Relevant bibliographies by topics / Educational leadership|School administration|Teacher education

Contents

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

Academic literature on the topic 'Educational leadership|School administration|Teacher education'

Author: Grafiati
Published: 9 July 2021
Last updated: 7 February 2022

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Journal articles on the topic "Educational leadership|School administration|Teacher education"

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Ertem, Hasan Yücel. "Relationship of School Leadership with School Outcomes: A Meta-Analysis Study." International Education Studies 14, no. 5 (2021): 31. http://dx.doi.org/10.5539/ies.v14n5p31.

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Administration and governance of schools in Turkey have a complex structure and process. Within the centralized structure, the procedures in educational activities are managed by school principals. In the Turkish literature, there are studies showing leadership styles of school leaders based on the leadership theories borrowed from different contexts. Furthermore, these leadership styles are linked to school outcomes like academic achievement and teacher motivation. Thus, catching compatible sides of leadership theories may serve to improve this kind of school outcomes. In these respects, the
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Frost, David. "Teacher leadership and educational innovation." Zbornik Instituta za pedagoska istrazivanja 42, no. 2 (2010): 201–16. http://dx.doi.org/10.2298/zipi1002201f.

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This national conference was arranged by the Ministry of Education to support the drive to modernize the education system as a whole. This paper is based on David Frost?s presentation which explored the links between a transformative view of education, the nature of innovation and the need to develop teacher leadership. It is argued that, in transformative education, learning centres on the cultivation of capacities and dispositions. These are exemplified and illustrated. Key concepts such as agency, meta-learning, self-regulation and their link to citizenship are explained. The distinction is
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Murphy, Joseph, Karen Seashore Louis, and Mark Smylie. "Positive school leadership." Phi Delta Kappan 99, no. 1 (2017): 21–24. http://dx.doi.org/10.1177/0031721717728273.

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In November 2015, the National Policy Board for Educational Administration — a coalition of nine professional associations — adopted the Professional Standards for Educational Leaders (PSEL), a set of guidelines for the training, certification, hiring, evaluation, and supervision of school principals and superintendents. While it draws heavily from the earlier standards published by the Interstate School Leaders Licensure Consortium in 2008, PSEL is distinguished by a positive, asset-based approach to school management and leadership.
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Garg, Naval. "Exploring role of gratitude in developing teacher leadership in Indian universities." International Journal of Educational Management 34, no. 5 (2020): 881–901. http://dx.doi.org/10.1108/ijem-07-2019-0253.

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PurposeThe benefits of teacher leadership have attracted the attention of policymakers, practitioners and researchers. It is increasingly advocated as one of the most crucial and indispensable components of the school, college and university administration. The present study tends to investigate the role of gratitude in developing teacher leadership through examining sufficiency and necessity of thankfulness for educational leadership.Design/methodology/approachThe study explores sufficiency and necessity of gratitude for seven dimensions of educational leadership with the help of correlation,
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Young, Michelle D., Kathleen M. Winn, and Marcy A. Reedy. "The Every Student Succeeds Act: Strengthening the Focus on Educational Leadership." Educational Administration Quarterly 53, no. 5 (2017): 705–26. http://dx.doi.org/10.1177/0013161x17735871.

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Purpose: This article offers (a) an overview of the attention federal policy has invested in educational leadership with a primary focus on the Every Student Succeeds Act (ESSA), (b) a summary of the critical role school leaders play in achieving the goals set forth within federal educational policy, and (c) examples of how states are using the opportunity afforded by the focus on leadership in ESSA. Findings: Through the examination of federal policy and existing research in this arena, we review the level of attention paid to educational leadership within Elementary and Secondary Education A
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Sun, Jingping. "Conceptualizing the critical path linked by teacher commitment." Journal of Educational Administration 53, no. 5 (2015): 597–624. http://dx.doi.org/10.1108/jea-05-2013-0063.

