Literatura académica sobre el tema "Teaching and Curriculcum Leadership (Theses)"
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Artículos de revistas sobre el tema "Teaching and Curriculcum Leadership (Theses)"
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Rutkiene, Ausra y Ilona Tandzegolskiene. "APPROACHES TO THE LEADERSHIP IN EDUCATION". SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (28 de mayo de 2021): 549–59. http://dx.doi.org/10.17770/sie2021vol1.6374.
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The concept of leadership in education has been influenced by several disciplines: sociology, psychology, political science, economics, philosophy (Simkins, 2005, English, 2006). The development of the concept of leadership has also been greatly influenced by the analysis of organizational systems from a sociological perspective (English, 2006).The analysis of scientific literature shows that the concept of leadership in education is analyzed and presented by many authors from different points of view. Leadership in education is analyzed by emphasizing the position of administration and management, reviewing changes in the school system and leadership models that help to implement systemic changes in school, focusing on the learning process and curriculum development, emphasizing leadership in higher education, narrative, historical context, and meta-analysis.The results of the focus group with higher education staff show that leadership in higher education covers a wide range of activities: administration, management, teaching, research, supervision of final theses, decision-making in projects - basically sociological, political, administrative, philosophical aspects of leadership are incorporated.
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Johnson, Elizabeth D., Fiona L. Bird, Jeanette Fyffe y Emma Yench. "Champions or Helpers: Leadership in Curriculum Reform in Science". Journal of University Teaching and Learning Practice 9, n.º 3 (1 de julio de 2012): 74–90. http://dx.doi.org/10.53761/1.9.3.7.
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This study describes the perceptions of embedded teaching and learning leadership teams working on curriculum reform in science teaching departments. The teams combined a formally recognised leader, School Director of Learning and Teaching, with a project-based, more junior academic, Curriculum Fellow, to better leverage support for curriculum reform. Teams were established on the principles of localizing support and maximising credibility with discipline staff. The core teams were supported by a larger Faculty team of Associate Dean Academic, academic developer, educational designer, first year coordinator and project manager. Key themes emerging from the collected data were the complementary roles of members of the team, different perceptions of leadership between the School Directors of Learning and Teaching and the Curriculum Fellows, the importance of acting locally within the disciplines and the synergistic value of working in a team. The combination of formal and informal leadership aggregated into the FSTE School teams offers a model to support sustainable improvement in science teaching and learning in higher education.
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Zou, Ping, Lauren Easton, Emily Mudrick, Stephanie Grzelak y Rick Vanderlee. "Strengths-based student-led presentations in clinical reflection seminars: Narratives of learning experiences". Journal of Nursing Education and Practice 8, n.º 3 (2 de noviembre de 2017): 48. http://dx.doi.org/10.5430/jnep.v8n3p48.
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According to the strengths-based care theory, the strengths-based student-led presentation was designed and implemented in order to improve learning and teaching experiences in clinical reflection seminars. This paper describes learning experiences of both the instructor and the learners, explores common narrative themes, and discusses future implications of strengths-based applications in undergraduate nursing education. Through reflection on learning experiences, four themes, including creating a caring and empathetic learning environment, an open self-directed curriculum design, reciprocal learning, and leadership to influence peers and practicum, have been explored.
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Mai, Daniel H., Heather Newton, Peter R. Farrell, Paul Mullan y Rupa Kapoor. "Assessment of Clinical Leadership Training Needs in Senior Pediatric Residents". Journal of Medical Education and Curricular Development 8 (enero de 2021): 238212052098859. http://dx.doi.org/10.1177/2382120520988593.
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Introduction: Although clinical leadership in physicians is associated with improved healthcare, leadership training is rarely integrated into residency training. Our objective was to perform a comprehensive needs assessment of our pediatric residents’ existing leadership experiences and knowledge and to identify training gaps within our program. Methods: First, we held focus groups with senior pediatric residents to understand their clinical leadership experiences and identify training needs. Notes were transcribed and independently coded by 2 researchers, with thematic saturation achieved. Next, we focused each session on 1 leadership content area identified from the aforementioned themes to better understand the specific training needs for each topic. Results: Four major themes were identified: (1) Effective and timely communication with supervisors, learners, ancillary staff, and patients is indispensable in promoting safe patient care, avoiding conflict, and preventing misunderstanding. (2) Training in teaching methods is desired, especially gaining the skills needed to teach various levels of learners, in different settings and under time constraints. (3) Time management, availability of resources, and team logistics were often learned through trial-and-error. (4) Self-care, self-acceptance, emotional regulation, and peer debriefing are relied upon to manage negative emotions; rarely are resilience and wellness strategies employed in “real-time.” Conclusion: Senior residents currently face gaps in clinical leadership training and may benefit from additional instruction in content areas related to these 4 themes. Our next steps are to utilize the identified themes to develop a longitudinal and skills-based clinical leadership curriculum to address the gap in graduate medical education.
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Galang, Aljon Delmo. "Teachers’ Critical Reflections on the New Normal Philippine Education Issues: Inputs on Curriculum and Instruction Development". International Journal of Social Learning (IJSL) 1, n.º 3 (4 de agosto de 2021): 236–49. http://dx.doi.org/10.47134/ijsl.v1i3.43.
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Due to the COVID-19 pandemic, the Philippine educational landscape is greatly affected. This education issue concerns the country's curriculum and instruction (CIN), covering students' learning, delivery modalities, competencies, teachers' characteristics, and community involvement. Nonetheless, the CIN must be developed, considering the students, teachers, community, and the pressing challenges in the teaching-learning process, promoting quality education while considering the pandemic, by looking into teachers' perspectives. This qualitative research used content analysis to derive insights from the critical reflections of sixteen (16) teacher participants. It aims to present the participants' reflections on the New Normal education issues, leading to curriculum and instruction development inputs. Furthermore, the emerging themes are (a) essentiality and feasibility in choosing learning competencies; (b) good quality, flexibility, sustainability, and safety in choosing learning modalities; (c) learning materials' alignment, sufficiency, and proper distribution; (d) devotion, adaptability, and helpfulness of teachers; (e) reaching out students and task individualization; and (f) leadership and involvement needed to achieve success in education. Moreover, the findings suggest that the New Normal classroom requires a curriculum and instruction, teacher, leadership, and involvement adaptive and flexible of the changing and multifaceted educational landscape brought by the persisting disease.
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Keevy, Zondre y Juliet Perumal. "Promoting transformational leadership practices of retail managers". Journal of Management Development 33, n.º 10 (7 de octubre de 2014): 919–31. http://dx.doi.org/10.1108/jmd-05-2012-0057.
