What difference does school leadership make to student outcomes?

Robinson, Viviane; Gray, Ewan

doi:10.1080/03036758.2019.1582075

Cited by 78 publications

(81 citation statements)

References 57 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Although each of the initial challenges faced in class swapping receded as phase 1A progressed, in phase 1B the organisational structure of class swapping was also altered to explicitly enhance teacher interaction. Research suggests it is important that leadership focuses teacher relationships and interaction on specific pedagogical work (Robinson et al, 2009). Through the introduction of planning and collaborative reflection documents with pedagogical prompts, the lead and participating teachers were supported to increase their interactions, as well as to focus these interactions on issues of a pedagogical nature.…”

Section: Findings and Discussionmentioning

confidence: 99%

Playing to our strengths: Generalist teachers’ experiences of class swapping for primary physical education

Clohessy¹,

Bowles²,

Chróinín³

2019

European Physical Education Review

View full text Add to dashboard Cite

Class swapping is the process whereby a generalist primary school teacher with a particular subject expertise and interest swaps classes with a teacher colleague and they teach each other’s class a specific area of the curriculum. Instances of class swapping for physical education (PE) have been noted in many countries, but there is currently no explicit research into this practice. Consequently, this research investigated the experiences of two generalist teachers with additional PE expertise teaching PE to classes other than their own in two Irish primary schools over two separate intervention periods totalling 18 weeks. The participants’ experiences of class swapping for PE were analysed using qualitative data generated by individual interviews, pupil focus groups, researcher observations and teacher reflections. Hargreaves and Fullan’s theory of professional capital was used as a theoretical framework. The lead teachers’ expertise and enthusiasm for PE provided the pupils involved with rich PE experiences. The opportunity to teach additional PE also increased the lead teachers’ ability and motivation to provide further PE leadership within their schools. Furthermore, class swapping contributed to increased teacher interactions focused on teaching and learning. These findings make a worthwhile contribution to our understanding of class swapping and its potential to enrich pupil experiences in primary PE settings where generalist teachers operate.

show abstract

Section: Findings and Discussionmentioning

confidence: 99%

Playing to our strengths: Generalist teachers’ experiences of class swapping for primary physical education

Clohessy¹,

Bowles²,

Chróinín³

2019

European Physical Education Review

View full text Add to dashboard Cite

show abstract

“…Det har dog vist sig vanskeligt at udforske de relevante variable, der udgør linket mellem paedagogisk ledelse og effekten på elevernes laering (Robinson & Gray, 2019).…”

Section: Paedagogisk Ledelseunclassified

“…Robinson & Gray peger derfor på, at man fremfor at undersøge, om og hvor mange observationer lederen foretager, bør foretage undersøgelser af kvaliteten af den lokale paedagogiske ledelsespraksis. Der efterspørges undersøgelser, som raekker ud over lederens direkte indflydelse på undervisningskvaliteten og indfanger de brede organisatoriske kompetencer (Robinson & Gray, 2019).…”

Section: Paedagogisk Ledelseunclassified

Fra individuel læring og simpel problemløsning til professionel læring i lærerkollektivet

Rohwedder¹,

Engsig²

2020

Forskning og forandring

View full text Add to dashboard Cite

Denne artikel undersøger underviseres erfaring med pædagogisk ledelse i form af undervisningsobservationer og feedback. Undersøgelsens fund diskuteres i en teoretisk ramme af organisatorisk læring og Capacity Building for skoleudvikling. Artiklens data er produceret igennem et flerårigt aktionsforskningsprojekt. Projektet udspringer af organisationens ønske om at styrke skolens pædagogiske ledelse ved at forene forskning og udvikling. Projektet består af to aktionsfaser. I første fase undersøges undervisningsobservationer og feedback i et individuelt design. I anden fase integreres og undersøges undervisningsobservationer og feedback i et kollektivt design. Forskningsdesignet placerer dialogen som en central kilde til dataindsamling, udvikling og analyse. Artiklens forfattere (forsker og medforsker) har arbejdet tæt sammen om at analysere og udvikle aktionsdesign. I artiklen undersøges: Hvorvidt, og hvordan, undervisningsobservationer og ledelsesfeedback kan bidrage til Capacity Building som organisatorisk kompetence for skoleudvikling? Artiklen argumenterer for, at ledelsesobservationer og feedback til den individuelle underviser kan bidrage til individuel single loop læring i form af akut problemløsning i vanskelige undervisningssituationer. Ledelsesobservationer og feedback i et kollektivt design kan derimod stilladsere professionel læring og skabe afsæt for double loop læring og mulighed for organisatorisk Capacity Building.

show abstract

“…A substantial body of research confirms that school leadership has a significant influence on student learning, second only to classroom teaching (Qian and Walker 2011; Louis et al 2010; Robinson et al 2009; Leithwood et al 2004). “In the last decade”, Day et al (2010) conclude, “more evidence has been uncovered to support our original finding that school leadership is second only to classroom teaching as an influence on pupil learning” (p. 3).…”

Section: Introductionmentioning

confidence: 99%

“…In an attempt to distil key school leadership attributes, meta-analyses have focused on those capabilities which can be shown to have an impact on student learning and are therefore deemed to be particularly effective. Several researchers have identified specific high impact behaviours (Robinson et al 2009; Bryk et al 2010) which, in turn, underpin key leadership capabilities. Robinson’s work (2011) identified three key capabilities which relate to effective leadership – integrating deep pedagogical knowledge, analysing and solving complex problems, and building relational trust.…”

Section: Introductionmentioning

confidence: 99%

Developing Leaders for International Baccalaureate World Schools

Calnin

Waterson

Richards³

et al. 2018

Jnl of Research in Internatl Education

View full text Add to dashboard Cite

A significant corpus of research now consistently confirms that school leadership is the second most important in-school variable to impact on student outcomes. Investing in leaders and aspiring leaders is therefore an imperative for schools and school systems. However, much of the educational leadership research emerges from national systems of education, with a largely Western set of norms and assumptions. To what extent, it can be asked, are the attributes and capabilities described in the literature applicable on a more universal or global scale? A paucity of research addresses this question and explores educational leadership in trans-national and multi-cultural settings. The International Baccalaureate (IB), with its 4500 schools in more than 135 countries, has responded to the challenge of developing leaders for its schools (known as IB World Schools). Regardless of the strength of research within particular national or cultural contexts, the IB's complex and globally dispersed school network means that leaders cannot be expected to follow a single model or paradigm of leadership practice. The IB acknowledges that effective leadership takes into account the environment within which leaders work. At the heart of an IB school leader's challenge is to develop strong capabilities in cultural and contextual awareness, as well as a deep understanding of the types of leadership practices that have the best chance of maximising student and organisational outcomes in different contexts. The IB has developed a distinctive leadership programme to support IB leaders and build their capabilities in these vital areas. This paper outlines the contexts, research and theorising that has led to the IB leadership professional development programme. It also presents the aims, guiding principles and key features, inclusive of the key

show abstract

What difference does school leadership make to student outcomes?

Cited by 78 publications

References 57 publications

Playing to our strengths: Generalist teachers’ experiences of class swapping for primary physical education

Playing to our strengths: Generalist teachers’ experiences of class swapping for primary physical education

Fra individuel læring og simpel problemløsning til professionel læring i lærerkollektivet

Developing Leaders for International Baccalaureate World Schools

Contact Info

Product

Resources

About