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Resilience and Wellbeing within Schools: Contradictions and Silences in Global Policy Texts
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Susan Ledger; Judith MacCallum; Gideon Boadu – Educational Review, 2025
This study examines professional standards policy documents for teachers and school leaders in Australia, Canada, the United Kingdom and the United States of America to ascertain where and how the concepts of wellbeing and resilience are addressed and enacted within each nation's policy. Eight policy documents comprising four professional…
Descriptors: Foreign Countries, Educational Policy, Well Being, Resilience (Psychology)
Modernisation of Higher Education in Europe: Academic Staff--2017. Eurydice Report
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Crosier, David; Birch, Peter; Davydovskaia, Olga; Kocanova, Daniela; Parveva, Teodora – Education, Audiovisual and Culture Executive Agency, European Commission, 2017
This report aims to provide insight into the realities faced by higher education academic staff at a time of fast-moving change and increasing societal demand. Fluctuating student numbers, new funding and steering mechanisms are among the features of today's European higher education landscape, but not enough is known about how academic staff are…
Descriptors: Foreign Countries, Educational Development, Educational Change, Higher Education
"It's Just a Clash of Cultures": Emotional Talk within Medical Students' Narratives of Professionalism Dilemmas
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Monrouxe, Lynn V.; Rees, Charlotte E. – Advances in Health Sciences Education, 2012
Recent investigations into the UK National Health Service revealed doctors' failures to act with compassion and professionalism towards patients. The British media asked questions about what happens to students during their learning that influences such behaviour as doctors. We listened to 200 medical students' narratives of professionalism…
Descriptors: Foreign Countries, Interviews, Discourse Analysis, Content Analysis
Leadership for Learning: The Changing Culture of Professional Development in Schools.
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Law, Sue – Journal of Educational Administration, 1999
Explores school leadership in Britain's newly privatized and marketized professional-development environment. Considers a model to identify key elements in a "professional development culture." Examines the development coordinator's role as a "delegated leader." Suggests a model for exploring the relationship between continuing…
Descriptors: Elementary Secondary Education, Foreign Countries, Leadership Training, Models
Thirteen Hundred and Thirty Days. A Pilot Study of Teacher Time in Key Stage 1. Final Report.
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Campbell, R. J.; Neill, S. St. J. – 1990
Ninety-five teachers in Key Stage 1 in England and Wales completed a questionnaire and records of time spent on work over a period of 14 consecutive days, resulting in detailed records of 1,330 days of teachers' time. The data are analyzed in terms of overall time spent on work; time distribution; and time spent specifically on teaching,…
Descriptors: British National Curriculum, Educational Policy, Elementary Education, Elementary School Teachers
The Use and Management of Infant Teachers' Time: Some Policy Issues.
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Campbell, R. J.; And Others – 1991
The first part of this paper reviews the literature on fundamental issues that relate to the work of teachers as the national curriculum is implemented in the United Kingdom. These issues include: (1) the work day of junior and secondary school teachers; (2) the politics and sociology of teaching; (3) the work of primary school teachers; and (4)…
Descriptors: British National Curriculum, Curriculum Development, Educational Change, Educational Policy