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Purpose – The pursuit of knowledge should be the objective of managers in the workplace, both for the purpose of empowerment and to achieve financial objectives. It is important that retail managers have a need to solidify their transformational leadership knowledge, which ultimately could increase their capacity to excel. The paper aims to discuss these issues. Design/methodology/approach – A structured management development programme (MDP), consisting of a comprehensive spectrum of retail management and leadership theory and practices, was designed to develop transformational leadership by using transformational teaching and learning strategies. The sample for this study consisted of seven retail managers from a group of 20 managers, employed by Retek, the largest independent retail pharmacy group in South Africa. A focus group interview identified the dominant themes and produced a landscape to understand the retail managers’ environment, their preferred teaching methodology and benefits experienced from attending the MDP. Findings – By transforming themselves, these managers have become more empathetic leaders, armed with self-awareness and a deeper awareness of team issues. The MDP created in a shift in their attitude towards attending training programmes and subsequently, has created a more accommodating philosophy towards workplace learning. The study added to the understanding of how transformational teaching and learning lead to more effective transformational leadership and the integration of theory into practice by retail managers. The conclusion was that by embracing and practising a transformational teaching and learning ideology, the managers would be better equipped with managerial and transformational leadership abilities. Originality/value – This research provided a landscape for future management development training in terms of selection of managers to attend, relevant curriculum, teaching and learning methodology as well as benefits of this type of professional development. This initiative was the first project in which such a programme has been designed, developed and instructed in this particular organisation and encompassed a unique experience in terms of training, professional development and the change in the willingness to engage in training and acknowledgement of the value of learning.
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GUSAROVA, M. S., A. V. KOPYTOVA y I. G. RESHETNIKOVA. "FORMATION OF LEADERSHIP COMPETENCIES OF MODERN RUSSIAN CIVIL ENGINEER IN THE EDUCATIONAL PROCESS". Periódico Tchê Química 16, n.º 31 (20 de enero de 2019): 903–12. http://dx.doi.org/10.52571/ptq.v16.n31.2019.913_periodico31_pgs_903_912.pdf.
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The article presents the author's view on the new training course "Personnel Management" for masterdegree builders aimed at forming leadership competencies. It is necessary to change the paradigm of training an engineer and include in the process of the formation such subjects that are aimed at forming his or her organizational competencies, leadership, responsibility for making decisions in the field of team management. As a part of the new training approach, it is proposed to build the leadership skills with the help of active teaching methods: business games, project teams, case studies, training. Basing on work experience and curriculum development, it is known that the main difficulty for compilers of curricula is a selection of those subjects that will help to implement these competencies. Therefore, we propose the subject (module) "Personnel management" that has the deep basis of knowledge of many personal issues and is made up of a set of interdisciplinary themes with a set of new activity tools. The condition for the training of civil engineers is to increase the activity component: application of project management, work in small groups (teams), CDIO initiative, interdisciplinary approaches, practice-oriented training.
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Sullivan, Brian T., Mikalyn T. DeFoor, Brice Hwang, W. Jeffrey Flowers y William Strong. "A Novel Peer-Directed Curriculum to Enhance Medical Ethics Training for Medical Students: A Single-Institution Experience". Journal of Medical Education and Curricular Development 7 (enero de 2020): 238212051989914. http://dx.doi.org/10.1177/2382120519899148.
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Background: The best pedagogical approach to teaching medical ethics is unknown and widely variable across medical school curricula in the United States. Active learning, reflective practice, informal discourse, and peer-led teaching methods have been widely supported as recent advances in medical education. Using a bottom-up teaching approach builds on medical trainees’ own moral thinking and emotion to promote awareness and shared decision-making in navigating everyday ethical considerations confronted in the clinical setting. Objective: Our study objective was to outline our methodology of grassroots efforts in developing an innovative, student-derived longitudinal program to enhance teaching in medical ethics for interested medical students. Methods: Through the development of a 4-year interactive medical ethics curriculum, interested medical students were provided the opportunity to enhance their own moral and ethical identities in the clinical setting through a peer-derived longitudinal curriculum including the following components: lunch-and-learn didactic sessions, peer-facilitated ethics presentations, faculty-student mentorship sessions, student ethics committee discussions, hospital ethics committee and pastoral care shadowing, and an ethics capstone scholarly project. The curriculum places emphasis on small group narrative discussion and collaboration with peers and faculty mentors about ethical considerations in everyday clinical decision-making and provides an intellectual space to self-reflect, explore moral and professional values, and mature one’s own professional communication skills. Results: The Leadership through Ethics (LTE) program is now in its fourth year with 14 faculty-clinician ethics facilitators and 65 active student participants on track for a distinction in medical ethics upon graduation. Early student narrative feedback showed recurrent themes on positive curricular components including (1) clinician mentorship is key, (2) peer discussion and reflection relatable to the wards is effective, and (3) hands-on and interactive clinical training adds value. As a result of the peer-driven initiative, the program has been awarded recognition as a graduate-level certification for sustainable expansion of the grassroots curriculum for trainees in the clinical setting. Conclusions: Grassroots medical ethics education emphasizes experiential learning and peer-to-peer informal discourse of everyday ethical considerations in the health care setting. Student engagement in curricular development, reflective practice in clinical settings, and peer-assisted learning are strategies to enhance clinical ethics education. The Leadership through Ethics program augments and has the potential to transform traditional teaching methodology in bioethics education for motivated students by offering protected small group discussion time, a safe environment, and guidance from ethics facilitators to reflect on shared experiences in clinical ethics and to gain more robust, hands-on ethics training in the clinical setting.
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Rajeh, Nisreen, Janet Grant, Jamila Farsi y Ara Tekian. "Contextual Analysis of Stakeholder Opinion on Management and Leadership Competencies for Undergraduate Medical Education: Informing Course Design". Journal of Medical Education and Curricular Development 7 (enero de 2020): 238212052094886. http://dx.doi.org/10.1177/2382120520948866.
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Background: The study aimed to conduct a contextual analysis of interviews intended to assist with the future design of a feasible and relevant leadership and management course for undergraduate medical students at King Abdulaziz University (KAU), Saudi Arabia. Methods: This was a cross-sectional study conducted at King Abdulaziz University (KAU), Saudi Arabia, during 2019. An exploratory qualitative approach, utilizing systematic content analysis, was used. Data were collected using semi-structured interviews that were conducted with 10 leaders who were stakeholders at KAU, health service providers at KAU hospital, and stakeholders in the Ministry of Health. Results: This study revealed critical findings that highlighted the areas in which KAU could instill better and adequate leadership and management skills in their undergraduate medical students. Multiple core categories for a leadership and management curriculum emerged with many interrelated themes. Most participants mentioned that leadership can be taught and that early exposure is beneficial for developing skills. Additionally, they stated that leaders should have a vision and the ability to articulate that vision. Conclusions: Different implementation challenges were described in relation to the availability of human resources, the current short supply of suitable teachers, and program design. Teaching methods recommended included simulations, lectures, and a project-based approach. Assessment methods that were recommended included objective structured clinical examination (OSCE), formative and summative assessments, self-assessments, and portfolios.
