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Middle leading refers to those teachers that both teach and have
leadership roles, and thus can bridge the gap between the practices
of learning and the managemant of schooling. Focusing on the
practices of middle leaders, this book addresses the current lack
of support and professional development for middle leaders in
educational settings. Middle Leadership in Schools positions middle
leaders as professional leaders, and an integral part of
educational and professional development in schools and other
educational institutions. Drawing on empirical research spanning
four countries, this book provides readers with a conceptual
framework to understand middle leading and shows how middle leading
practices unfold in real educational contexts. This is a valuable
resource that goes beyond a theoretical conversation about middle
leaders to provide readers with practical applications based on
extensive research undertaken by the authors. The book is divided
into seven chapters, each of which include reflective discussion
questions and recommended readings to promote collaborative
engagement with the text. Chapters cover topics such as how middle
leading is shaped in practice, its role in professional development
and its impact on schools. Illustrating to middle leaders how they
can develop their leadership skills, the book will also be of
interest to school principals and other senior leaders as a guide
to supporting their middle leaders.
Middle leading refers to those teachers that both teach and have
leadership roles, and thus can bridge the gap between the practices
of learning and the managemant of schooling. Focusing on the
practices of middle leaders, this book addresses the current lack
of support and professional development for middle leaders in
educational settings. Middle Leadership in Schools positions middle
leaders as professional leaders, and an integral part of
educational and professional development in schools and other
educational institutions. Drawing on empirical research spanning
four countries, this book provides readers with a conceptual
framework to understand middle leading and shows how middle leading
practices unfold in real educational contexts. This is a valuable
resource that goes beyond a theoretical conversation about middle
leaders to provide readers with practical applications based on
extensive research undertaken by the authors. The book is divided
into seven chapters, each of which include reflective discussion
questions and recommended readings to promote collaborative
engagement with the text. Chapters cover topics such as how middle
leading is shaped in practice, its role in professional development
and its impact on schools. Illustrating to middle leaders how they
can develop their leadership skills, the book will also be of
interest to school principals and other senior leaders as a guide
to supporting their middle leaders.
This book is a Festschrift for Emeritus Professor Stephen Kemmis,
who has a long and eminent career as an educational researcher and
academic spanning over 40 years. His work in curriculum,
evaluation, critical practice, action research and practice theory
has been influential across all continents of the world. The book
examines critical perspectives on educational practice and the
participatory nature of action research, including practitioner
research particularly as undertaken by teachers in schools.
Including vignettes from Kemmis' colleagues and mentors, it draws
on contributions from a range of academics whose scholarship has
been inspired, influenced and initiated by his work. The chapters
stem from a range of countries, including Australia, Canada,
Finland, weden, the United Kingdom, United States of America, and
Trinidad and Tobago - a testimony to the enduring and global legacy
of Kemmis' scholarship. Contributing authors include leading
educational research scholars, indigenous elders from Australia,
and community leaders concerned with environmental sustainability.
The concluding focus of this book turns towards practice theory.
Kemmis' later work led to the development of the theory of practice
architectures and gave rise to the development of the theory of
ecologies of practices in education. Research drawing on the theory
of practice architectures and ecologies of practices resulted in
the leading text "Changing practices, changing education" (Kemmis,
Wilkinson, Edwards-Groves, Hardy, Grootenboer & Bristol, 2014,
Springer) that reports on an Australian investigation of the
ecological relationship between student learning, teaching,
professional learning, leading and researching practices.This
theory is now being applied to study practices across a wide range
of international contexts, sites and disciplines including early
childhood, school education, university education, vocational
education and training, community environment, indigenous cultural
sustainability and health.
This book uses practice theory to examine the role of
'middle-leadership'. In particular, it investigates the practices
of 'leading in the middle' in the cultural-discursive,
material-economic, and social-political domains - i.e., the
sayings, doings and relatings of middle leading. This perspective
acknowledges the ecological arrangement of leading practices in
schools, and the necessity of considering the unavoidable reality
of the site. The analysis is used to promote the need to view
leading in the middle as a form of praxis - a morally and ethically
informed practice that requires thoughtful decision-making and
action in situations where the outcomes are not always clear. This
book focuses on the practice of leading for those in 'middle
management' positions in primary and secondary schools, such as
those responsible for curriculum leadership, including senior
teachers, assistant principals, and curriculum leaders. In their
positions that bridge 'management' and 'the classroom' they are
significant leaders in promoting and sustaining effective pedagogy
for good learning outcomes, and they have to continue to provide
high-quality teaching in their own classrooms, while simultaneously
being a mentor, coach, supporter and evaluator for their
colleagues.