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Purpose – The purpose of this paper is to propose a critical path through which school leadership travels to students by highlighting the importance of teacher commitment. Design/methodology/approach – Using both meta-analytic and narrative review methods, this paper systematically reviews the evidence in the past 20 years about the conceptualizations and measurements of teacher commitment and its relationships with principal leadership and student learning. Findings – This paper presents: first, the four dimensions of teacher commitment and the ten constituents involved in the conceptualizati
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Sanford, Katherine, Tim Hopper, Kerry Robertson, Laura Lancaster, and Vivian Collyer. "Sustainable Leadership Supporting Educational Transformation." in education 25, no. 2 (2019): 3–22. http://dx.doi.org/10.37119/ojs2019.v25i2.433.

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The world, influenced by 21st century technologies and ecological challenges, has rapidly changed with more ability to “connect” locally and globally and more opportunities to learn from a range of sources. As a result, our learners and their needs have changed. With such rapid changes, conceptions of educational leadership need to reflect these changes utilizing the complexities of the role in society. As a group of educators who work in a School District, Ministry of Education and University teacher education programs, we ask how educational leaders in school districts and teacher education
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Angelle, Pamela, and Ginger M. Teague. "Teacher leadership and collective efficacy: teacher perceptions in three US school districts." Journal of Educational Administration 52, no. 6 (2014): 738–53. http://dx.doi.org/10.1108/jea-02-2013-0020.

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Purpose – Collective efficacy and teacher leadership, two constructs central to school reform, were examined in this quantitative study of three school districts. The purpose of this paper is to examine the relationship between teacher perceptions of the extent of teacher leadership and the extent of collective efficacy. Research was guided by the following questions: Do teachers who perceive a strong sense of collective efficacy also perceive a greater extent of teacher leadership in their schools? Are there differences in perceptions of collective efficacy and the factors of teacher leadersh
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Lamanauskas, Vincentas. "TEACHER-EDUCATOR VERSUS TEACHER-LEADER." Problems of Education in the 21st Century 72, no. 1 (2016): 4–5. http://dx.doi.org/10.33225/pec/16.72.04.

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Recently, in Lithuanian educational discourse there has been a lot of discussion about leadership. This has become so popular phenomenon that quite often one even does not go deep into the most important parameters of this phenomenon. Leadership phenomenon is not a very new thing, having started to be investigated more exhaustively as far back as the second half of the 20th century, however, over the last decade a lot of attention has been devoted to this in Lithuania. One can reasonably assert, that this is even a matter of fashion. During the aforementioned period, various questions such as
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Silins, Halia C. "Leadership Characteristics and School Improvement." Australian Journal of Education 38, no. 3 (1994): 266–81. http://dx.doi.org/10.1177/000494419403800306.

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School leadership has been recognised as a critical element in school improvement and reform Theories about educational leadership have become closely aligned with theories about effective leadership in business, industrial and military settings. The concept of transformational leadership is a recent interpretation of the kind of leadership required to promote educational restructuring and improvement. Survey data from Canadian schools involved in school improvement programs were examined for evidence of relationships between principals' leadership behaviours and school outcomes. Using multipl
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Dissertations / Theses on the topic "Educational leadership|School administration|Teacher education"

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Carroll, Diane F. "Teacher Morale As Related to School Leadership Behavior." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2651.

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The problem of this study was to identify the leadership behaviors of principals that affect teacher morale positively and negatively. Elementary schools containing a combination of kindergarten through eighth grade were included in this study. The study was conducted during the spring semester of the 1991-92 school year. The Leader Behavior Description Questionnaire--Form XII was the instrument used to assess principals' perception of their own leader behavior. The Purdue Teacher Opinionaire was the instrument used to measure teacher morale. After the population was clustered
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Spencer, Amy Jo Marie. "Leadership for School-Based Teacher Learning and Development in an Era of Reform and Accountability| A Complex Phenomenon." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=13421767.

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<p> This basic interpretive study explored teacher and principal perceptions of reform and accountability and how these perceptions influenced leadership for school-based teacher development and learning. Complexity leadership theory served as the theoretical lens for the study and provided a holistic view of how reform and accountability served as tensions for enacted leadership roles both within and without the complex adaptive system of teacher learning and development. Four principals and twelve teachers participated in this study and reflected a maximum variation sample of teachers and pr
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McQuestion, Rebecca J. "How School Administrators Respond to Teacher Affect." Thesis, University of California, San Diego, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10133828.

