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Journal articles on the topic 'Education, Leadership|Education, Middle School'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Buchanan, Michael T. "Sustaining School Based Religious Education Leadership." Discourse and Communication for Sustainable Education 9, no. 2 (2018): 68–78. http://dx.doi.org/10.2478/dcse-2018-0015.

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Abstract The number of people applying for school based religious education leadership positions is scarce in most regions throughout Australia as well as other geographical regions. Drawing on the insights from key stakeholders associated with religious education leadership in schools this qualitative study aimed to identify factors which militated against sustaining school based religious education leadership. This paper reports on the findings emanating from the study and proceeds to outline practical solutions that may contribute to attracting and sustaining future generations of religious

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Myran, Steve, and Ian Sutherland. "Problem Posing in Leadership Education." Journal of Cases in Educational Leadership 19, no. 4 (2016): 57–71. http://dx.doi.org/10.1177/1555458916664763.

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This case explores Crabapple Middle, a struggling urban school in the midst of a transition that seeks new leadership that can overcome the challenges of two sub-cultures that divide the school and community. In an effort to address issues of low academic performance and negative community perception, an International Baccalaureate magnet program was introduced as a proactive solution. However, the failure to engage in problem posing to identify underlying problems lead school leaders to seek solutions too quickly and to overlook the deeper systemic issues. Teaching notes are provided that out

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Lasauskienė, Jolanta, and Gintarė Jasionienė. "The Tendencies of Middle School Age Students’ Leadership in Music Activity." Pedagogika 115, no. 3 (2014): 232–46. http://dx.doi.org/10.15823/p.2014.040.

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Contemporary music education particularly emphasises the objective to humanise the process of education, i.e., to focus on the individuality of the learner, to stimulation of his / her self-expression and abilities to assume the role of a leader. The article analyses the expression of leadership of basic school learners (aged 14–16) in music activity, which was explored during the research conducted in Alytus basic schools. The significant difference was established between the high level of importance of all the empirical features of manifestations of leadership (initiative, creativity, artis

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Shaked, Haim, and Chen Schechter. "Holistic School Leadership." NASSP Bulletin 100, no. 4 (2016): 177–202. http://dx.doi.org/10.1177/0192636516683446.

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As instructional leadership involves attempts to understand and improve complex systems, this study explored principals’ perceptions regarding possible contributions of systems thinking to instructional leadership. Based on a qualitative analysis, systems thinking was perceived by middle and high school principals to contribute to the following three areas of instructional leadership: (1) improvement of school curriculum, (2) development of professional learning communities, and (3) interpretation of performance data. Systems thinking as a potential enabler of instructional leadership is discu

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Coffey, Anne, and Shane Lavery. "Student leadership in the middle years: A matter of concern." Improving Schools 21, no. 2 (2017): 187–200. http://dx.doi.org/10.1177/1365480217732223.

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Traditionally, student leadership has been seen as the prerogative of senior students. Very little research has been conducted on how schools nurture and develop leadership skills in students in the middle years of schooling. This article provides an overview of student leadership in six secondary schools with a particular focus on student leadership opportunities in the middle years. These schools were drawn from the Government, Catholic and Independent sectors in Western Australia. Specifically, the opinions and experiences of either principals or their delegates were sought in order to deve

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Akelaitis, Artūras, and Romualdas Malinauskas. "Values Expression among Students of Middle School Age In Physical Education Classes." Pedagogika 112, no. 4 (2013): 71–76. http://dx.doi.org/10.15823/p.2013.1778.

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The paper strives to answer the question which peculiarities of values expression among students of middle school age in physical education classes in the context of M. Luksiene’s pedagogical legacy insight into past, present and future. The aim of this study was to examine peculiarities of values education among students of middle school age in physical education classes. Students of middle school age (14–15 years old) were separated in randomize way from Kaunas secondary schools: Kaunas “Purienų”, Kaunas “Tado Ivanausko” secondary schools, and S. Darius and S. Girenas gymnasium.

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Teske, Patricia W. "Middle School Music Education." Music Educators Journal 78, no. 6 (1992): 25. http://dx.doi.org/10.2307/3398378.