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Mughal, Shahid Hussain, Muhammad Mujtaba Asad y Donnie Adams. "Goals of the national mathematics curriculum of Pakistan: educators’ perceptions and challenges toward achievement". International Journal of Educational Management 35, n.º 1 (8 de octubre de 2020): 159–72. http://dx.doi.org/10.1108/ijem-04-2020-0203.
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PurposeThe national mathematics curriculum of Pakistan has emphasized on improving content knowledge, reasoning abilities and problem-solving skills of students about thinking, communicating and solving mathematics (national mathematics curriculum of Pakistan, 2006). Whereas, there is a need to understand the point of view of teachers about the challenges they face in achieving the goals of national mathematics curriculum. This will help leading teacher training institutions to revisit their math teacher continuous professional development (CPD) programs and facilitate school leadership in improving the quality of math education in rural schools of the province. However, the purpose of this research study is to figure out the challenges that teachers are facing while achieving the goals of the national curriculum by teaching mathematics at the primary level in educational institutes of Pakistan.Design/methodology/approachIn this research study qualitative research approaches have been utilized, in which focus group discussions (FGDs) were used as data collection techniques. Furthermore, thematic analysis of the data led toward the development of four overarching themes such as teachers' knowledge about mathematics curriculum, challenges relating to mathematics content and pedagogy, difficulties in developing conceptual understanding and designing lesson plans to address students' diversity.FindingsThe overall findings of this research study suggested that the majority of teachers are facing difficulties in mathematics content teaching such as decimal fraction, unitary method, measurement principles, practical geometry and data handling. Moreover, teachers are also facing challenges and difficulties in developing hands-on and minds-on activities in the teaching of mathematical concepts to the students of primary level in educational institutes of Pakistan.Practical implicationsThis research study will facilitate the teachers and stakeholders to address the problematic issues in the domain of content delivery of mathematics. Whereas, this study recommends educating teachers about national mathematics curriculum and to develop a CPD framework for mathematics teachers for the enhancement of their pedagogical content knowledge. The study also recommends orientating school heads about the different aspects of math curriculum so that they can mentor math teachers in achieving math curriculum goals.Originality/valueThis is the first research study of its nature, which targets and highlights the teacher's perceptions toward the achieving the goals of national mathematics curriculum of Pakistan and addressing the pedagogical challenges faced in mathematics teachers. There is a dearth of studies in mathematics education in Sindh province. The issue is of immense importance, the findings will help teachers to improve mathematics instructions at primary level.
Tesis sobre el tema "Teaching and Curriculcum Leadership (Theses)"
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Taylor, Heather A. "The case for integrated teaching strategies does it stand up to the test? /". Click HERE to connect, 2009. http://digital.library.okstate.edu/etd/Taylor_okstate_0664M_10368.pdf.
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Vickers, Bruce. "Comparative Instructor Attitudes Toward College Level English and Mathematics Experiences for Gifted High School Students". TopSCHOLAR®, 1987. http://digitalcommons.wku.edu/theses/1847.
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Samples derived from a mailed questionnaire were compared. The sample represented high school, community college and university instructors of mathematics and English. The Kentucky public schools sampled were equally represented among high school, community colleges and universities. The research indicated that of those instructors sampled a very high percentage (97.7%) feel that those high school students shown to be academically gifted would benefit from a college experience before high school graduation. The attitudes of those instructors sampled indicated that multiple criteria – grades, recommendations, standardized test scores and personal interview – were considered the preferred method of selection (82.5%). The attitudes sampled suggested that the high school personnel were better suited to make these eligibility decisions (67.4%).
The sampled attitudes concerning the setting of this experience suggest the community college was the preference over the university. By use of Chi-square tabulations, no significant difference between mathematics or English instructor’s attitudes was shown. Using this method of measurement significant attitude differences were shown depending on the group sampled. The attitudes of the three sampled groups did show variation depending upon the question involved. Issues such as eligibility of the students, location of experience, use of credit earned, choice of instructor, distance to the experience and responsibility for administrative costs were considered. The collected attitudes suggested that an academically gifted high school student would benefit from a college level experience before graduation and that there is a real need for change in our educational system to accommodate our most precious resource – the gifted student.
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Dickinson, Esther B. "The Impact of Collaborative Teacher Teaming on Teacher Learning". TopSCHOLAR®, 2009. http://digitalcommons.wku.edu/theses/88.
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Schools have organized professional learning communities to support teacher learning and hopefully student achievement. An investigation of these learning communities may provide a description of professional teacher learning and suggest implications and implementation processes. The following question guided this inquiry: In collaborative groups, what learning is recognized by teachers and what do teachers think facilitates that learning? The qualitative study investigated how teachers that participate in collaborative teams describe the learning process. The teachers responded to interview questions following observations of team meetings. The findings reveal what teachers perceive about their learning. The findings suggest the qualities of the learning situations for the teachers, the learning as recognized by the teachers, and the changes in practices that the teachers implemented in the classroom. The study implies and/or suggests processes and procedures to guide and enhance teacher learning in collaborative groups.
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Miller, Rebecca. "A Survey of Factors Affecting Enrollment in Mathematics Teacher Education Programs". TopSCHOLAR®, 1988. https://digitalcommons.wku.edu/theses/2630.
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Concern for an adequate supply of competent mathematics teachers prompted this research. The study was implemented to identify the factors believed to be of importance in a student's decision concerning whether or not to become a public school teacher.
A comparison was made between two groups of mathematics students at Western Kentucky University. Mathematics students were separated according to whether or not they were pursuing teacher certification.
A two-part questionnaire was administered. The first part asked students to rate the importance of 10 selected career factors in their career decision. The second part asked students to rate these same 10 factors with regard to the attractiveness of public school teaching. The 10 factors were: (a) salary, (b) fringe benefits, (c) security, (d) job market, (e) working conditions, (f) contribution to society, (g) prestige, (h) advancement opportunities, (i) interesting work, and (j) congenial co-workers.
Statistically significant differences were found between the two groups on three of the ten factors of importance and on nine of the ten factors describing their attraction to teaching. Five recommendations were offered for increasing the supply of mathematics teachers.
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Groenewald, Anna Margaretha. "The need for emotional intelligence training in higher education : an exploratory study". Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53660.