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<p> The teacher-student relationship is a vital component to the social, emotional, and academic growth of students. Nationwide the one constant in teachers&rsquo; classrooms are the observations by administrators. Administrators play a supporting role for students and teachers in our modern educational system. </p><p> The present case study examined four middle schools in a school district in Southern California. Four principals, four assistant principals, six teachers, and one superintendent of human resources were interviewed. Classroom observations with administrators were also conducted
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Abitabile, Antonio W. "The Leadership Effect of School Principals on Teacher Retention in Urban High Schools." Thesis, Sage Graduate School, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10975002.

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<p> Small City School Districts across New York State are becoming increasingly fearful of losing newly hired, highly talented teachers. In the United States, 8% of teachers leave the profession annually and greater than 50% quit teaching before reaching retirement age (Sutcher, 2016). A study done on teacher retention decisions in New York City revealed lack of administrative support as one of the top five reasons for teacher attrition (Boyd, Grossman, Ing, Lankford, Loeb &amp; Wyckoff, 2011). The importance of a teacher&rsquo;s effect on student achievement cannot be overstated. Teachers hav
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Mascelli, Meghan Smith. "A Case Study of Initiating Mentoring in an Urban Charter School." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10076395.

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<p> A Case Study of Initiating Mentoring in an Urban Charter School Most states exempt public charter schools from state policy that regulates the mentorship of new teachers. Regardless, there are charter systems that develop teacher mentor programs on their own. These system-created programs can create a dichotomy between charter expectation and mentor/mentee experience. Utilizing a case study approach, this dissertation offers a unique view into this phenomenon, by examining the inaugural year of a mid-sized urban charter system&rsquo;s effort to design and implement a teacher mentoring supp
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Rashad, Kaleb. "Teacher Perceptions of Trust| Principal Behaviors and School Practices." Thesis, Azusa Pacific University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10825910.

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<p> We are experiencing powerful and exponential shifts in our economy (Schwab, 2015), marked by rapid advancements in automation, information technology, and robotics (Ford, 2016) and the displacement of millions of Americans in the middle class (Goldin &amp; Katz, 2008; Keeley, 2015; Pew Research Center, 2015). Our current education paradigm is &ldquo;no longer effective&rdquo; (Zhao, 2016) to prepare students/graduates for a dynamic, volatile, and ambiguous future. These economic shifts have profound social and political impacts. In order for schools to retool and transform, trust creation
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Forte, Jill D. "Principal leadership style and teacher commitment in the Indiana school choice scholarship program environment." Thesis, Indiana Wesleyan University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3742966.

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<p> Transformational leaders seek to make disciples of their followers. They strive to elevate followers to a position of empowerment in order to realize mutual goals. There is evidence that transformational leadership is effective during change initiatives. In the United States, the field of education is in constant flux as lawmakers address national educational concerns, particularly as students are compared with their peers internationally with disappointing results. Reform measures, standards-based education, and federal and state policies affect teachers, who are the leaders in their clas
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Asare, Kwame Bediako. "Understanding the Transformational Leadership Practices of Colleges of Education Principals." Thesis, Northcentral University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10179127.

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<p> Leadership is important to the effective functioning of organizations. In education, what leaders do influences pedagogy and student learning. While knowledge on transformational leadership (TL) has been developed from transnational studies, what leaders actually do may not be the same in Ghana due to influences of contextual factors. The specific problem is the lack of knowledge on the TL practices and the factors that influence the leadership practices of the college of education (CoE) principal in Ghana. The purpose of this case study was to identify the nature of the TL practices of Gh
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Kish, Paul M. Kish. "The Virtual School Teacher Evaluation Process." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent153173938212727.

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Baker, Robert L. "Perceptions of School Administrators Regarding the Benefits of Teacher Induction Programs." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10241944.

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<p> As rates of teacher attrition continue to increase across the United States, school districts are trying to determine effective methods of retaining quality teachers for their classrooms (Ingersoll, 2012). Comprehensive teacher induction programs have shown to decrease rates of teacher attrition when implemented over a multiple-year span (Goldrick, 2016). This has created the need for school districts to determine if the costs associated with the implementation of comprehensive teacher induction programs are worthwhile investments. This study involved an examination of the perceptions o
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Books on the topic "Educational leadership|School administration|Teacher education"

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Harris, Alma. Improving schools through teacher leadership. Open University Press, 2005.

