Owen R. Jones

Bio: Owen R. Jones is an academic researcher. The author has contributed to research in topics: Primary education. The author has an hindex of 1, co-authored 1 publications receiving 44 citations.

Developing a Model for Strategic Leadership in Schools

Abstract: Strategic leadership is a critical component in the effective development of schools. Currently the educational debate is shifting to focus on how short-term improvements can become strategically sustainable. This article will put forward the view that renewed attention needs to be paid to the strategic dimension of leadership to ensure this sustainability. Much of the orthodox perspective of leadership development suggests that new leaders tend to .rst address current administrative and managerial issues to build con.dence and organizational ability before moving to a strategic and futures activities. The article argues that schools need a concurrent or parallel view of leadership development in which leaders focus not only on the ‘now’ of school improvement but concurrently build strategic capability within the school.

Disinventing and reconstituting language for learning in school Science

Abstract: Language ideologies profoundly shape and constrain the use of language as a resource for learning in ‘multilingual’ or linguistically diverse classrooms. In this paper, we draw attention in particular to the ideology of languages as stable, boundaried objects and to the colonial invention of African languages. Against this backdrop, we analyse an example of pedagogical practice which was designed in response to a linguistic ethnography of Year 9 Science learning in a South African high school. The aim of this intervention is to move beyond the constraints of current language ideologies and to enable bilingual isiXhosa/English students to use a wide range of resources from their semiotic repertoires for learning Science. We will argue that debates about language of instruction in post-colonial contexts which pit one named language against another, misdirect our attention away from how the resources of language and other semiotic modes are or are not being used for learning in classroom discourse an...

Art history in an infant primary school: an intervention in the curriculum

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Contemporary Issues in Early Childhood Education and Care: Proceedings of the Conference held in St. Patrick's College, Drumcondra, Dublin on Saturday, 23rd. April, 2005.

Abstract: The issue of professionalism in the Early Years sector is both contemporary and contentious. The recently published OECD Thematic Review of Early Childhood Education and Care Policy in Ireland (2004), focused on co-ordination, access and quality, areas that could well be at the heart of professionalism. However, within the Irish context contemporaneously, these areas may cause discomfort, discontent, disharmony and even disagreement due to the interplay of forces and interests that transforms contemporary issues into something that becomes contentious. This paper attempts to analyze how a focus on professionalism at every stage of the training process assists in defining the effective Educarer. It also proposes that meeting the needs of children in the early years should act as a catalyst in uniting dissenting forces and interests.