–44. http://dx.doi.org/10.1080/15505170.2006.10411571.
Full text
45
Zheng, Xin. "School curriculum leadership within the context of curriculum reform." Frontiers of Education in China 9, no. 4 (December 2014): 626–29. http://dx.doi.org/10.1007/bf03397048.
Full text
46
Soontorn, Taneenart Na. "The Development of Service Learning Management Model of Undergraduate Program in Private University." World Journal of Education 8, no. 5 (October 12, 2018): 97. http://dx.doi.org/10.5430/wje.v8n5p97.
Full textAbstract:
The objectives of research are to develop, identify the main components of “Service Learning Management (SLM)”model, and to assess, evaluate the performance achievement of SLM implementation for undergraduate program inprivate university. The process of research is divided into two parts as: 1). developing the questionnaire samples thatwill be distributed to 377 lecturers in private university as the respondents for finding the appropriateness of maincomponents in SLM model by applying the Multi-Stage Sampling; and 2) testing and evaluating the SLM model’seffectiveness that will be executed to 11 students in Bachelor of Arts (Major: English for International Communication)of Saint John's University, who registered ENG. 3202 (Introduction to Speech Communication) as a subject insemester 2/2016. The research findings are described the SLM model that consists of 4 major variables and 9sub-variables as: 1) ‘Input’ has the 3 sub-variables (Integrated curriculum and instruction; learning outcomesdetermining; and resource management); 2) ‘Process’ includes 6 sub-variables that can be classified in to 5 steps(Investigation: lets the community set the requirement; Preparation: is the cooperation of three sides - university,student and community; Execution: is having positive relationship with community; Reflection: continuouslyevaluating; and Demonstration: is public relations and publicity; 3) ‘Output’ is the outcomes of learners and results ofthe evaluation; and 4) ‘Feedback’ is applying and integrating the outcomes of student’s accomplishment andevaluation. The results of demonstration and evaluation of SLM reflection to student performance achievementrevealed that 80 percent of students had higher GPA (Grade Point Average), and the learning outcome of studentsaccording to Thailand Qualifications Framework (TQF) is considered as high. The results of leadership competency,disciplinary and voluntariness of self-assessment test are counted as high in all aspects. Reflection record candevelopment critical thinking Finally, the overall satisfaction grading by university is considered as high in all aspects,and also the community responses have more advantage benefits and positive impacts in all aspects.
47
Alerhand, Stephen, Elaine Situ-Lacasse, Christine Ramdin, and Michael Gottlieb. "National Survey of Point-of-Care Ultrasound Scholarly Tracks in Emergency Medicine Residency Programs." Western Journal of Emergency Medicine 22, no. 5 (August 21, 2021): 1095–101. http://dx.doi.org/10.5811/westjem.2021.5.52118.
Full textAbstract:
Introduction: Residency scholarly tracks are educational programs, designed to help trainees develop an area of expertise. Although the breadth of residency point-of-care ultrasound (POCUS) education has developed considerably in recent years, there is no literature to date describing scholarly tracks specifically in POCUS. In this study we sought to determine the prevalence, characteristics, and outcomes of POCUS scholarly tracks in emergency medicine (EM). Methods: This was a cross-sectional survey of EM residency programs accredited by the Accreditation Council for Graduate Medical Education. Surveys were distributed between March-August 2020 using a listserv followed by targeted emails to residency and ultrasound leadership. We summarized data using descriptive statistics, and performed logistic regression to identify factors associated with a POCUS scholarly track. Results: Of 267 residency programs 199 (74.5%) completed the survey. Fifty-seven (28.6%) had a POCUS scholarly track as of the 2019-2020 academic year. Scholarly tracks in POCUS were more common in university-based/academic sites and larger residency programs. Of the 57 programs with POCUS scholarly tracks, 48 (84.2%) required residents to present at least one POCUS lecture, 45 (78.9%) required residents to serve as instructor at a hands-on workshop, and 42 (73.7%) required residents to participate in quality assurance of departmental POCUS scans. Only 28 (49.1%) tracks had a structured curriculum, and 26 (45.6%) required POCUS research. In total, 300 EM residents completed a POCUS scholarly track over the past three academic years, with a median of 4 (2-9) per program. Seventy-five (25.0%) proceeded to a clinical ultrasound fellowship after residency graduation, with a median of 1 (interquartile range 0-2) per program. A total of 139 POCUS-specific abstracts (median 2 [0-3]) and 80 peer-reviewed manuscripts (median 1 [0-2]) were published by scholarly track residents over the past three years. Conclusion: This survey study describes the current prevalence, characteristics, and outcomes of POCUS scholarly tracks across EM residency programs. The results may inform the decisions of residency programs to create these tracks.