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J, Reed Rodney, ed. Educational administration and policy: Effective leadership for American education. 2nd ed. Allyn and Bacon, 1991.

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J, Reed Rodney, ed. Educational administration and policy: Effective leadership for American education. Prentice-Hall, 1986.

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A, Alston Judy, and Snowden Petra E, eds. School leadership & administration: Important concepts, case studies, & simulations. 7th ed. McGraw-Hill, 2007.

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Dosen, Anthony J., and Barbara S. Rieckhoff. Catholic school leadership. Information Age Publishing, Inc., 2016.

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A, Alston Judy, ed. School leadership and administration: Important concepts, case studies & simulations. 8th ed. McGraw-Hill, 2010.

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Hoyle, Eric. Educational leadership: Ambiguity, professionals and managerialism. SAGE Publications, 2005.

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Hoyle, Eric. Educational leadership: Ambiguity, professionals and managerialism. SAGE, 2005.

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E, Snowden Petra, ed. School leadership and administration: Important concepts, case studies, and simulations. 4th ed. Brown & Benchmark, 1993.

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A, Gorton Richard, ed. School leadership and administration: Important concepts, case studies, and simulations. 3rd ed. W.C. Brown Publishers, 1987.

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Book chapters on the topic "Educational leadership|School administration|Teacher education"

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Day, Chris, and Alma Harris. "Teacher Leadership, Reflective Practice, and School Improvement." In Second International Handbook of Educational Leadership and Administration. Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-010-0375-9_32.

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Barber, Michael. "Education Reform, Management Approaches and Teacher Unions." In International Handbook of Educational Leadership and Administration. Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1573-2_6.

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Mansor, Mahaliza, Jamal Nordin Yunus, and Fanny Kho. "The Development of Teacher Leadership Inventory in Malaysian Educational Context." In Technology Supported Innovations in School Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48194-0_11.

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Beycioglu, Kadir, Ali Çağatay Kılınç, and Mahmut Polatcan. "The ‘Westernised’ Map of the Field of Educational Administration in Turkey and Dominant Perspectives in School Leadership Education." In Teaching Educational Leadership in Muslim Countries. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6818-9_8.

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Tejero Hughes, Marie, Daniel M. Maggin, Courtney Lynn Barcus, and Amanda Passmore. "Special Education Teacher Leadership." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6500-1.ch007.

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The implementation of effective inclusive school practices requires strong leadership and understanding of procedures, services, and programming for students with disabilities. While school administrators often provide instructional leadership, many do not have preparation in special education, undermining their ability to enact a schoolwide vision for inclusive practices. This chapter provides an overview and summarizes the findings of four special education teacher leadership studies conducted over a three-year period to learn how school leaders can effectively support special educators in teacher leadership and promote inclusive practices that support the success of all students. The authors highlight four major themes (school culture, collaboration, process, and aspiration) that emerged from this series of studies. The chapter describes each theme and how they relate to supporting special education teacher leadership to enhance inclusionary practices in schools.
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Tran, Annie Nguyen. "Teacher Leadership in Special Education." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6500-1.ch006.

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This chapter addresses the impact of the traditional hierarchical system of organizational leadership on K-12 schools, particularly in special education. This model of leadership distinguishes leaders, such as school principals, from non-leaders, such as teachers and school staff. For special education teachers, this passé model of leadership becomes a barrier for professional growth by limiting the opportunities for teacher leadership in special education. In order for special education teachers to pursue leadership positions in the K-12 education system, teachers likely have to give up their teaching identities in exchange for new roles and responsibilities. With a limitation of research in the area of teacher leadership in special education, there is a need for discussion on how special education teachers can use their expertise to influence school administrators and staff towards equitable and inclusive organizational change.
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Pepin, Gina. "Teacher Leadership." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0669-0.ch014.