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Lazarov, Borislav, and Daniella Severinova. "Introducing business education in early middle school – math perspective." MEST Journal 4, no. 1 (2016): 65–74. http://dx.doi.org/10.12709/mest.04.04.01.07.

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Archer, Ben. "Impact of Postgraduate Qualifications on the Career Progression of Middle Leaders in Schools." Aksara: Jurnal Ilmu Pendidikan Nonformal 7, no. 3 (2021): 781. http://dx.doi.org/10.37905/aksara.7.3.781-794.2021.

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<p>With a highly competitive higher education market in Australia, there is a significant push for professionals to obtain further qualifications. While much has been written on the progression to Principalship in schools, there is a paucity of writing on the progression into Middle Leadership. A survey of middle leaders in Australian schools indicate that the skills learned in postgraduate qualifications are highly valued by people entering Middle Leadership, however, no impact is recorded in relation to progression into further leadership roles. This research has the potential to influ

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10

Leigh Sanzo, Karen, Whitney H. Sherman, and Jennifer Clayton. "Leadership practices of successful middle school principals." Journal of Educational Administration 49, no. 1 (2011): 31–45. http://dx.doi.org/10.1108/09578231111102045.

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Bush, Tony, and Ashley Yoon Mooi Ng. "Distributed leadership and the Malaysia Education Blueprint." Journal of Educational Administration 57, no. 3 (2019): 279–95. http://dx.doi.org/10.1108/jea-11-2018-0206.

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Purpose The purpose of this paper is to present and discuss the findings from research on the relationship between leadership theory and policy reform in Malaysia. Distributed leadership is normatively preferred in the Malaysia Education Blueprint (MEB), the country’s major policy reform document. The research was conducted in two dissimilar Malaysian states (Selangor and Sarawak). Design/methodology/approach The research was a multiple case-study design, with 14 schools (seven in each state). Sampling was purposive, with schools selected from the different bands used to categorise school perf

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W. Klar, Hans, and Curtis A. Brewer. "Successful leadership in a rural, high-poverty school: the case of County Line Middle School." Journal of Educational Administration 52, no. 4 (2014): 422–45. http://dx.doi.org/10.1108/jea-04-2013-0056.

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Purpose – In this paper, the authors present a case study of successful school leadership at County Line Middle School. The purpose of the paper is to identify how particular leadership practices and beliefs were adapted to increase student achievement in this rural, high-poverty school in the southeastern USA. Design/methodology/approach – After purposefully selecting this school, the authors adapted interview protocols, questionnaires, and analysis frameworks from the International Successful School Principalship Project to develop a multi-perspective case study of principal leadership pract

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Merenkov, Anatoly V., Natalya L. Antonova, and Natalia G. Popova. "Leadership Potential of Professional Teacher Associations in Russia: Formation of Middle Leaders." Journal of Language and Education 5, no. 3 (2019): 70–82. http://dx.doi.org/10.17323/jle.2019.9934.

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This research study is aimed at investigating distributed leadership practices in the Russian school system, of which professional teacher associations (PTA) constitute a distinct feature. In particular, we set out to investigate the PTA leadership potential, as well as the role and specific personal characteristics of middle leaders in the Russian school education system. These associations are formed by the school administration on the basis of subject areas, bringing together teachers of maths, history, etc. Teachers join PTAs on a voluntarily basis. The key function of such organisations c

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Rheaume, Julia, Jim Brandon, J. Kent Donlevy, and Dianne Gereluk. "Responsive Middle Level Teacher Education: Learning from Central Alberta Middle School Leaders." American Journal of Educational Research 7, no. 7 (2019): 445–54. http://dx.doi.org/10.12691/education-7-7-3.

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Ogurlu, Uzeyir, and Mehmet Naci Sevim. "The Opinions of Gifted Students about Leadership Training." Journal of Ethnic and Cultural Studies 4, no. 2 (2017): 41. http://dx.doi.org/10.29333/ejecs/73.