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Thesis (MBA)--Stellenbosch University, 2003.ENGLISH ABSTRACT: Leadership, over the years, has changed due to the rise of new technology, globalisation of markets and increased shareholders' tempo. Leaders are expected to accomplish projectsfaster and with fewer resources. Therefore, to be able to respondto these rapid changes in organisations and the market place, leaders are faced with the challenge of changingthe way people work together. The typical ways of relatingto one another seem more ineffective with each changing day. Organisationsshould therefore face the fact that, today, the quality of relationships is as importantto business success as the quality of products and services produced. Working with people involves some degree of skills in the realm of feeling, along with whatever cognitive elements are at play. This process stands in sharp contrast to purely cognitive competencies, which a computer can be programmed to execute about as well as a person can do it. Emotional intelligence skills, however, are synergistic with cognitive ones, and star performers will have both. The new measure that organisations make use of and take for granted, is that employees will have enough intellectual ability and technical know-how to get the job done. Their focus has moved to personal qualities such as initiative, empathy, adaptability and persuasiveness. It has been found that corporations that seek to employ MBA graduates are looking for capabilities such as communication skills, interpersonal skills and initiative when employing. Research supports the claim that Emotional Intelligence is a form of intelligence, in that it encompasses a set of skills which are coherent and can be measured. Emotional intelligence competencies, such as persuasion, motivation, focus and leadership, can be acquired or learnt. Emotional intelligence should further be seen as an acquired skill that can enhance intellectual performance. Emotional intelligence management therefore gives individuals the opportunity to further their knowledge of people. Emotional intelligence training is mostly about behavioural change: through repeated experiences, people's minds are programmed to react in a certain way when faced with feared encounters or stressors. Old mind patterns keep forcing people to revert to using preset reactions, even though this may be unintentional. Emotional intelligence training will therefore take time and commitmentfrom both the student's and the lecturer's perspectives. Most higher education programs, however, do not focus on emotional intelligence training as part of their curricula, and therefore a serious void exists in terms of essential skills required for success in the workplace, used for piloting their careers and for leadership. Even though more statistical research needs to be done to prove the relative significance of emotional competencies as compared to cognitive abilities, analyses indicates that emotional intelligence translates into hard results within the workplace. For example, sales people can create better and more trusting relationships with clients, customer care representatives can handle customers more effectively, and engineers are able to not only deal with the technical skills required by their positions, but are able to relate to co-workers in a more constructive manner. Taking into consideration that researchers within the field of emotional intelligence believe that emotional intelligence is a more reliable predictor of success in the workplace, it would therefore make sense to start including emotional intelligence training in higher education programs.
AFRIKAANSE OPSOMMING: Leierskap het oor die jare verander, as gevolg van faktore soos vooruitgang in tegnologie, globalisering van markte en versterkte druk van aandeelhouers. Daar word verder verwag van leiers om projekte te realiseer met minder hulpbronne en in korter periodes. Ten einde opgewasse te wees teen hierdie veranderinge, word leiers inherent gekonfronteer met die uitdaging om die manier waarop mense in groepe saamwerk te verander, omrede die bestaande wyses waarop mense met mekaar betrokke is, meer en meer as oneffektief bestempel word. Dit is 'n realiteit dat die kwaliteit van hedendaagse werksverhoudinge net so belangrik tot 'n suksesvolle besigheid is, as die produkte en dienste gelewer. Wanneer daar met mense omgegaan word, behels dit beide 'n gevoels- en kognitiewe element. Hierdie proses is in direkte kontras met suiwer kognitiewe vaardigheid, wat net soveel 'n kwaliteit van 'n rekenaar as die van 'n mens is. Emosionele intelligensie is egter in sinergie met kognitiewe intelligensie, en uitblinkers besit beide kwaliteite. Die nuwe maatstaf wat deur organisasies gebruik word gaan van die veronderstelling uit dat werknemers voldoende tegniese vaardigheid besit om die taak na wense te verrig. Daar is klaarblyklik 'n fokusverskuiwing wat homself meer leen tot kwaliteite soos inisiatief, empatie, aanpasbaarheid en oorredingsvermoë. Daar is verder bevind dat besighede wat MBA gegradueerdes wil aanstel, meerendeels op die uitkyk is vir individue met kommunikasievaardighede, interpersoonlike behendigheid en inisiatief. Navorsing is dit verder eens dat emosionele intelligensie 'n daadwerklike vorm van intelligensie is, gesiene dat dit gemeet kan word en dat dit bestaan uit 'n stel samehangende vaardighede. Emosionele intelligensie vaardighede, soos oorreding, motivering, fokus en leierskap, kan verder aangeleer word. Dit behoort dus gesien te word as 'n verworwe vaardigheid wat 'n persoon se intellektuele kapasiteit versterk. Die bestuur van emosionele intelligensie skep ook die moontlikheid van verdere geesteswetenskaplike studie, en opleiding in emosionele intelligensie omvat meerendeels gedragsverandering. Deur herhaalde blootstelling word die brein geprogrammeer om op spesifieke maniere te reageer wanneer vrese gekonfronteer word. Selfs al word daar gepoog om anders te reageer, word daar teruggeval op ingebedde gedragspatrone. Opleiding in emosionele intelligensie neem dus tyd en toewyding van beide die dosent en sy student. Die meeste tersiêre opvoedingsprogramme fokus egter nie op emosionele intelligensie as deel van die kurrikulum nie, en daar is dus 'n ernstige leemte in die voorbereiding van studente betreffende voldoende vermoëns wat deur leierskap in 'n beroep vereis word. Alhoewel verdere statistiese navorsing benodig word om die relatiewe belangrikheid van emosionele behendigheid teenoor kognitiewe vaardigheid te bepaal, is daar indikasies dat emosionele intelligensie wel bepalend kan wees in die werksomgewing. Verkoopspersoneel kan byvoorbeeld sterker en meer vertrouenswaardige verhoudings bewerkstellig met kliënte, kliëntedienste kan meer effektief hanteer word en ingenieurs kan bemagtig word om in meer as slegs die tegniese aspekte van hulle werk met medewerkers om te gaan. In ag genome dat menige navorsers dit eens is dat emosionele intelligensie 'n getroue voorspeller van sukses is, maak dit dus sin om opleiding in emosionele intelligensie in tersiêre opleidingsprogramme te vervat.
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Tassell, Brad. "I'm Gonna Write That Down: Research on Bullying and Recognition of Perception Toward Initiation of Intervention a Whole-School Approach to Bringing all Stakeholders' Perceptions on Bullying in Line and Training Students to Distinguish Tattling from Reporting in Grades 3-6". TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1303.
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Research on whole-school bullying programs shows some effectiveness in creating awareness and a reduction in overall bullying with vigilant supervision. Roleplaying games repeatedly taught to students help them deal with bullying in specific situations, but all these interventions leave a great deal to be desired when conditions are not in line with the training, most of which most are not (Smith, Schneider, Smith, & Ananiadou, 2004). In addition, student perceptions can differ from the staff and administration. A wide gap exists between how students, parents, teachers, and administrators perceive bullying. Students remain confused and flounder in the moment when they feel bullied, while bystanders are statistically shown to be scared and even help the bully in many cases (Mishna, Pepler, & Wiener, 2006). This study examines research from the past 10 years on the effectiveness of whole-school programs. Two main criteria include: (1) A comprehensive “macro” comparison study of research leading to a “micro” examination of specific school research, and (2) an examination of the importance of recognizing perception and creating interventions that any student can utilize no matter their level of fear. In addition, an introduction and an explanation of the ideas and concepts of the I’m Gonna Write That Down program are included.
