The evolving knowledge base on leadership and teacher professional learning: a bibliometric analysis of the literature, 1960-2018

Hallinger, Philip; Kulophas, Dhirapat

doi:10.1080/19415257.2019.1623287

Cited by 74 publications

(69 citation statements)

References 91 publications

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“…Albeit a substantial body of research provided evidence of a robust link that supports the salience of teacher professional learning in terms of augmenting school success over the last decade (e.g. Hallinger & Kulophas, 2019), the local research evidence on the construct is scarce (Karacabey et al, 2020). Therefore, the current scale holds promise to contribute to the local research, providing a valid and reliable tool for measuring the extent to which teachers keep abreast of the recent development in their field, to embark upon new instructional initiatives and reflect on existing practices to provide students with a higher-quality instruction and to change teaching practices to promote student learning.…”

Section: Discussionmentioning

confidence: 99%

“…Among varied factors, the construct of teacher professional learning has garnered specific attention from educational scholars in the last decade (e.g. Qian & Walker, 2013;Hallinger & Kulophas, 2019;Shengnan & Hallinger, 2020). This vein of research has concluded that when teachers are more engaged in professional learning activities, they are more likely to improve their skills and content knowledge to better meet the diverse needs of students.…”

Section: Introductionmentioning

confidence: 99%

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The Adaptation of Professional Learning Activities Scale to Turkish: The Validity and Reliability Study

Polatcan

2022

Int. J. of Cont. Edu. Res.

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The purpose of this study is to adapt the Professional Learning Activities Scale (PLAS) developed by Geijsel, Sleegers, Stoel, and Krüger (2009) into Turkish through conducting the relevant validity and reliability analyses. This study followed the pathway recommended by Hambleton and Patsula (1999) for the adaptation process. The data we used came from a total of 256 teachers working in 16 pre-schools, primary and secondary schools located in the Karabuk and Istanbul provinces of Turkey. We performed Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) to test the construct validity of the Turkish-adapted form of the scale. In addition, Cronbach's Alpha coefficient was calculated for the reliability of the scale. The results of the study demonstrated that The Turkish Form of PLA is a reliable and valid instrument to evaluate the extent to which teachers are engaged in professional learning activities.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Adaptation of Professional Learning Activities Scale to Turkish: The Validity and Reliability Study

Polatcan

2022

Int. J. of Cont. Edu. Res.

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“…While much has been written about the important role of school leaders in North America, Europe and Australia (e.g., Leithwood, Sergiovanni, Darling-Hammond, Cordeiro, and Cunningham); there is now a small but growing body of empirical research about the work of school leaders in LICs and MICs. A recent bibliometric analysis of the school leadership literature by Hallinger and Kulophas (2020) found that the geographic imbalance of researchers who are Anglo-American-European focused is migrating toward other regions of the world. For example, a growing number of scholars outside US, European, Australian and New Zealand contexts are including MICs in their scholarship.…”

Section: School Leadership In Lics and Micsmentioning

confidence: 99%

Responses to COVID-19 From Non-State School Leaders in Latin America, Sub-Saharan Africa and, India: A Call for Educational Equity

2021

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In early 2020, the rapid spread of the COVID-19 pandemic was an unprecedented shock to the global education system, resulting in most educational institutions closing their doors and turning to various forms of remote learning to ensure continuous education for their communities. Since the world has not experienced this scale of school closure before, the goal of this study was to explore what, if anything, non-state schools (NNSs) were doing to support remote learning that may help them to prepare for future events that curtail education. In May 2020, Edify, an international non-governmental organization (INGO) operating in eleven nations in Latin America (LATAM), Sub-Saharan Africa and India conducted a telephone survey with a stratified random sample of 388 school leaders. Since the extent learning had continued across contexts was relatively unknown, the survey aimed to inform the organization's current and future responses to the COVID-19 pandemic and potential future educational interruptions. In addition to identifying the various uses of technology and possible innovations as to how non-state schools can respond when a crisis impacts their operating status, this paper describes three areas of concern expressed by the school leaders: (1) the health and safety of children and adults in their schools; (2) the various challenges of maintaining financial sustainability; and (3) the learning loss of students from the lack of preparedness for such a massive interruption in their school's normal operations.

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“…While the DBIR approach has much to offer in the way of a sustained renewal process, both in-school and across systems, the approach was not designed to address the well-documented issues that so often arise in addressing teacher motivation (Brezicha et al, 2020;Hallinger & Kulophas, 2020), including in mathematics teaching practice (Osman & Warner, 2020). The introduction of generative dialogue, however, can build and maintain organisational learning as it creates new knowledge and empowers participants' future professional actions.…”

Section: Generative Dialoguementioning

confidence: 99%

Differentiating Instruction: Development of a Practice Framework for and with Secondary Mathematics Classroom Teachers

Marks¹,

Woolcott²,

Markopoulos³

2021

INT ELECT J MATH ED

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This article outlines an approach to bridging the gap between the theory and practice of differentiated instruction. Differentiated instruction has long been suggested as a pedagogical approach to cater for student individuality and diversity, particularly in mixed-ability classrooms. Although the theory of differentiated instruction has been applied widely, such instruction has not been taken up widely in teaching practice. The first part of the article explores the relationship of theory and practice of differentiated instruction in relation to pedagogical content knowledge, teacher efficacy, formative assessment, teacher confidence and competence and professional learning. This exploration uses exemplar cases from mathematics teaching to pave the way for an outline, in the second part of the article, of how differentiated instruction could be implemented for the mixed-ability groupings increasingly engaged in the Australian secondary mathematics classroom. A protype practice framework for teachers is presented as part of a project being conducted in regional Australia, with the overall aim of assisting teachers in developing and implementing strategies for differentiated instruction in secondary mathematics classrooms.

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The evolving knowledge base on leadership and teacher professional learning: a bibliometric analysis of the literature, 1960-2018

Cited by 74 publications

References 91 publications

The Adaptation of Professional Learning Activities Scale to Turkish: The Validity and Reliability Study

The Adaptation of Professional Learning Activities Scale to Turkish: The Validity and Reliability Study

Responses to COVID-19 From Non-State School Leaders in Latin America, Sub-Saharan Africa and, India: A Call for Educational Equity

Differentiating Instruction: Development of a Practice Framework for and with Secondary Mathematics Classroom Teachers

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