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The aim of this research was to identify gifted middle school students’ opinions and suggestions about leadership and leadership education. For this purpose, 65 gifted middle school students who have been attending the Science and Art Center were interviewed by using the focus group. The gifted students were asked open-ended questions about leadership and leadership training. Qualitative content analysis was employed. The results of the focus group interviews showed that majority of gifted students did not want to be a leader in the future because of some reasons including lack of self-confide

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Lipscombe, Kylie, Sharon Tindall-Ford, and Peter Grootenboer. "Middle leading and influence in two Australian schools." Educational Management Administration & Leadership 48, no. 6 (2019): 1063–79. http://dx.doi.org/10.1177/1741143219880324.

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Increasingly, educational systems are appreciating the importance of middle leaders leading educational improvement in schools. Schools depend on middle leaders to lead site-based educational development in areas including curriculum development, teacher professional learning and student learning improvement. Middle leaders are in a unique but complex position where they influence both executive leadership and teachers within the school organisation. Adopting case study methodology to investigate the practices and influence of middle leaders leading a school-based educational development proje

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Quinn, David M. "The impact of principal leadership behaviors on instructional practice and student engagement." Journal of Educational Administration 40, no. 5 (2002): 447–67. http://dx.doi.org/10.1108/09578230210440294.

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For decades educators have espoused the importance of the principal as the instructional leader of the school. The purpose of this study was to identify the relationship between principal leadership behaviors and teacher instructional practice descriptors. This relationship was observed among schools participating in a systemic school improvement process. The study included eight elementary, eight middle, and eight high schools in the USA. Teachers in each school were surveyed on the principal’s instructional leadership abilities. Student and teacher engagement data were collected through scho

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Weilbacher, Gary. "Rediscovering the middle school mission." Phi Delta Kappan 100, no. 6 (2019): 34–38. http://dx.doi.org/10.1177/0031721719834026.

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Middle schools were designed to promote exploration in the curriculum in a way that is appropriate for young adolescents. However, this vision has not been fully embraced, and many middle schools still function as junior versions of high school. Gary Weilbacher explores the history of the middle school movement and describes how the interdisciplinary approaches to curriculum found in the STEM, STEAM, and STREAM movements offer an opportunity for middle schools to recover their original vision. In such schools, teachers would work in interdisciplinary teams to develop curricula that enable stud

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Hennig Manzuoli, Cristina, Clelia Pineda-Báez, and Ana D. Vargas Sánchez. "School Engagement for Avoiding Dropout in Middle School Education." International Education Studies 12, no. 5 (2019): 35. http://dx.doi.org/10.5539/ies.v12n5p35.

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School engagement is a key factor in maintaining school attendance and in diminishing dropout rates. In this study, four dimensions that compose school engagement—cognitive, affective, behavioral, and agentic—were evaluated with a self-report questionnaire (Veiga, 2013), and comparisons between rural and urban schools were made. A total of 802 seventh-graders (51.2% boys and 48.8% girls), the majority of the studied children were between the ages of 12 and 13 (71.7%), attending public schools in Colombia, responded the questionnaire. The research responds to the need to examine engagement in d

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Blanchard, Jay, Judy Lewis, and James Crossman. "Technology in Middle School Reading Education:." Computers in the Schools 11, no. 3 (1995): 79–91. http://dx.doi.org/10.1300/j025v11n03_09.

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Kim, Minhyun, Hyeonho Yu, and Boung Jin Kang. "The Impact of PE Teachers’ Leadership on Middle School Students." Journal of Health, Sports, and Kinesiology 2, no. 1 (2021): 35–36. http://dx.doi.org/10.47544/johsk.2021.2.1.35.

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Physical education (PE) teachers’ leadership plays a critical role in enhancing students' learning. Each PE teacher leadership style implies a critical meaning of how a class reaches its goals and objectives effectively. Transformational leadership initially was proposed by Burns (1978). Daft (2008) defined transformational leadership as “characterized by the ability to bring about significant change in followers and the organization” (p. 356). The expectancy value theory focuses on two critical aspects: an expectation of being successful in a current or distant task and the value placed on ha

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George, Paul S. "Renewing the Middle School: The Early Success of Middle School Education." Middle School Journal 41, no. 1 (2009): 4–9. http://dx.doi.org/10.1080/00940771.2009.11461698.