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Dehnicke, Dorothee Christine. "An analysis of the University of Stellenbosch Business School personal leadership development journey and camparing it with recent literature on adult learning theory". Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/95668.
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Thesis (MBA)--Stellenbosch University, 2012.ENGLISH ABSTRACT: This work provides a comprehensive overview of the theories on adult learning. For each approach, the applicability for a leadership development programme is discussed. If available, examples for the use of a certain theory in a leadership course as part of a Master of Business Administration (MBA) programme are provided. An overview of the Personal Leadership Development Journey (PLDJ) of the University of Stellenbosch Business School (USB) is provided. The structure of the programme demonstrates the application of certain adult learning theories. Interviews with the alumni of the programme show how successfully the adult learning theories are practised and to what extent students have found them useful. Gaps in these interviews are pointed out with reference to the theories on adult learning. As an example, there is a certain body of literature on transformative learning as a subcategory of adult learning. In this case, two different theoretical approaches are explained, of which one is a more general discussion on adult learning and the other is focused on leadership development. Then an example of the application of this theory at the Institut Européen des d’Administration d’Affaires (INSEAD) shows how other business schools employ the theory in practice. In this case, the practical example is a leadership course as such, not a general MBA programme. The reason for this is that examples which match the situation at the USB exactly can not always be found. In the interviews, alumni of the USB were asked how the PLDJ impacted their professional and their private life. So indirectly, students were asked if a transformative learning process had taken place and how they would describe it. The analysis of the results is used to point out the strength of the programme as well as gaps, which could be addressed for future improvement.
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Wiid, Willem Jacobus. "An appraisal of theological training for untrained church leaders in Sub Saharan Africa : with particular reference to the training program of Veritas College". Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52661.
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Thesis (DTh)--Stellenbosch University, 2002ENGLISH ABSTRACT: This study is an appraisal of the training program of Veritas College as an answer to the training need of the untrained church leaders in Sub Saharan Africa, focusing on the country of Malawi. Partly as a result of the impact of the Church Growth Movement the number of churches in Africa has increased significantly during the last decade. These achievements have created a major training problem. Theological training institutions have been unable to cope with the massive influx of church leaders. Despite remarkable efforts by them, new methods of theological training have had to be developed in order to fulfil the training needs of Africa. The situation in Africa has changed due to many political and historical developments, creating a need for Christians to be trained in how to impact their context. There is a new environment and challenge for theological education in Africa today. Ideally, theological education should develop all levels of Christian leadership, so that leaders become devoted, effective and knowledgeable workers of God. The Church has always tried to provide theological training for these workers, and has created various educational models. Formal and non-formal education are important modes of training, and form, together with the church, an important triangle in the provision of learning services for the body of Christ. Formal as well as non-formal theological training models, however, have various weaknesses, including a tendency to dominate from the top; a fixed curriculum out of context; an over-emphasis on a content approach; the inaccessibility of training for the untrained church leader; the inaffordability of training for the really poor untrained church leaders in Sub Saharan Africa. This creates a need for change in theological training today. Principles for an appropriate theological education for Sub SaharancAfrica should include i) the development of local church leadership within the context, for the context; ii) a holistic approach to theological education; iii) a focus on character formation in leadership training; iv) training in the context of the local congregation; v) the equipping all levels of church leadership; vi) training to practise theology; and vii) the provision of 'basic theological training'. The training model proposed by Veritas College has an education philosophy called "Integrated Leadership Development" (ILD). This training model is integrated into the functioning of the local congregation and the life of the trainee. ILD also promotes an integrated theological practice, where the trainee is taught how to practise theology. Veritas' training program is built around the basic skills of how to do understand, apply and communicate the Bible. An appraisal is done of the training program of Veritas College as presented in the Synod of Nkhoma of the Church of Central Africa, Presbyterian (CCAP) in Malawi. From the perspective of the unique training context of Malawi and the CCAP, the development of this program is described and evaluated in the light of the training needs of Sub Saharan Africa. The potential of the Veritas training model to contribute to the training need of Sub Saharan Africa is evaluated. The model has the ability to i) present technical theological training for a semi-literate church leadership; ii) implement basic theological training for church leaders in the local congregation; iii) offer a theological training program not bound to many theoretical books; iv) help semi-literate church leaders to make use of the only piece of literature they possess, namely the Bible; and v) to teach the illiterate through an oral medium. It would indeed appear that Veritas is able to make a positive contribution to the training needs of Sub Saharan Africa.
AFRIKAANSE OPSOMMING: Hierdie studie beoordeel die opleidingsmodel van Veritas College as 'n antwoord op die opleidingsnood van die onopgeleide kerkleiers in Sub Sahara Afrika, met die fokus op Malawi. Gedeeltelik as gevolg van die Kerkgroei Beweging was daar gedurende die laaste dekade 'n aansienlike groei in die aantal kerke in Afrika. Dit het gelei tot 'n geweldige opleidingskrisis. Teologiese opleidingsinstansies kon net nie voldoen in die aanvraag vir opleiding in die steeds toenemende kerkleierskap nie. Ten spyte van noemenswaardige pogings om in hierdie behoefte te voldoen, was daar 'n besef dat nuwe metodes ontwikkel sou moes word om in die nuwe opleidingsbehoeftes van Sub Sahara Afrika te voldoen. Verder vra die benarde sosio-ekonomiese konteks in Sub Sahara Afrika dat gelowiges toegerus word om iets aan hulle konteks te doen. Teologiese opleiding moet daarna streef om aile vlakke van Christelike leierskap te ontwikkel tot toegewyde, effektiewe en ingeligde werkers van God. Die kerk het nog altyd probeer om in die behoefte vir opleiding van hierdie werkers te voorsien deur in 'n verskeidenheid van opleidingsmodelle te voorsien. Formele en informele onderrig vorm saam met die kerk 'n belangrike driehoek in die voorsiening van opleidingsdienste vir die liggaam van Christus. Formele en informele teologiese opleidingsmodelle toon verskeie tekortkominge, insluitend 'n geneigdheid om voor te skryf van bo af; 'n vasgestelde kurrikulum wat nie konteksgetrou is nie; die ontoeganklikheid van opleiding aan die onopgeleide kerkleier; en duur opleiding vir die arm kerkleiers in Sub Sahara Afrika. Dit alles skep die behoefte aan 'n nuwe benadering in teologiese opleiding vandag. Sekere beginsels word voorgestel vir 'n toepaslike teologiese opleiding in Sub Sahara Afrika vandag, insluitend i) die ontwikkeling van plaaslike kerkleierskap binne die konteks, vir die konteks; ii) 'n omvattende benadering tot teologiese opleiding; iii) 'n fokus op karakterontwikkeling in leierskapsopleiding; iv) opleiding binne die konteks van die plaaslike gemeente; v) die toerusting van aile vlakke van kerkleierskap; vi) opleiding om teologie te kan beoefen; en vii) die voorsiening van 'n 'basiese teologiese opleiding.' Die opleidingsmodel wat Veritas College aanbied se opleidingsfilosofie word saamgevat as "Geinteqreerde Leierskaps Ontwikkeling"'(GLO). Hierdie opleidingsmodel is qemteqreer in die funksionering van die plaaslike gemeente en die lewe van die opgeleide persoon. GLO bied ook 'n qeinteqreerde teoloqiese praktyk aan, waar die student geleer word hoe om teologie te beoefen. Veritas se opleidingsprogram is ontwikkel rondom die basiese vaardighede hoe om die Bybel te interpreteer toe te pas en aan te wend vir effektiewe kommunikasie. Binne die konteks van die Nkhoma Sinode van die Church of Central Africa, Presbyterian (CCAP) in Malawi vertoon die opleidingsprogram van die Veritas College potensiaal. Dit het die verrnoe om i) 'n tegniese teologiese opleiding aan te bied op die bevatlikheidsvlak van die laaggeskoolde kerkleierskap; ii) 'n basiese teologiese opleidingsprogram vir die kerkleiers binne 'n plaaslike gemeente te implementeer; iii) 'n opleidingsprogram wat nie gebind is aan baie handboeke vir die aanbieding van opleiding vir laaggeletterde kerkleiers; iv) laaggeskoolde kerkleiers te help om die enigste boek in hul besit, die Bybel, beter aan te wend; en v) om die ongeletterders mondelings te onderrig. Dit Iyk dus inderdaad of Veritas wei 'n bydrae kan lewer tot die opleiding van die baie onopgeleide kerkleiers in Sub Sahara Afrika.