48
Xiong, Xi Bei, Cher Ping Lim, and Shi Qi Liu. "Curriculum leadership and the enhancement of teacher education programs." Asian Education and Development Studies 9, no. 1 (May 7, 2019): 79–90. http://dx.doi.org/10.1108/aeds-12-2018-0181.
Full textAbstract:
Purpose Teacher education programmes are critical in developing pre-service teachers’ competencies during the apprenticeship phase (Lim et al., 2010), whereas there is evidence indicating that teacher education programmes depend on curriculum leadership (Robinson et al., 2008). The purpose of this paper is to explore the ways in which curriculum leaders enact their curriculum leadership to enhance teacher education programmes in a context of a normal university in Mainland China. Design/methodology/approach In this paper, three groups of curriculum leaders, from university, faculty and classroom level, respectively, are interviewed. Findings This study highlights the significance of curriculum leadership in teacher education programmes enhancement in China, particularly the significant impacts from curriculum leaders’ involvement on the programme processes of planning, implementation and evaluation. Research limitations/implications Implications for research include a conceptualization of curriculum leadership in teacher education and pre-service teachers’ training in China, and a theoretical integration of curriculum leadership and the enhancement of teacher education programmes. Originality/value Implications for practice regard to restructuring curriculum leadership system and informing curriculum leadership practices, not only in Asian countries, but might be able to shed light on the curriculum leadership development in a range of educational contexts either similar to or different from that of Mainland China. This study thus would contribute to several areas of research.
49
Chen, Junyuan, Yanru Yang, Fenghua Xu, Wenzhe Xu, Xiaolin Zhang, Yao Wang, and Yishi Zhang. "Factors Influencing Curriculum Leadership of Primary and Secondary School Teachers from the Perspective of Field Dynamic Theory: An Empirical Investigation in China." Sustainability 13, no. 21 (October 29, 2021): 12007. http://dx.doi.org/10.3390/su132112007.
Full textAbstract:
Teacher curriculum leadership is in urgent demand to promote the sustainable advancement of curriculum reform, and an important guarantee for the sustainable development of students. It is of important theoretical and practical significance to clarify the influencing factors of the use and the development of teachers’ curriculum leadership. Based on Lewin’s field dynamic theory, this study conducts a multiple linear regression analysis on the data of 19,521 primary and secondary school teachers in 20 provinces of China, and investigates the influencing factors of teacher curriculum leadership from individual and school fields. The results show that individual field factors are the driving force for teachers to exert and develop curriculum leadership. When teachers have internal leading motivation, the school environment becomes an important inducing force. This finding confirms the realistic rationality of the field dynamic theory, and provides a clear direction for formulating relevant policies and practical plans for enhancing teacher curriculum leadership. That is, it is necessary to fully stimulate the internal motivation of teachers for curriculum leadership, but also to create a school environment for teachers to exercise and develop curriculum leadership.
50
Emmanuele, Nicholas. "Reimagining Curriculum Leadership During a Pandemic." Journal of School Administration Research and Development 5, no. 2 (December 4, 2020): 96–100. http://dx.doi.org/10.32674/jsard.v5i2.2816.
Full textAbstract:
This essay details ways in which curriculum leaders can critically engage with contemporary needs to produce a “becoming-curriculum”—with lines of flight breaking free from prescriptive, reductive triangulations—by opening curriculum to present and future (rather than past) realities. Evolutionary theory, the work of Deleuze and Guattari, and culturally responsive leadership can help to reconceptualize curriculum studies and community-based education. As we prepare students for an unknowable future, how can we better care for the actual students and communities in front of us rather than the potential lives of abstract, future adults?