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Grootenboer, Peter, and Kevin Larkin. "Middle leading small-scale school projects." International Journal of Educational Management 33, no. 7 (2019): 1733–45. http://dx.doi.org/10.1108/ijem-12-2018-0407.

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Purpose The authors argue that middle leaders are the key educators in school-based educational development. Schools often secure small-scale funding to engage in government or systemic initiatives, and these projects require a leadership “close to the classroom” if they are to realise sustainable educational gains. This leadership often comes from the middle leaders – those who practice their leading in and around classrooms. The paper aims to discuss this issue. Design/methodology/approach A single case study methodology is used to investigate two middle leaders, leading a small-scale projec

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James, Joan K., and Theresa Williams. "School-Based Experiential Outdoor Education." Journal of Experiential Education 40, no. 1 (2017): 58–71. http://dx.doi.org/10.1177/1053825916676190.

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In this research study, we hear the voices of middle school students, preservice teachers, and practicing middle school teachers in support of school-based experiential outdoor education. The benefits of engaging youth in memorably relevant learning, immersing them in physically active, field-based education, and providing them with authentic, contextualized opportunities to extend classroom-based learning are examined. This research addresses the question, “Is experiential outdoor education for middle school–aged students a valuable use of school time?” The answer is a resounding “YES!” Schoo

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Lárusdóttir, Steinunn Helga, and Eileen O’Connor. "Distributed leadership and middle leadership practice in schools: a disconnect?" Irish Educational Studies 36, no. 4 (2017): 423–38. http://dx.doi.org/10.1080/03323315.2017.1333444.

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Evans, Judith Petersen, and Michael L. Allen. "Middle School — Where the Action Is!" American String Teacher 44, no. 2 (1994): 65–67. http://dx.doi.org/10.1177/000313139404400225.

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Judith Petersen Evans received her BME at Baldwin Wallace College, her ME at Florida Atlantic University, and a Specialist Degree in Educational Leadership from Nova University. She has taught for 25 years, first in Ohio and then in Florida. She is currently orchestra director at Pine Ridge Middle School and Barron Collier High School in Naples, Florida. She has appeared as guest conductor or orchestra festivals in a number of states and is a freqwuent adjudicator and consultant to public school orchestra programs. Evans has been active in the music education field as president of the Florida

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Suhifatullah, Muhamad I., Mastur Thoyib, and Jarnawi Afgani Dahlan. "Kepemimpinan Etis Guru Dalam Pendidikan Karakter." Kelola: Jurnal Manajemen Pendidikan 7, no. 1 (2020): 14–24. http://dx.doi.org/10.24246/j.jk.2020.v7.i1.p14-24.

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This study aims to obtain data and information about the ethical leadership of teachers in character education in Tangerang City Middle School. Specifically to obtain data and information on four aspects of the ethical leadership of teachers in character education, with reference to transformational leadership, namely; 1) Idealized influence (Charismatic influence), 2) Inspirational motivation, 3) Intellectual stimulation, and 4) Individualized consideration (individual attention). This study uses a survey method with a quantitative descriptive variable approach. The population of this study w

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Ralston, Penny A., Bonnie Greenwood, Thomas Cornille, Linda L. Brown, Dykibra Gaskin, and Iris Young-Clark. "The Nutrition Education Initiative Resource Guide." Californian Journal of Health Promotion 12, no. 1 (2014): 01–15. http://dx.doi.org/10.32398/cjhp.v12i1.1551.

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Background and Purpose: With obesity in children and youth continuing to be a major health problem in the U.S., schools are considered an important setting to implement programs to address the issue but few have focused on middle school students. The purposes of this study were to: 1) determine the effectiveness of a school-based nutrition education program, the Nutrition Education Initiative (NEI) Resource Guide, in improving school lunch eating behaviors of middle school students, and 2) identify science teachers’ perceptions of the materials. Implementation: The project was implemented by 1

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Kafle, Narayan Prasad. "Lived Experiences of Middle Level Leaders in the Nepali Institutional Schools." Journal of Education and Research 3, no. 2 (2013): 59–76. http://dx.doi.org/10.3126/jer.v3i2.8398.