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Bester, Gottlieb Christiaan. "Leierskap, spiritualiteit en teologiese opleiding : histories-teologiese perspektiewe in gesprek met die lewe en werk van Dietrich Bonhoeffer". Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/3357.
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Thesis (MDiv (Systematic Theology and Ecclesiology))--University of Stellenbosch, 2007.The statement of the thesis focus on the relationship decrease of the authority of the leader, the expectation of the leadership and the theological training offered in student preparation. The researcher will attempt to answer the problems posed by the thesis statement through discourse with the 20th century theologian Dietrich Bonhoeffer. I used Bonhoeffer as an example for the problems he encountered in Germany strokes with the problem in my problem statement. This is a problem regarding the authority of the leader, the expectations of the leader and the relationship that exist between the spirituality of the leader and his/her own leadership. The manner in which Bonhoeffer incorporated the spirituality in the theological training at the seminary at Finkenwalde, posits new ideas regarding the incorporation of spirituality into today’s theological training. The figure of Bonhoeffer is chosen because of his authoritarian position and also because he exemplified the ideology of the leader’s authority. The thesis will discuss four aspects regarding Bonhoeffer’s life and work. These aspects are discussed from a historical theological perspective. This will highlight the contribution made by Bonhoeffer with regards to the relationship that exists between leadership, spirituality and theological training. The thesis includes an article by Bonhoeffer regarding the leadership principle and the authority of the leader. The purpose is to acknowledge the need for leadership and influence that the social-political circumstances have on the leadership expectation. Secondly I will discuss the responsibilities that the leader has to his community as well as the limitations of the office. Lastly I will discuss the authority of the leader with regards to the authority of God Secondly I will discuss the political and congregational circumstances in Germany between 1933 and 1935 that led to the establishment of the seminary at Finkenwalde. I will also focus on the numerous challenges posed by the establishment of the seminary as a result of the limitations imposed by the German state and church. The purpose here will be to give an historical overview of the circumstances in 1930’s Germany. I will also focus on the manner in which Bonhoeffer lived out his leadership in the public debate and at the seminary at times when tremendous pressure was exerted by the state and German Evangelical Church. Thirdly I will focus on the theological manner in witch Bonhoeffer ordered his day at the Finkenwalde seminary. The purpose is to highlight the interaction that should occur between Christians within the Christian community. Here Bonhoeffer focus on what Christian community is about, and how the day together should be spent. Thereafter Bonhoeffer discuss how a day alone should be spent. Further on he discusses the service within Christian relationships and the role that repentance and communion played within a Christian community. The purpose is to communicate the manner in which Bonhoeffer understood spirituality and its function within the community. Thereafter it also shows how Bonhoeffer was involved in the presentation of spiritual activities at the seminary. Bonhoeffer suggested that spirituality should be the foundation on which theological training is based. Lastly I will focus on the manner in which Bonhoeffer was received by the Christian community as a theological educator. The purpose thereof is to focus on the impressions and perceptions regarding Bonhoeffer himself and the successes of his training, friendship and be-ing. This should not be regarded as critical in nature but rather as an ode to the man himself.
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Galloway, Greta Marie Mandy. "Cultivating democratic citizenship education in schools :implications for educational leaders". Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/18165.
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Dissertation (PhD)--University of Stellenbosch, 2007.On t.p.: Doctor of Philosophy in Education Policy Studies.
