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Peer reviewed
Download full textAlkrdem, Mofareh – International Journal of Educational Leadership and Management, 2020
The dynamics of school as a single source of knowledge have changed, which eliminate the organizational obstacles that hinder its learning process and endeavor towards the construction of a leadership competence. The ability of an organization to construct and support the professional learning communities depends on its ability to improve and…
Descriptors: Instructional Leadership, Barriers, Leadership Effectiveness, Leadership Role
Direct linkOkilwa, Nathern S. A.; Duarte, Bryan – Leadership and Policy in Schools, 2020
The work of sustaining academic success in the midst of increasing accountability mandates, dwindling resource allocations, and increasing student diversity can be daunting. However, research related to successful school leadership identifies four core practices; setting direction, developing people, redesigning the organization, and managing…
Descriptors: Foreign Countries, Females, High School Students, High Schools
Mickelsson, Martin – Environmental Education Research, 2020
This article aims to contribute to the knowledge of how the 'scaling' of Education for Sustainable Development (ESD) activities is conceptualized in practice through transactional learning encounters. In the context of the UNESCO Global Action Programme (GAP) on ESD, I discuss the re-actualisation of experiences as part of these encounters. The…
Descriptors: Sustainable Development, Educational Philosophy, Epistemology, Environmental Education
Squire, Juliet; LiBetti, Ashley; Goldberg, Rebecca Gifford – Bellwether Education Partners, 2020
Last fall, researchers at Bellwether Education Partners began research on how standard authorizing practices could discourage or disadvantage charter schools with nontraditional models, such as dual language immersion, Montessori, and competency-based education models. Throughout the course of their research, the authors spoke to dozens of school…
Descriptors: Charter Schools, Nontraditional Education, Accountability, Models
Collins, Daniel P.; Bruce, Jacklyn; McKee, Katherine – Journal of Leadership Education, 2019
Using literature as the catalyst for change is grounded in Freirean pedagogy. In the case of the Oaks Leadership Scholars, leadership educators are crafting an environment for building transformative leadership skills using texts calling for the enactment of justice and equity as a starting point for capacity building and self-reflection. Students…
Descriptors: Transformational Leadership, Social Justice, Leadership Training, Agricultural Education
Rigau, Briana L.; Dooling-Litfin, Jodi; Scully, Elizabeth; Killian, Catherine; Fisher, Gail; McManus, Beth; Khetani, Mary A. – ZERO TO THREE, 2019
This article outlines a quality improvement (QI) initiative to build organizational capacity for engagement in research and evidence-based practice in early intervention (EI). The authors describe the implementation of online learning modules, a writing group simulation, and the launch of a writing group fellowship with service coordinators and…
Descriptors: Capacity Building, Early Intervention, Educational Research, Evidence Based Practice
Johnson, Matthew; Danvers, Emily; Hinton-Smith, Tamsin; Atkinson, Kate; Bowden, Gareth; Foster, John; Garner, Kristina; Garrud, Paul; Greaves, Sarah; Harris, Patricia; Hejmadi, Momna; Hill, David; Hughes, Gwen; Jackson, Louise; O'Sullivan, Angela; ÓTuama, Séamus; Perez Brown, Pilar; Philipson, Pete; Ravenscroft, Simon; Rhys, Mirain; Ritchie, Tom; Talbot, Jon; Walker, David; Watson, Jon; Williams, Myfanwy; Williams, Sharon – British Journal of Educational Studies, 2019
How should academic staff engage in outreach with communities outside of the university? The need of academics to answer this question has intensified in the UK given the changing priorities of academic job roles, shaped by increasing institutional concern for widening participation, graduate employability and research impact in an era of…
Descriptors: Outreach Programs, College Faculty, School Community Relationship, Barriers
Brix, Jacob – Learning Organization, 2019
Purpose: The purpose of this paper is to propose how a bottom-up creation of an ambidextrous organization can be enabled. By integrating research on "contextual ambidexterity" and "individual and organizational capacity building", an "innovation capacity building" framework is conceptualized that suggests how balance…
Descriptors: Innovation, Capacity Building, Transformational Leadership, Workplace Learning
Building Capacity for Professional Development: The Development of Teachers as Facilitators in Ghana
Perry, Emily; Bevins, Stuart – Professional Development in Education, 2019
In low- and middle-income countries, cascade models of teacher professional development are often used as routes to educational reform. In these models, external agents deliver professional development, which is then disseminated by in-country facilitators. However, little is known about how to support facilitators of professional development,…
Descriptors: Foreign Countries, Capacity Building, Faculty Development, Developing Nations
Garbacz, S. Andrew – Intervention in School and Clinic, 2019
Schoolwide positive behavioral interventions and supports (PBIS) is a systems-level approach to promote appropriate behavior, increase academic achievement, and improve school climate. The PBIS infrastructure engages families as partners in school systems and extends evidence-based positive behavior support to the home. The article discusses a…
Descriptors: Family Involvement, Positive Behavior Supports, Student Behavior, Academic Achievement
Education Evolving, 2019
Over half of all teacher-powered schools have designated administrators, and the role is very different from what a traditional principal does at most K-12 schools. This guide is designed to address the unique opportunities and challenges in being a teacher-powered administrator. The guide draws on the expertise and experience of eight…
Descriptors: Participative Decision Making, Cooperative Planning, Teacher Role, School Administration
OECD Publishing, 2019
Just as a compass orients a traveller, the OECD Learning Compass 2030 indicates the knowledge, skills, attitudes, and values students need not just to weather the changes in our environment and in our daily lives, but to help shape the future. The Learning Compass 2030 is composed of seven elements: (1) core foundations; (2) transformative…
Descriptors: Learning Processes, Skill Development, Values, Reflection
Felicia Lee – Childhood Education, 2019
Meeting the needs of children in refugee communities is a growing concern. Supporting their physical and emotional well-being is a challenge, as is protecting their right to quality education. Innovations are necessary to meet these challenges. Given the circumstances that have contributed to refugee crises around the world, education innovations…
Descriptors: Peace, Empathy, Young Children, Empowerment
Randles, Sally; Dewick, Paul; Hannan, Eleanor; Nicholson, Dawn Theresa; Rietbergen, Martijn; Taylor, Christopher; Vargas, Valeria Ruiz; Wadham, Helen; Withycombe Keeler, Lauren – Journal of International Education in Business, 2022
Purpose: This study aims to present theory, practice and original research findings to support the proposition that broad enquiry and problem-based learning (EPBL) approaches provide an appropriate pedagogical lens for sustainability educators to develop the knowledge and skills needed to work effectively within mission-oriented innovation policy…
Descriptors: Teaching Methods, Learning Processes, Problem Based Learning, Undergraduate Students
Castagno, Angelina E.; Chischilly, Marnita; Joseph, Darold H. – Journal of Research in Rural Education, 2022
This article reports on the first three years of a teacher-led professional development program on the Navajo Nation. We draw on both quantitative and qualitative data from our end-of-year surveys to highlight some of the early lessons we have gathered from the Diné Institute for Navajo Nation Educators (DINÉ). We highlight two guiding principles…
Descriptors: Rural Schools, Navajo (Nation), American Indian Education, Teacher Leadership
