The fusion of school improvement and leadership capacity in an elementary school

Sigurðardóttir, Sigríður Margrét; Sigþórsson, Rúnar

doi:10.1177/1741143214559230

Cited by 10 publications

(8 citation statements)

References 17 publications

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“…Namely, principals need to encourage collaboration, share leadership, and involve teachers in planning and goal setting to prepare teacher leaders (Lai & Cheung, 2015;Schrum & Levin, 2013). Similar findings were also seen in a qualitative case study that looked at what contributed to building formal and informal teacher leaders in a school in Iceland where over the course of ten years, student outcomes improved (Sigurðardóttir & Sigþórsson, 2016). The authors discovered that the principal created conditions in which teachers were involved in the leadership.…”

Section: The Principal As Promotersupporting

confidence: 66%

Universal design for learning : teacher and administrator perspectives in elementary education

Cross¹

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CHAPTER-INTRODUCTION Problem Statement How are America's public elementary school students fairing in our schools today? Are all students, regardless of ability or disability, receiving a rigorous education as expressed by the Individuals with Disabilities Education Improvement Act (IDEIA, 2004)? According to the National Assessment of Educational Progress (NAEP), which is charged with assessing what America's students know and are able to do, the answer is no, as only 40% of fourth graders performed at or above the proficient level in mathematics and 36% of fourth graders performed at or above the proficient level in reading on the 2015 Nation's Report Card (NAEP, 2015 reading; NAEP, 2015 mathematics). What does this mean? Hernandez (2011) found that of those children not reading proficiently in the third grade, one in six do not graduate on time from high school. Worse yet, for children at the lowest levels of reading, 23% drop out of school or fail to finish on time (Hernandez, 2011). As evidenced above, there is a cause for concern regarding student achievement. Universal Design for Learning (UDL) might be one approach to show improved outcomes for all students. UDL consists of three major principles. The three principles form the framework of UDL and provide multiple means of engagement, expression, and representation with curriculum, assessments, and materials and have been shown to meet the needs of all learners

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Section: The Principal As Promotersupporting

confidence: 66%

Universal design for learning : teacher and administrator perspectives in elementary education

Cross¹

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“…School improvement can be viewed as an organizational learning process in schools where the aim is to create knowledge and transform the culture of a school. Distributed and collective leadership plays a very important role with respect to strengthening the organizational capacity and improving the students’ outcomes (Siguroardottir & Sigporsson, 2016). According to Darling-Hammond (2010), genuine teaching and learning require an early and ongoing commitment to building professional capacity.…”

Section: Literature Reviewmentioning

confidence: 99%

Does Parental Co-creation Impacts Perceived Value? A Mixed-method Study in Indian Elementary Educational Innovations

Dasgupta

Prashar

2019

Vision: The Journal of Business Perspective

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Research on building innovative practices for enhancing the educational effectiveness has gained momentum. Schools as business units play a critical role in building effectiveness. Empirical investigation on the role of parents, the primary customers taking decisions with respect to availing school services for their children, as co-creators in conceptualizing and executing educational innovations is thin. To bridge this research gap, a mixed methods study was conducted on a sample of elementary schools in India. The study also investigated the impact of parents’ involvement on their perceived value and satisfaction. The results suggested that schools are undertaking various innovative initiatives in which parents play a primary role in execution both at home and in the school. It was found that parents’ perception of value for innovative practices introduced by the schools is high, irrespective of their low involvement in the conceptualization stage. The findings also indicated that parental involvement in the execution stage of the initiatives impacts their perceived value more than at the conceptualization stage.

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“…Likewise, teacher leadership has positive effects on organisational and teacher efficacy (Angelle and Teague, 2014). Over the past decades, teacher leadership studies have been conducted to investigate how teachers perceive and practice teacher leadership in different school contexts, including early childhood education (Heikka et al, 2016), primary education (Sigurðardóttir and Sigþórsson, 2016), secondary education (Crowther et al, 2009) and teacher education (O'Hair and Odell, 1995). However, previous studies on teacher leadership have mostly been conducted in Western countries, such as Canada, Finland, the UK and the USA, whereas very few studies have examined teacher leadership in Asian countries such as Hong Kong, Singapore and China (Law et al, 2007;Hairon and Dimmock, 2012;Wong, 2010).…”

Section: Background Of Studymentioning

confidence: 99%

‘Who can support me?’: Studying teacher leadership in a Hong Kong primary school

Wan¹,

Tse²,

Tsang³

et al. 2018

Educational Management Administration & Leadership

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Teacher leadership is one of the essential factors in curriculum implementation. Curriculum development is never an easy task for teachers. Several studies have indicated that teacher leadership has led to school improvement and fostered student achievement and engagement in learning. However, most studies have focused on examining teacher leadership in Western contexts; rarely have studies been conducted to explore how teacher leadership takes place in an ‘East meets West’ context. The aims of the mixed-method study are the following: (a) to investigate teachers’ perceptions and experiences of teacher leadership, and (b) to explore how teachers act out teacher leadership in a peer network. This study used the case of a local primary school. Data collection methods included teacher surveys, individual interviews with teachers, and field notes from a one-day teacher shadowing. The data indicated that teachers were more oriented towards student learning, but insufficient space was available for enacting teacher leadership in terms of teacher collaboration, shared leadership and reflective practice. Thus, implications for teacher leadership development are discussed.

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The fusion of school improvement and leadership capacity in an elementary school

Cited by 10 publications

References 17 publications

Universal design for learning : teacher and administrator perspectives in elementary education

Universal design for learning : teacher and administrator perspectives in elementary education

Does Parental Co-creation Impacts Perceived Value? A Mixed-method Study in Indian Elementary Educational Innovations

‘Who can support me?’: Studying teacher leadership in a Hong Kong primary school

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