ENGLISH ABSTRACT: In this dissertation I critically explore educational leadership and management practices in relation to how current school principals lead and manage schools in a democratic society. The aim of this study is to explore to what extent school leaders and managers are transformative in their approach to deepening democracy in schools. In order to contextualise my understanding, I choose to tell my story. Therefore, I give a narrative account of my personal career experience as a teacher, and specifically as a school principal. I argue that educational leaders and managers continue to think and act according to traditional notions of leading and managing school practices. I contend that educational leadership and management practices ought to change in order for schools to transform into institutions implementing democratic practices in a more thoroughgoing way. I argue that current understandings of leadership and management in schools seem to be embedded in positivist tendencies that undermine transformative practices in schools and that positivist leadership and management engender thin forms of democratic school practices. I show how positivist theories of educational leadership and management connect with indefensible forms of leading and managing, namely skewed authority, gender discrimination and exclusion of cultural diversity. I contend that school leadership and management practices ought to be reconceptualised in relation to a framework of democratic citizenship education. Cultivating democratic citizenship education with reference to the seminal thoughts of Jürgen Habermas, Seyla Benhabib and Iris Marion Young will hopefully strengthen my argument for social justice, renewal and redress in school practices. These theorists have shaped the thinking and actions of educational leaders and managers to provide a critical understanding of transformative educational leadership and management practices in schools. Such ideas conceptualise a critical understanding of deliberative leadership and management practices as constructs for deepening democracy in schools. It is within this context that the dissertation explores a pathway towards deepening democracy in schools through a deliberative leadership and management approach. Such an approach has the potential to cultivate communicative democratic moments in educational leadership and management practices through engaging the voices of “others”. For deliberative leadership and management practice to manifest itself, I propose that conditions ought to be established whereby the democratic rights of “others” as incorporated voices in classroom pedagogy, school management and school governance engender deeper citizenship through the inclusion of these “other” previously marginalised voices. By embracing the voices of “others”, the potential is created to move towards deepening democratic leadership and management practices which can possibly engender “schools of hope” for the future. Keywords: Educational leadership, educational management, positivist, critical, citizenship, deliberative democracy, communicative democracy
AFRIKAANSE OPSOMMING: Hierdie proefskrif is ʼn kritiese ondersoek na skoolhoofde se onderwysleierskap en -bestuurspraktyke in die huidige demokratiese bestel. Die doel van die studie is om die mate van transformatiewe integrasie van demokrasie onder skoolleiers en -bestuurders te verken. Ek het besluit om my eie storie te vertel, dus gee ek ʼn verhalende verslag van my loopbaan as ʼn onderwyser, en spesifiek as ʼn skoolhoof. Ek beweer dat leiers en bestuurders in die onderwys nog steeds die tradisionele opvattings oor skoolleierskap en bestuur huldig, en dat hierdie opvattings hulle denke en optrede rig. Ek voer aan dat onderwysleierskap en bestuurspraktyke verander moet word sodat skole tot dieper, demokratiese praktyke kan transformeer. Ek argumenteer voorts dat dit voorkom asof huidige begrippe van leierskap en bestuur in skole in positivistiese tendense vasgelê is wat transformatiewe praktyke in skole ondermyn en dat positivistiese leierskap en bestuur “dun” vorme van demokratiese skoolpraktyke voortbring. Ek toon aan hoe positivistiese teorieë van onderwysleierskap en -bestuur verband hou met onverdedigbare wyses van lei en bestuur, naamlik verwronge gesag, genderdiskriminasie en die uitsluiting van diverse kulture. Ek voer aan dat onderwysleierskap en -bestuurspraktyke geherkonseptualiseer behoort te word binne ʼn raamwerk van demokratiese burgerskapsopvoeding. Die ontwikkeling van demokratiese burgerskapsopvoeding wat onder meer voortspruit uit die seminale denke van Jürgen Habermas, Seyla Benhabib en Iris Marion Young, versterk my betoog vir sosiale geregtigheid, vernuwing en herstel binne die skoolpraktyke. Hierdie teoretici vorm die denke en optrede van leiers en bestuurders in die onderwys as deurslaggewende begrippe van transformatiewe onderwysleierskap en bestuurspraktyke in skole. Sulke idees konseptualiseer ʼn deurslaggewende begrip van oorlegplegende leierskap en bestuurspraktyke as konstrukte vir grondliggende integrasie van demokrasie in skole. Binne hierdie konteks ondersoek die proefskrif ʼn werkwyse vir ʼn grondliggende integrasie van demokrasie in skole deur oorlegplegende leierskap en bestuur. So ʼn benadering het die potensiaal om kommunikatiewe demokratiese momente in onderwysleierskap en -bestuurspraktyke aan te moedig deur na die stemme van die “ander” te luister. Ek stel voor dat, ten einde demokratiese leierskap- en bestuurspraktyke te vestig, toestande geskep moet word waardeur die demokratiese regte van die “ander”, wat voorheen gemarginaliseer was, in klaskamerpedagogie en skoolbestuur ingesluit moet word om “dieper” burgerskap te verseker. Met ander woorde, deur na die stemme van die “ander” te luister, word die potensiaal geskep om verdiepende demokratiese leierskap en bestuurspraktyke aan te moedig sodat “skole met hoop” tot stand gebring kan word. Trefwoorde: Onderwysleierskap, onderwysbestuur, positivisties, kritiese, burgerskap, oorlegplegende demokrasie
Capítulos de libros sobre el tema "Teaching and Curriculcum Leadership (Theses)"
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Castner, Daniel J. "Early Childhood Curriculum Leadership". En Professional and Ethical Consideration for Early Childhood Leaders, 227–46. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-5089-2.ch011.
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This chapter puts theory and research in curriculum, leadership, and early childhood teaching in dialogue to consider possibilities for early childhood curriculum leadership. Structures of macro-curriculum design and micro-curricular approaches to curriculum implementation elucidated conceptual orientations, political interests, and processes involved in curriculum leadership. By building off of the strengths, while also recognizing the limitations of disparate factions of curriculum studies, the chapter concludes with a vision for democratic curriculum leadership. Democratic curriculum leadership simultaneously embraces critical awareness and pragmatic artistry to elevate the professional integrity of early childhood teachers. For these reasons, early childhood curriculum leadership has the potential to democratize early education, elevating teachers to the status of lead professionals who balance various and sometimes competing obligations of teaching young children.
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Iqbal, Tahir. "Teaching for Leadership, Innovation, and Creativity". En Advances in Educational Marketing, Administration, and Leadership, 199–218. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2124-3.ch012.
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As the world enters the age of digitalization, it is demanded by time that the education curriculum be updated to the latest version. However, in the contemporary research literature, many different notable researchers and authors have established that there is a disparity which exists in the education curriculum and the educational practices especially in the business sector. This disparity is characterized by gaps in technology and knowledge which must be bridged for the business sector to reap the fruits of a global education in the contemporary timeframe. In this connection, the role of the teachers and the educators is of critical importance primarily due to the fact that they are assigned the heavy responsibility of interacting with students.
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Pandey, Satyendra C. y Pinaki Nandan Pattnaik. "Teaching Sustainable Entrepreneurship and Leadership". En Building an Entrepreneurial and Sustainable Society, 114–25. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2704-7.ch006.
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Sustainability has been a part of the corporate lexicon for over a decade now. This has made it important for business schools across the globe to recognize the importance of sustainability and incorporate it into the curricula to train future managers. There are very few instances of having a core specialization being offered in the area of sustainability in an Indian management institute. This case study is an experiential documentation of a course titled Sustainable Entrepreneurship and Leadership offered at a leading university in India. This is a case study of the development of course in Sustainable Entrepreneurship and Leadership: its curriculum design, pedagogy, and evaluation methods. Through this course, an attempt was made to introduce the concept of sustainability in leadership and entrepreneurial ventures to the students. Also, a tryst was made to develop an appreciation towards the triple bottom line of profit, people, and the planet.
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Ngoepe, Mapula M. "Exploring Heads of Departments' Management of the Mathematics Curriculum During COVID-19". En Advances in Educational Marketing, Administration, and Leadership, 232–45. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7168-2.ch015.
