Issues In Educational Leadership Research Articles

Development of Learning Materials for Nonformal Educational Leadership with Gender-Responsive Values

This study aims to present the results of a content analysis of gender-responsive values that have been incorporated into non-formal education leadership courses. These courses play a crucial role in preparing prospective non-formal education leaders who are gender-aware and capable of addressing gender-related challenges in educational contexts. The Non-formal Education Leadership course is a vital component in nurturing high-quality leaders in the field of non-formal education. Integrating gender-responsive values into the curriculum of this course is of paramount importance to achieve inclusive and sustainable leadership. The study employs a qualitative approach, utilizing document analysis to examine the syllabus, teaching materials, and teaching methods of non-formal education leadership course documents. The research focuses on developing gender-responsive content values within non-formal education leadership teaching materials, including understanding gender roles in leadership, promoting gender equality in education, dismantling gender stereotypes, and empowering women within the educational context. The study's findings demonstrate that gender-responsive values are thoughtfully integrated into the non-formal education leadership course, aligning with the course's competency objectives and emphasizing the importance of diversity. The syllabus, structured around teaching materials, addresses gender issues in educational leadership and provides relevant case examples. The teaching methods employed facilitate open discussions and reflections on gender matters, encouraging students to adopt inclusive and gender-sensitive perspectives. Moreover, the study highlights efforts made to promote women's participation and empowerment within the context of educational leadership. The non-formal education leadership courses effectively incorporate gender-responsive values that are relevant and significant. Successful implementation of these values will contribute to fostering more inclusive, equitable, and sustainable educational leadership. Keywords: Leadership, Non-formal Education, Gender Responsive.

Un modelo de liderazgo y educación propia para el Buen Vivir y la Autonomía de los pueblos

Los pueblos indígenas y afrodescendientes en las luchas de reivindicación de derechos han desarrollado la capacidad de liderazgo, para impulsar y movilizar las acciones en función de las aspiraciones propias, que conduzcan a la vida en plenitud, Buen Vivir. Entorno a las conceptualizaciones de liderazgo, esta investigación plantea una estrecha relación entre liderazgo educativo y liderazgo comunitario, partiendo de la influencia que tienen los mismos para trazar los caminos del Buen Vivir de los pueblos indígenas y afrodescendientes desde los procesos de Autonomía y Educación. Se aborda el tema de liderazgo educativo, desde la experiencia del Sistema Educativo Autonómico Regional como modelo de Educación propia que surge de la colaboración conjunta; igualmente se describen los puntos de partida de las entidades de educación superior, liderazgos educativos de acción formativa en ideales filosóficos propios para el bien común y en convivencia armónica. En la última sección se puntualizan los desafíos que tienen las instituciones educativas para realizar liderazgo educativo en materia de educación intercultural.

Distributed leadership in education, contemporary issues in educational leadership

Distributed leadership in education, contemporary issues in educational leadership

The past as more than prologue: a call for historical research

Purpose– The purpose of this paper is to argue that historical research methods offer an innovative and powerful way to examine, frame, explain, and disrupt the study of contemporary issues in educational leadership. More specifically, the authors examine how historical methodology might recast some of the questions educational leadership researchers presently engage and how the act of “doing history” might simultaneously lead to new research agendas and social change.Design/methodology/approach– This conceptual paper provides a discussion of the explanatory and disruptive power of historical research methods and how intentional ignorance of uncomfortable historical realities, such as racist institutional structures and practices, undermines present-day efforts to advance equity in schools. Using the mainstream achievement gap narrative as an example, the authors consider the ways in which historical scholarship can effectively disrupt current conceptions of educational inequality and opportunity in the USA.Findings– The paper suggests researchers close the “history gap” by engaging historical research methods in ways that better ground, contextualize, and disrupt the often ahistorical and uncritical ways the field frames present-day challenges like the achievement gap.Originality/value– This paper explores the explanatory and disruptive power of historical research as a mode of inquiry in education leadership.

Teachers’ Perceptions of Good and Bad Leaders in Seven Cultures

Educational practices are becoming increasingly globalized, and as a result, countries around theworld are implementing reforms along the lines of American and European practices, although thecultural implications of these changes are not always being fully realized. Only recently have educationalthinkers begun to address cultural issues in educational leadership.

Preparation for the leadership of professional staff: a critique of the Misneach programme

This paper addresses the issue of educational leadership through a critique of the Misneach programme for first-time principals. This programme entails preparation for the leadership of professional staff, namely of teachers as professional educators. The demands that this places on the leadership curriculum are onerous. The Misneach programme, as outlined in published documentation, is analysed in terms of this challenge. It is argued that the programme neglects certain conceptual issues around the meaning of educational leadership and its connection to school leadership. The consequences of this neglect are outlined. It is also argued that the programme lacks a critical stance by assuming that educational policy is a given to be implemented effectively and efficiently. In addition, the focus on leadership and the principal, as distinct from leadership as a resource in the wider school community is analysed.

Internationalization and Educators' Understanding of Issues in Educational Leadership

This paper reports on a study of the effects of international professional dialogue on educators' understanding of issues in educational leadership. The study involved a group of graduate students in a three-day conference in Canada and a parallel group of graduate students in a two-week institute in New Zealand. The instructional design of the conference, institute, and related activities was based on the Boundary-Breaking Leadership Development Model (Robertson and Webber 2000, 2002a, 2002b; Webber and Robertson 1998, 2003) in which the descriptor “international perspectives” was identified as a basic attribute of the model. The themes that emerged from this study of international professional dialogue—understanding one's educational context, moving from ethnocentricity to cross-cultural understanding, and thinking about leadership in learning—are described. A support infrastructure, which may enhance the benefits and address the cautions associated with international leadership development networks, is provided.

Book Review: Social and Emotional Learning—Special Issue of Educational Leadership. May 1997

Book Review: Social and Emotional Learning—Special Issue of Educational Leadership. May 1997

An Overview of Research on Cooperative Learning Related to Mathematics

Increased use of cooperative learning methods is one of the most visible changes in (mathematics) education in the last decade. To illustrate, the National Counci l of Teachers of Mathematics has promoted cooperative work in its two recent Standards documents (National Council of Teachers of Mathematics [NCTM], 1989, 1991), and the entire December 1989 issue of Educational Leadership (Brandt, 1989) was devoted to cooperative learning. Given all this attention, it seems reasonable to ask what research evidence there is concerning the various types of cooperative learning, their effect on achievement. and their effect on other aspects of student learning.