Learning for school leadership: using concept mapping to explore learning from everyday experience*

Pegg, Ann

doi:10.1080/13603120701257412

Cited by 11 publications

(5 citation statements)

References 14 publications

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“…This result agreed with the results of almost all the previous studies like: Pankratius (2006 Pegg (2007), that revealed the effect of using concept mapping on achieving in different subjects.…”

Section: Discussionsupporting

confidence: 83%

The Influence of Concept Mapping on Reading Comprehension of Iranian English Students Employing Persuasive and Descriptive Texts

Beydarani

2015

JLTR

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Abstract-Reading is considered as one of the complex skills in EFL context. Comprehension is the understanding of what is read. To be able to understand written material, learners need to use congenial strategies and have sufficient vocabulary. The present study intended to investigate the influence of concept mapping on reading comprehension of EFL learners employing persuasive and descriptive texts. A language proficiency test was administered to 70 EFL learners, among whom 52 learners were selected as the participants of the study. They were randomly assigned in four groups: two control groups and two experimental groups. Before any instruction the researcher administered a pre-test. Then, learners in two experimental groups received treatment of concept mapping as reading comprehension texts while learners in two control groups received no treatment of concept mapping. The results of pre test and posttest were analyzed by SPSS soft-ware using one way ANOVA statistical procedure. After analyzing the post-test scores, the results indicated that the learners in two experimental groups outperformed the learners in two control groups in reading comprehension. This study also showed that semantic mapping has different effect across types of texts. Learners who received persuasive text performed well than who received descriptive text.

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Section: Discussionsupporting

confidence: 83%

The Influence of Concept Mapping on Reading Comprehension of Iranian English Students Employing Persuasive and Descriptive Texts

Beydarani

2015

JLTR

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“…Interest in leadership learning and development programmes is presently an international phenomenon (Brundrett and Crawford, 2008; Brundrett and Dering, 2006; Bubb and Earley, 2009; Bush, 2008, 2013; Bush and Jackson, 2002; Lumby et al, 2009; Pegg, 2007; Rhodes and Brundrett, 2008, 2009; Walker and Dimmock, 2006). Lumby et al (2009: 161–162) claim that ‘an international perspective is not about knowing education overseas, a scientific typology of the alien, but about leaders reaching a deeper understanding of their own acculturation and resulting practice’.…”

Section: International Evidence Of Leadership Learning and Developmentmentioning

confidence: 99%

Negotiating the principles and practice of school leadership

Yakavets¹

2016

Educational Management Administration & Leadership

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This paper aims to provide an account of how school leaders in Kazakhstan learn about leadership and management, and what strategies are in place to support leadership development. The paper draws on empirical data collected over three years, derived mainly from interviews and focus groups with school leaders and teachers. The findings suggest that a hierarchical education system and strict policy regulations diminish the likelihood that the changes needed to encourage leadership practice by teachers will take place. The paper examines Kazakhstani school leaders’ learning opportunities, and focuses on the implications of borrowing leadership theories from the West. The key argument is that, if genuine change is to occur, these leaders will require time and space for critical reflection about what it is they need to learn and to do. The paper raises important issues about the conceptualisation of leadership learning and development in non-Western contexts.

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“…In a nonformal workplace setting, Pegg’s (2007) research explored school leadership through participatory research and suggested concept maps helped teams explore everyday experiences in their work as administrators at various levels. Concept maps were used to help the learners and the researcher “establish a picture of the way in which concepts of learning were used .…”

Section: Critical Analysis and Learning Theories: From Theory To Pracmentioning

confidence: 99%

“…. by leaders in their daily lives” (Pegg, 2007, p. 265). Administrators processed and critically analyzed how they learned to lead by examining linkages.…”

Section: Critical Analysis and Learning Theories: From Theory To Pracmentioning

confidence: 99%

Using Concept Maps to Engage Adult Learners in Critical Analysis

Biniecki

Conceição

2015

Adult Learning

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An understanding of learning theories can help adult educators become more effective practitioners and meet the needs of the learners they serve. Adult educators who understand how individuals learn can be better prepared to use effective strategies during the learning process. This article addresses the use of concept maps as a strategy to engage adult learners in critical analysis, a skill educators often aim to help learners strengthen. The discussion situates within four learning theories: cognitivist, constructivist, transformative, and social learning. Examples from different contexts using concept maps and connections between theories, learning process, locus of learning, teacher’s role, manifestation in adult education, and activities are presented. The article concludes with putting concept maps and critical analysis into practice in formal and nonformal settings.

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Learning for school leadership: using concept mapping to explore learning from everyday experience*

Cited by 11 publications

References 14 publications

The Influence of Concept Mapping on Reading Comprehension of Iranian English Students Employing Persuasive and Descriptive Texts

The Influence of Concept Mapping on Reading Comprehension of Iranian English Students Employing Persuasive and Descriptive Texts

Negotiating the principles and practice of school leadership

Using Concept Maps to Engage Adult Learners in Critical Analysis

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