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This paper explicates the contextually embedded meaning of being middle level leaders in Nepali institutional schools. Using in-depth interview and protocol writing as the means of data generation, this article unearths the experience of three middle level leaders. Distributed leadership theory (Spillane, 2006) and its constructs of leadership plus aspect and leadership practice aspect provide the theoretical lens to unveil the myths and realities of being middle level leaders. All three participants shared their common acknowledgement about the significance and sensitivity of middle level lea

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KARAARSLAN SEMIZ, Güliz, and Isil ISLER BAYKAL. "Middle School Pre-Service Mathematics Teachers’ Opinions related to Mathematics Education for Sustainability." Eurasian Journal of Educational Research 20, no. 89 (2020): 1–26. http://dx.doi.org/10.14689/ejer.2020.89.6.

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Rizzo, Terry L. "Principals’ Intentions to Promote Physical Education." Journal of School Leadership 30, no. 3 (2019): 275–92. http://dx.doi.org/10.1177/1052684619887548.

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The Principals’ Attitude toward Physical Education ( PAPE) survey was used to assess public principals’ intention to promote physical education (PE). Principals ( n = 106) from randomly selected middle and high school schools in California completed the PAPE. Results indicated favorable attitudes, perceived behavioral control, and normative beliefs were associated with promoting PE. Middle school principals are more likely to promote PE than high school principals, especially if they promoted PE in the past. Principals who reported higher perceived competence along with positive professional a

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Bush, Tony, and Derek Glover. "School leadership and management in South Africa." International Journal of Educational Management 30, no. 2 (2016): 211–31. http://dx.doi.org/10.1108/ijem-07-2014-0101.

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Purpose – The purpose of this paper is to provide a systematic review of the literature on school leadership and management in South Africa, linked to the 20th anniversary of democratic government and integrated education. Design/methodology/approach – The authors conducted a systematic review of all published work since 2007 with a more selective review of sources before 2007. Findings – The findings show emerging evidence about the development of school leadership and management in South Africa but they also highlight on-going challenges, including poor learner outcomes, conflict with teache

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Shields, Carolyn M., and Kristina A. Hesbol. "Transformative Leadership Approaches to Inclusion, Equity, and Social Justice." Journal of School Leadership 30, no. 1 (2019): 3–22. http://dx.doi.org/10.1177/1052684619873343.

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The purpose of this article is to examine the leadership beliefs and practices of three school leaders in a large urban school district in the Rocky Mountain West to determine whether any are consistent with transformative leadership. We sought to (a) describe the challenges faced by these school leaders in addressing the needs of changing populations, (b) understand the ways in which these educators conceptualize an equitable education for all, and (c) identify the inclusive practices that they implement to ensure a socially-just education for all. This study used a transformative, multiple c

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Weiss, Christopher C., and Lindsay Kipnes. "Reexamining Middle School Effects: A Comparison of Middle Grades Students in Middle Schools and K–8 Schools." American Journal of Education 112, no. 2 (2006): 239–72. http://dx.doi.org/10.1086/498996.

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Ellison, Douglas W., and Amelia Mays Woods. "Physical education teacher resilience in high-poverty school environments." European Physical Education Review 25, no. 4 (2018): 1110–27. http://dx.doi.org/10.1177/1356336x18800091.

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The purpose of this study was to investigate how the organizational context within high-poverty schools influences physical education (PE) teacher resilience. This study used an exploratory multiple case study design grounded in resilience theory. School administrators can create environments that either support or inhibit teachers’ attitudes about their jobs by the organizational structures and cultures they create in schools and through the relationships they foster. Because teacher attrition has a negative influence on the educational system, especially in high-poverty schools, providing re

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Murphy, Marie. "The practices of school middle leadership. Leading professional learning." Journal of Educational Administration and History 52, no. 4 (2019): 448–50. http://dx.doi.org/10.1080/00220620.2019.1685956.

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Jambunathan, Saigeetha, J. D. Jayaraman, Keerthi Jayaraman, and Adithi Jayaraman. "Effect of Peer-Led Leadership Workshops on Leadership Skills Among Middle School Students in India." Journal of Research in Childhood Education 33, no. 3 (2019): 399–413. http://dx.doi.org/10.1080/02568543.2019.1608336.