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Heads of departments (HoDs) play a central role in managing teaching and learning in the schools. Moreover, good leadership contributes to school improvement and to learner achievement, especially in mathematics. South African mathematics achievement levels are still regarded as the lowest. The purpose of the chapter is to explore HoDs' management of the mathematics curriculum and challenges encountered during COVID-19. This investigation was situated within the qualitative research paradigm. A comprehensive literature review method was incorporated as an approach to collect, analyse, and interpret data. Themes of focus included managing the mathematics curriculum, resources availability, intervention strategies for teaching and learning during COVID-19, curriculum completion management, record keeping, teacher development, and learner support, among others. The present study seeks to problematise the notion that HoDs do not seem to have a good understanding of curriculum management with particular focus on mathematics in the schools during the COVID-19 pandemic.
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Makokotlela, Matlala Violet y Nomvula Monica Nxumalo. "Alternation of Curriculum Delivery Mode in Primary Schools". En Advances in Educational Marketing, Administration, and Leadership, 95–111. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7168-2.ch007.
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This investigation aimed to explore the mode of curriculum delivery in Primary School in Tshwane South District during the Covid-19 pandemic because there is insufficient research on this subject. A case study of a Primary School was used to obtain in-depth information about the mode of curriculum delivery during the Covid-19 pandemic. Using a case study was also practical because the pandemic's restrictions posed a challenge to research many schools. Data was gathered through document analysis. A qualitative approach was employed to analyze and identify categories and emerging themes from the data. An interpretive paradigm was used while connectivism theory was employed as a lens. The findings revealed that schools used face-to-face mode of curriculum delivery during the lockdown and after schools re-opened during Covid-19, resulting in a challenge with content coverage that led to revising the annual teaching plans and trimming the curriculum.
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Lawrence, April D. y Judith B. Harris. "Beyond Borders". En Advances in Educational Marketing, Administration, and Leadership, 275–303. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7908-4.ch011.
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This synthesis of relevant research and practice publications examines, explains, and illustrates the fivefold hallmarks of effective online teaching in K-12 learning contexts. These attributes of online K-12 teaching excellence include technologically-informed pedagogical content knowledge, or TP(A)CK; student-focused, curriculum-based, contextually-sensitive pedagogical practice; awareness and astute implementation of current online teaching standards; and demonstrated teacher presence, caring, and engagement online. All of these aspects of effective online teaching combine to catalyze and support engaged, communal, and digitally responsible student learning online. The authors acknowledge that the empirical literature base for effective online teaching in K-12 learning contexts, while growing, is still sparse, with considerably more research having been completed and reported to date in higher education.
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Naidoo, Vannie. "E-Learning and Management Education at African Universities". En Management Education for Global Leadership, 181–201. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1013-0.ch009.
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Technology has bridged all areas in society from government, corporate, society and education. Technology has changed the classroom dynamics in higher education institutions. Management education attracts the most elite students into our programs. These students join the faculty so that they can acquire qualifications and skills and one day join the business, entrepreneurship or corporate world. The new technologies are teaching tools that can be used to assist academics to enhance their teaching in the classroom. Some of these technologies are: desktop and laptop computers; notepads, Software; including assistive software; interactive whiteboards; digital cameras; mobile and wireless tools, including mobile phones; Electronic communication tools, including e-mail, discussion; Virtual learning Environments and Learning activity management systems e.g. E-Learning. Management educators should embrace technology in their curriculum and program offerings.
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Lynch, Julie y Kerry Lee. "Fishing for Quality Learning". En Encyclopedia of E-Leadership, Counseling and Training, 437–52. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-068-2.ch032.
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In order to prepare children for a world of rapid change New Zealand has developed a new education curriculum. This curriculum emphasises both a new vision and new values for teaching and learning. In order to address these, some progressive schools are trialing new technologies such as learning management systems. One such system which is showing exciting results is KnowledgeNet (KNet), which provides opportunities for students, peers, teachers, parents, and the community to be actively involved in the child’s education. Schools trialing this system are beginning to see extensive positive applications. This chapter will provide visual real-life classroom examples in order to describe how one New Zealand school has successfully introduced KNet.
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Reardon, Martin R. "Instructional Leadership and Blended Learning". En Cases on Online and Blended Learning Technologies in Higher Education, 44–62. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-880-2.ch003.
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Dewey’s concept of experience as an active engagement with a process of action, feedback, and reflection permeates the setting of the case reported in this chapter. The case involves an initiative to engage a group of experienced teachers and school administrators (in the context of a doctoral level course) with reading and reflecting on a vision of the future of education in a professional learning community permeated by the experience of blended learning. While the blended learning was heavily weighted towards face-to-face meetings, issues relating to the integration of technology with education became experienced realities for the group members. These issues included pre-service teacher education, equitable access to online resources, and the creation of an environment in which contemporary approaches to curriculum, teaching, and learning can flourish.
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Shipman, Kristine Elizabeth, Darrell Norman Burrell, Dawn L. DiPeri, Alfreda Goods y Lisa Reyes. "The Value of Using Micro-Teaching for K-12 New Teacher Leadership Development in a Pandemic Response". En Handbook of Research on Multidisciplinary Perspectives on Managerial and Leadership Psychology, 180–89. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3811-1.ch010.
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COVID-19 in 2020 has created a dramatic and instant shift of many K-12 educational institutions to distance learning often without the preparation and training required to be successful. The pedagogy and technology used in teaching are ever changing. The role of teacher/faculty development is to provide instructors with the tools and leadership skills to deal with these changes. Successful integration of technology and on-line in K-12 education must include (1) a connection to student learning, (2) hands-on technology, (3) curriculum-specific application, (4) active participation of teachers, (5) technical support, (6) administrative support, (7) adequate resources, and (8) continuous funding. This chapter looks at the value and utility using micro-teaching as a teacher leadership development approach to help K-12 educators become more effective and comfortable with on-line teaching.
Actas de conferencias sobre el tema "Teaching and Curriculcum Leadership (Theses)"
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Nieuwenhuysen, Paul. "Information Literacy Didactics for Higher Education and Research: Some Lessons from an International Workshop". En InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3497.
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This contribution identifies challenges in information literacy didactics in contemporary higher education all over the world: • Heterogeneity among organizations for higher education hinders co-operation. • Information literacy is competing with media literacy. • Leadership and responsibility are needed in information literacy education. • Developing information literacy training materials requires an adequate budget. • Expertise in didactics is also needed for teaching in the area of information literacy. • Marketing should support information literacy didactics. • Information literacy should be integrated in the curriculum of all students. • Libraries should not neglect contemporary information systems. • Study materials should be adapted to the upcoming mobile information technology tools. • Regional training and workshops on information literacy didactics would be welcome. • Data management skills become important besides information literacy. These challenges should be faced constructively and therefore we formulate for each challenge also a recommendation towards stakeholders. This paper is based mainly on recent project activities of organizations of higher education in Flanders, Belgium, aimed at 1. getting a view on the growing expertise in didactics to upgrade the level of information literacy in their region, and paving the way towards more efficient cooperation on information literacy didactics with partner universities, mainly in developing countries, 2. sharing their experience with universities in developing countries, in Asia, Africa and America, in the form of a fruitful international workshop and follow-up activities.