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This chapter focuses on teachers as literacy leaders in P-12 urban and suburban schools. A review of research highlights teacher leadership implementation, organizational approaches, and current leadership models and standards. Chapter components outline the evolution of traditional and nontraditional roles and responsibilities for teacher leaders, teacher leadership qualities, teacher leadership models and theories, and teacher leadership preparation programs. Secondly, teacher leadership workplace resistance and weaknesses in current teacher preparation programs are discussed. Thus, this chapter provides recommendations for teacher leaders and teacher leadership preparation programs facing challenges associated with distributed leadership and transformational change. Finally, this chapter focuses on literacy leadership as a catalyst for improving practices and driving school-wide reform at the P-12 level.
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Shaimemanya, Cornelia Ndahambelela Shimwooshili, and Sadrag Panduleni Shihomeka. "Green School Leadership." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5858-3.ch016.

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The purpose of the chapter was to examine the leadership practices of school principals whose agenda is to green the schools in an effort to achieve sustainability in Namibia and build environmental knowledge of the Namibian secondary school learners. The study was qualitative and used a purposive sampling of eight teachers and environmental clubs at three selected schools in the Khomas education region. The results revealed that these teachers hold a non-remunerative position of coordinating for the Environmental Club as an extra-mural responsibility and they were doing it because of their natural love for the environment and interest in educating the young and future generations about sustainability/sustainable living. The chapter recommends that the school management should provide maximum support to the practicing and responsible green school project coordinators at various schools to motivate and guide them when necessary.
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Bisaso, Ssali Muhammadi. "Complexity of School Leadership in the Wake of Teacher Insularity." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0460-3.ch009.

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The interest to all actors and observers within educational arena denotes a long-term trend of expansion of educational professionalism accompanied by a continuous debate about its desirability, and a perennial instability or dynamic of the structures within education systems. Over the years, however, the emphasis placed on shape of professionalism in education systems has varied substantially to reflect the complexity contained therein from a purely managerial and leadership perspective. Moreover, we observe considerable changes of ‘'views and controversies'' concerning the most desirable quality and structure of teacher interaction and professionalism in educational institutions. This chapter explores the state of teacher interaction and collaboration in educational institutions as well as dissecting implications of same for management and leadership in schools. The study is deemed an eye opener to managers, leaders in schools to ‘mind the gap' that is teacher insularity if they are to effectively achieve the very best out of them.
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Adjei-Boateng, Emmanuel, and Joseph Ezale Cobbinah. "Secondary School Teacher Preparation in the Age of Inclusive Education." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7703-4.ch003.

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All students have the right to quality educational experiences that is inclusive. For this to become a reality, there is a need to have teachers who respect and appreciate diversity and are capable creating inclusive educational experiences that support diverse students learning need. This chapter attempts to look at how secondary teacher education programs can prepare preservice teachers who understand diversity and are capable of integrating inclusive education strategies in their teaching. It examines how inclusive education can become an integral part of the processes and procedure involved in secondary teacher education programs.
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Conference papers on the topic "Educational leadership|School administration|Teacher education"

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Juharyanto, Juharyanto, Ahmad Yusuf Sobri, and Ahmad Nurabadi. "The Principal Leadership in Strengthening Elementary School Education Character." In 3rd International Conference on Educational Management and Administration (CoEMA 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/coema-18.2018.50.

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Kusmiati, Kusmiati, and Endang Hermawan. "Leadership of School Heads in Developing Potentials of Teacher Performance in Basic School." In Proceedings of the 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icream-18.2019.62.

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Nurkolis, Nurkolis. "Teacher Deployment Policy Towards the Effective School Management." In 6th International Conference on Educational, Management, Administration and Leadership. Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.90.

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Nurlatifah, Siti, Aan Komariah, and Dedy Achmad Kurniady. "The 21st Century Leadership for Productive School in Indonesian Education." In Proceedings of the 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icream-18.2019.47.

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Rusnati, Ius, and Mohammad Fakry Gaffar. "Implementation of Principal’s Digital Leadership in Communication and Teacher Professional Development at School." In 4th International Conference on Research of Educational Administration and Management (ICREAM 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210212.018.

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Priyanti Pujihandayani, Rivolan. "Development Coaching Model of Through School Improve Professionals Teacher In Vocational High School." In 2nd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/aisteel-17.2017.49.

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Refsanjani, Sufyarma Marsidin, and Hadiyanto. "Contribution of Principal Situational Leadership and School Climate to the Implementation of Teacher Task at Public Elementary School." In Proceedings of the Padang International Conference on Educational Management And Administration (PICEMA 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/picema-18.2019.49.