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Serin, Hüseyin, and Arzu Akkaya. "The Relationship Between School Principals’ Perceived Transformational Leadership Behavior and Teachers’ Motivation." International Education Studies 13, no. 10 (2020): 70. http://dx.doi.org/10.5539/ies.v13n10p70.

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The current study aims to determine whether there is a relationship between transformational leadership and teachers&rsquo; motivation and whether this relationship if any, differs significantly based on various demographic variables. Within the framework of this aim, two scales were applied to 418 teachers working at primary, middle, and high schools in Istanbul. The data collection tools used in the study are the &ldquo;Multidimensional Work Motivational Scale&rdquo; developed by Gagn&eacute; et al. (2010), and the &ldquo;Transformational Leadership Scale&rdquo; devel

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Petzko, Vicki N., Donald C. Clark, Jerry W. Valentine, Donald G. Hackmann, John R. Norn, and Stephen E. Lucas. "Leaders and Leadership in Middle Level Schools." NASSP Bulletin 86, no. 631 (2002): 3–15. http://dx.doi.org/10.1177/019263650208663102.

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Rina, Lelahester, Wiedy Murtini, and Mintasih Indriayu. "Entrepreneurship Education: Is It Important for Middle School Students?" Dinamika Pendidikan 14, no. 1 (2019): 47–59. http://dx.doi.org/10.15294/dp.v14i1.15126.

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The aim of this research is to know the important role of the entrepreneurship education program in the school institution. Entrepreneurial trait is needed in any fields of work regarding to the technology development today. Thus, entrepreneurial education needs to be applied in any levels of education as it has an important role for preparing skillful and creative graduates. This study focused on the interesting phenomena of the school effort in integrating entrepreneurship to other subjects and also the application of the entrepreneurship in Satya Wacana Christian Junior and Senior High Scho

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Strom, Paris S., and Robert D. Strom. "Cheating in Middle School and High School." Educational Forum 71, no. 2 (2007): 104–16. http://dx.doi.org/10.1080/00131720708984924.

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Hudson, Suzanne, and Peter Hudson. "How Can Australia Sustain Middle School Education?" International Journal of Pedagogy and Curriculum 19, no. 4 (2013): 31–41. http://dx.doi.org/10.18848/2327-7963/cgp/v19i04/58990.

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Sim, Jae-kyeong. "Reading Education in Middle School Classical Chinese." Han-Character and Classical written language Education 21 (November 30, 2008): 97–125. http://dx.doi.org/10.15670/hace.2008.21.1.097.

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Tenoschok, Mike. "A True Middle School Physical Education Program." Journal of Physical Education, Recreation & Dance 87, no. 6 (2016): 9–15. http://dx.doi.org/10.1080/07303084.2016.1192935.

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Siegel, Donald. "Middle School Students’ Attitudes Toward Physical Education." Journal of Physical Education, Recreation & Dance 78, no. 9 (2007): 9. http://dx.doi.org/10.1080/07303084.2007.10598090.

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Subramaniam, Prithwi Raj, and Stephen Silverman. "Middle school students’ attitudes toward physical education." Teaching and Teacher Education 23, no. 5 (2007): 602–11. http://dx.doi.org/10.1016/j.tate.2007.02.003.

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Hudson, Peter. "Middle School Science Education for Sustainable Living." Middle School Journal 38, no. 4 (2007): 43–47. http://dx.doi.org/10.1080/00940771.2007.11461592.

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Scruggs, Philip W. "Middle School Physical Education Physical Activity Quantification." Research Quarterly for Exercise and Sport 78, no. 4 (2007): 284–92. http://dx.doi.org/10.1080/02701367.2007.10599426.

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Budlong, Cheryl, and Mary Franken. "Sexuality Education in the Middle School Curriculum." Middle School Journal 23, no. 3 (1992): 29–33. http://dx.doi.org/10.1080/00940771.1992.11496046.

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Trusty, Jerry, Spencer Niles, and JoLynn Carney. "Education-Career Planning and Middle School Counselors." Professional School Counseling 9, no. 2 (2005): 136–43. http://dx.doi.org/10.5330/prsc.9.2.2ntu217u8v551821.

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