Preparing Instructional Leaders: Evaluating a Regional Program to Gauge Perceived Effectiveness

Abstract

An instructional leadership program (ILP) has offered education and support to three cohorts of educational leaders in Nova Scotia, Canada, amounting to approximately 130 participants. Quantitative and qualitative feedback from a convenience sample (n = 90) suggests that the ILP offers an extremely useful practical program; in fact, 95 percent of the sample indicates advances in the categories of professional growth, improved instructional leadership, and tangible progress in administrative effectiveness. Systemic and school environment trends have dictated that educational leaders need a skill set that positions them to respond more aptly to issues of poverty, socioemotional health, and mental health while attending to improved community building both within the school and in the greater public. This study uses surveys, interviews, and focus groups to identify emerging and impending challenges.

Impact of Student Interventions on Urban Greening Processes

“…This type of research fits very well in this situation because it aims to change specific situations by "seeking contextualized truth" [36]. Action research often takes place in (multiple) cycles [37,38], where planning, acting, observing and reflecting follow each other in logical order, with one round of the cycle stimulating the next. In action research, doing research with others instead of doing research on others is pivotal [36].…”

“…Based on the reflexive interviews, plans were made to formulate new student projects to fill in the gaps in the current knowledge and network. [37,38]). At time 0 (T0, see also Figure 2), the commissioner started the cycle by reflecting on the current situation.…”

“…Choosing Haarlem and Enschede was partly due to a coincidence and the social contacts between university staff and people living or working in these cities, but the latter are exemplary of many middle-sized cities in the Netherlands. The level of the intervention in the governance system [37,38]). At time 0 (T0, see also Figure 2), the commissioner started the cycle by reflecting on the current situation.…”

“…Figure 3. Action Research cycles applied to case studies (inspired by[37,38]). At time 0 (T0, see also Figure2), the commissioner started the cycle by reflecting on the current situation.…”

Assessing Critical Thinking Skills and Creativity Skills of Higher Education Students by Using ASSURE Models

“…Source: Mackinnon et al, 2019 We conduct this study through project-based learning for the second grade of a college student who takes the Interior Design II Course to implement the action research method. The class consists of fortyseven students.…”