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Hafni, Yulia, Darwin, and Zulkifli Matondang. "Effects of Principal Leadership, School Climate and Teacher Achievement Motivation to Teachers Work Commitment." In Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/aisteel-19.2019.167.

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Nurdianti, Lia, and Diding Nurdin. "Instructional Leadership in Improving the Quality of Elementary School Education in Bandung." In Proceedings of the 3rd International Conference on Research of Educational Administration and Management (ICREAM 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.200.

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Radzi, Norfariza Mohd. "Strategic Financial Planning in Malaysia's National School: New Strategies for Education Transformation." In 6th International Conference on Educational, Management, Administration and Leadership. Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.97.

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Reports on the topic "Educational leadership|School administration|Teacher education"

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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core c
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Peng, Wen-Jung, and Thomas Sally. Improving Educational Evaluation and Teacher Development: Using Value Added Measures of School Performance in China. Unknown, 2012. http://dx.doi.org/10.35648/20.500.12413/11781/ii152.

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Lavadenz, Magaly, Elvira Armas, and Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.

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Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their dev
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Cilliers, Jacobus, Eric Dunford, and James Habyarimana. What Do Local Government Education Managers Do to Boost Learning Outcomes? Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/064.

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Decentralization reforms have shifted responsibility for public service delivery to local government, yet little is known about how their management practices or behavior shape performance. We conducted a comprehensive management survey of mid-level education bureaucrats and their staff in every district in Tanzania, and employ flexible machine learning techniques to identify important management practices associated with learning outcomes. We find that management practices explain 10 percent of variation in a district's exam performance. The three management practices most predictive of perfo
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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we condu
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Baloch, Imdad, Tom Kaye, Saalim Koomar, and Chris McBurnie. Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children. EdTech Hub, 2020. http://dx.doi.org/10.53832/edtechhub.0026.

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The COVID-19 pandemic has resulted in mass school closures across the world. It is expected that the closures in low- and -middle-income countries (LMICs) will have long-term negative consequences on education and also on broader development outcomes. Countries face a number of obstacles to effectively delivering alternative forms of education. Obstacles include limited experience in facing such challenges, limited teacher digital and pedagogical capacity, and infrastructure constraints related to power and connectivity. Furthermore, inequalities in learning outcomes are expected to widen with
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Lavadenz, Magaly, and Anaida Colón-Muñiz. The Latin@ Teacher Shortage: Learning from the Past to Inform the Future. Loyola Marymount University, 2017. http://dx.doi.org/10.15365/ceel.policy.5.

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This policy brief explores trends in U.S. K-12 Hispanic student enrollment vs. the Hispanic teacher workforce as a way to call attention to the bilingual teacher shortage. Successful examples of past efforts to increase the number of Latino and bilingual teachers are reviewed and the following policy recommendations are made: 1) expand investment in grow your own initiatives that recruit students in middle and high school students and emerging educational paraprofessionals into the bilingual teacher pipeline; 2) establish regional teacher preparation and professional learning centers and conso
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Boda, Phillip, and Steven McGee. Supporting Teachers for Computer Science Reform: Lessons from over 20,000 Students in Chicago. The Learning Partnership, 2021. http://dx.doi.org/10.51420/brief.2021.1.

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As K12 computer science education is expanding nationwide, school districts are challenged to find qualified computer science teachers. It will take many years for schools of education to produce a sufficient number of certified computer science teachers to meet the demand. In the interim courses like Exploring Computer Science (ECS) can fill the gap. ECS is designed to provide a robust introduction to computer science and the accompanying professional development is structured such that a college level understanding of computer science is not required. This brief summarizes research with 20,0
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Ajzenman, Nicolás, Gregory Elacqua, Diana Hincapié, et al. Do You Want to Become a Teacher?: Career Choice Motivation Using Behavioral Strategies. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003325.

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Qualified teachers are a fundamental input for any education system. Yet, many countries struggle to attract highly skilled applicants to the teaching profession. This paper presents the results of a large-scale intervention to attract high performing high-school students into the teaching profession in Chile. The intervention was a three-arm email campaign which made salient three types of motivations typically associated with the teaching profession: intrinsic/altruistic, extrinsic, and prestige-related. The objective was to identify which type of message better appealed to high performing s
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