자연주의적 탐구조사(Naturalistic Inquiry)

https://link.springer.com/content/pdf/10.2307%2F3343168.pdf

Development as Freedom

Home PURPOSE OF THE CENTER: To develop the center to address state-of-the-art research, create innovating educational programs, and support technology transfers using commercially viable results to assist the Army Research Laboratory to develop the next generation Future Combat System in the telecommunications sector that assures prevention of perceived threats, and Non Line of Sight/Beyond Line of Sight lethal support.

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The New Meaning Of Educational Change

Educational Administration: Theory, Research, and Practice

There has been a strong increase in interest in leadership development in recent years, not least in the learning and skills sector. However, little research exists on the relationship between leadership development and actual leadership behaviours in the sector. This study is an attempt to help fill this gap by looking at leadership, leadership development and the relationship between them in 10 case study organizations selected to be amongst the most effective in terms of leadership, but representative of the breadth of the sector. A mixed methods approach was used combining a survey of all staff, focus groups and individual interviews. Findings show that transformational leadership was deemed most effective and that leadership development was relatively uncommon among staff. There was a significant relationship between preferred mode of leadership development and leadership style of respondents.

Leadership and leadership development in highly effective further education providers. Is there a relationship

Black and minority ethnic (BME) leaders are greatly under-represented in English schools compared with the number of BME pupils. This paper reports the findings from research with BME leaders in 2004–2005 and links them to insights from a systematic literature review. The paper shows that BME teachers experience many barriers in developing their careers, including family and community attitudes, unfair recruitment and selection processes, and both covert and overt discrimination. The participants in the research demonstrate qualities of determination, resilience and hard work in overcoming these barriers, leading to the conclusion that these pioneers are ‘exceptional’ people.

Black and minority ethnic leaders in England: a portrait

This article explores a paradox, namely the rhetoric of engagement with diversity and social justice among education leaders, yet the paucity in forward-looking critical theory and practice to develop that engagement. It draws upon relatively new as well as established concepts, including the Capabilities Approach, to suggest how and why diversity management and social justice might be elevated to first-order constructs that inform leadership and its development. The evidence base is recent research for the Learning and Skills Sector, but the implications inform other parts of the education sector in which, as yet, approaches to diversity appear to have changed little. It is suggested that researchers, theorists and policy makers need to join with the education practitioner community to revitalize theory and practice

Diversity and Diversity Management: Messages from Recent Research

One of the challenges facing the Early Years (EY) sector is how to encourage more male practitioners to counterbalance a largely feminised workforce. Using case studies of male trainees at different stages of their primary undergraduate Initial Teacher Training course at one university, we attempt to consider data why there is under-representation of men within the leadership strata in EY settings. Questionnaires and interviews were conducted with the male sample groups and male leaders in primary schools to gain an overview regarding gender stereotyping. Our findings suggest that male trainees enjoy working in the EY sector, but they need mentoring by strong leaders to help them overcome the perceived contextual barriers of male stereotypes in that setting. In conclusion, we consider some of these barriers of stereotypes, attitudes, values, beliefs existing and the actions needed in addressing such stereotypes if a long-lasting change is to happen.

/pdf/why-are-there-still-so-few-men-within-early-years-in-primary-4boprqw4f0.pdf

Krishan Sood

Papers

Leadership and leadership development in highly effective further education providers. Is there a relationship

Black and minority ethnic leaders in England: a portrait

Diversity and Diversity Management: Messages from Recent Research

Why are there still so few men within Early Years in primary schools: views from male trainee teachers and male leaders?

Leadership development and diversity in the learning and skills sector