This book is a Festschrift for Emeritus Professor Stephen Kemmis,
who has a long and eminent career as an educational researcher and
academic spanning over 40 years. His work in curriculum,
evaluation, critical practice, action research and practice theory
has been influential across all continents of the world. The book
examines critical perspectives on educational practice and the
participatory nature of action research, including practitioner
research particularly as undertaken by teachers in schools.
Including vignettes from Kemmis' colleagues and mentors, it draws
on contributions from a range of academics whose scholarship has
been inspired, influenced and initiated by his work. The chapters
stem from a range of countries, including Australia, Canada,
Finland, weden, the United Kingdom, United States of America, and
Trinidad and Tobago - a testimony to the enduring and global legacy
of Kemmis' scholarship. Contributing authors include leading
educational research scholars, indigenous elders from Australia,
and community leaders concerned with environmental sustainability.
The concluding focus of this book turns towards practice theory.
Kemmis' later work led to the development of the theory of practice
architectures and gave rise to the development of the theory of
ecologies of practices in education. Research drawing on the theory
of practice architectures and ecologies of practices resulted in
the leading text "Changing practices, changing education" (Kemmis,
Wilkinson, Edwards-Groves, Hardy, Grootenboer & Bristol, 2014,
Springer) that reports on an Australian investigation of the
ecological relationship between student learning, teaching,
professional learning, leading and researching practices.This
theory is now being applied to study practices across a wide range
of international contexts, sites and disciplines including early
childhood, school education, university education, vocational
education and training, community environment, indigenous cultural
sustainability and health.
This book outlines a range of innovative methods to gather student
feedback, and explores the complex relation between student
engagement, student satisfaction, and student success. Drawing on
results from a set of numerous case-studies carried out at a school
of education, the book reports on a range of theoretically-informed
teaching innovations, including focus groups, learning analytics
data, collegial conversations and insights from student
researchers, that have been designed to create respectful,
student-centred, and engaging learning environments. In the current
climate of ever-increasing pressure on delivering high student
satisfaction rates, these results are invaluable for university
students and teachers across the globe. With its unique thematic
focus on educational rapport and relationship-centred education,
the book is an excellent reference point for staff with a
commitment to the scholarship of learning and teaching. It will be
of great interest to students, practitioners, teachers and policy
makers in higher education.
This book uses practice theory to examine the role of
'middle-leadership'. In particular, it investigates the practices
of 'leading in the middle' in the cultural-discursive,
material-economic, and social-political domains - i.e., the
sayings, doings and relatings of middle leading. This perspective
acknowledges the ecological arrangement of leading practices in
schools, and the necessity of considering the unavoidable reality
of the site. The analysis is used to promote the need to view
leading in the middle as a form of praxis - a morally and ethically
informed practice that requires thoughtful decision-making and
action in situations where the outcomes are not always clear. This
book focuses on the practice of leading for those in 'middle
management' positions in primary and secondary schools, such as
those responsible for curriculum leadership, including senior
teachers, assistant principals, and curriculum leaders. In their
positions that bridge 'management' and 'the classroom' they are
significant leaders in promoting and sustaining effective pedagogy
for good learning outcomes, and they have to continue to provide
high-quality teaching in their own classrooms, while simultaneously
being a mentor, coach, supporter and evaluator for their
colleagues.
This book outlines a range of innovative methods to gather student
feedback, and explores the complex relation between student
engagement, student satisfaction, and student success. Drawing on
results from a set of numerous case-studies carried out at a school
of education, the book reports on a range of theoretically-informed
teaching innovations, including focus groups, learning analytics
data, collegial conversations and insights from student
researchers, that have been designed to create respectful,
student-centred, and engaging learning environments. In the current
climate of ever-increasing pressure on delivering high student
satisfaction rates, these results are invaluable for university
students and teachers across the globe. With its unique thematic
focus on educational rapport and relationship-centred education,
the book is an excellent reference point for staff with a
commitment to the scholarship of learning and teaching. It will be
of great interest to students, practitioners, teachers and policy
makers in higher education.
This book examines the beliefs, attitudes, values and emotions of
students in Years 5 to 8 (aged 10 to 14 years) about mathematics
and mathematics education. Fundamentally, this book focuses on the
development of affective views and responses towards mathematics
and mathematics learning. Furthermore, it seems that students
develop their more negative views of mathematics during the middle
school years (Years 5 to 8), and so here we concentrate on students
in this critical period. The book is based on a number of empirical
studies, including an enquiry undertaken with 45 children in Years
5 and 6 in one school; a large-scale quantitative study undertaken
with students from a range of schools across diverse communities in
New Zealand; and two related small-scale studies with junior
secondary students in Australia. This book brings substantial,
empirically-based evidence to the widely held perception that many
students have negative views of mathematics, and these affective
responses develop during the middle years of school. The data for
this book were collected with school students, and students who
were actually engaged in learning mathematics in their crucial
middle school years. The findings reported and discussed here are
relevant for researchers and mathematics educators, policy makers
and curriculum developers, and teachers and school principals
engaged in the teaching of mathematics.
This book examines the beliefs, attitudes, values and emotions of
students in Years 5 to 8 (aged 10 to 14 years) about mathematics
and mathematics education. Fundamentally, this book focuses on the
development of affective views and responses towards mathematics
and mathematics learning. Furthermore, it seems that students
develop their more negative views of mathematics during the middle
school years (Years 5 to 8), and so here we concentrate on students
in this critical period. The book is based on a number of empirical
studies, including an enquiry undertaken with 45 children in Years
5 and 6 in one school; a large-scale quantitative study undertaken
with students from a range of schools across diverse communities in
New Zealand; and two related small-scale studies with junior
secondary students in Australia. This book brings substantial,
empirically-based evidence to the widely held perception that many
students have negative views of mathematics, and these affective
responses develop during the middle years of school. The data for
this book were collected with school students, and students who
were actually engaged in learning mathematics in their crucial
middle school years. The findings reported and discussed here are
relevant for researchers and mathematics educators, policy makers
and curriculum developers, and teachers and school principals
engaged in the teaching of mathematics.
This book aims to help teachers and those who support them to
re-imagine the work of teaching, learning and leading. In
particular, it shows how transformations of educational practice
depend on complementary transformations in classroom-school- and
system-level organisational cultures, resourcing and politics. It
argues that transforming education requires more than professional
development to transform teachers; it also calls for fundamental
changes in learning and leading practices, which in turn means
reshaping organisations that support teachers and teaching -
organisational cultures, the resources organisations provide and
distribute, and the relationships that connect people with one
another in organisations. The book is based on findings from new
research being conducted by the authors - the research team for the
(2010-2012) Australian Research Council-funded Discovery Project
Leading and Learning: Developing Ecologies of Educational Practice.
This book aims to help teachers and those who support them to
re-imagine the work of teaching, learning and leading. In
particular, it shows how transformations of educational practice
depend on complementary transformations in classroom-school- and
system-level organisational cultures, resourcing and politics. It
argues that transforming education requires more than professional
development to transform teachers; it also calls for fundamental
changes in learning and leading practices, which in turn means
reshaping organisations that support teachers and teaching -
organisational cultures, the resources organisations provide and
distribute, and the relationships that connect people with one
another in organisations. The book is based on findings from new
research being conducted by the authors - the research team for the
(2010-2012) Australian Research Council-funded Discovery Project
Leading and Learning: Developing Ecologies of Educational Practice.
This study explores the impact of experience on the affective views
of preservice primary school teachers towards mathematics. As part
of the investigation, the study sought to understand how preservice
primary teachers experienced mathematics and concurrently, the
participants' beliefs, values, attitudes and feelings associated
with their mathematical experiences are explored. Data were
gathered using both qualitative and quantitative modes. The
participants were initially apprehensive and negative about
mathematics, but after their course in mathematics education, their
views generally improved. However, through their school- based
practicum many regressed to their initial beliefs and feelings,
thus indicating the fragility of their changes. A key factor in the
development of the participants' affective responses to mathematics
was the relationship they experienced with their teachers. The
findings indicate that it is possible to bring about positive
affective change, although long-term sustainability is dependent
upon a complementary practicum experience.
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