Journal articles: 'Classroom leadership'

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Pounder, James S. "Transformational Classroom Leadership." Educational Management Administration & Leadership 34, no. 4 (October 2006): 533–45. http://dx.doi.org/10.1177/1741143206068216.

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Adams, Donnie, Syafizza Norida A. Samat, and Humamuddin Abu Samah. "Teacher Leadership: Going Beyond Classroom." International Online Journal of Educational Leadership 2, no. 1 (February 12, 2018): 1–3. http://dx.doi.org/10.22452/iojel.vol2no1.1.

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Richardson, Steven M. "Civility, Leadership, and the Classroom." New Directions for Teaching and Learning 1999, no. 77 (1999): 77–86. http://dx.doi.org/10.1002/tl.7708.

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Lowe, Kevin B. "The authentic classroom." Journal of Management & Organization 25, no. 03 (May 2019): 445–52. http://dx.doi.org/10.1017/jmo.2019.41.

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AbstractA panel of eight leadership scholars was convened to participate in a panel at the 20th International Leadership Association Conference to discuss the benefits and the pitfalls of applying authentic leadership theory to the classroom setting. Inspired by Ken Parry's masterful teaching and the authenticity that he displayed in the classroom, this paper provides an overview of the panel's discussion as they grappled with the attractions, the challenges and the risks that are posed to both teacher-scholars and student-scholars in bringing their full selves into the classroom.

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White, Bobbie Ann Adair, Kerri Pearson, Christie Bledsoe, and Randy Hendricks. "Transformational Leadership: The Nexus Between Faith and Classroom Leadership." Christian Higher Education 16, no. 5 (September 22, 2017): 276–84. http://dx.doi.org/10.1080/15363759.2017.1288589.

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Claudet, Joseph. "Leadership for Instructional Improvement." Advances in Social Sciences Research Journal 8, no. 4 (April 29, 2021): 484–513. http://dx.doi.org/10.14738/assrj.84.10072.

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Effectively integrating creative experiential learning opportunities into classroom-based science instruction to enhance students’ applied learning continues to be a challenge for many middle school educators. This article explores how educators in one urban middle school leveraged design research thinking in conjunction with collaborative data-teaming processes to develop a targeted professional learning intervention program to help seventh- and eighth-grade teachers learn how to integrate Makerspace hands-on experiential and project-based learning activities into their STEM instructional practices to better engage students in applied science learning in middle school classrooms. A literature-informed discussion is included on how the middle school principal and the school’s instructional improvement team utilized focused professional development activities and intensive Professional Learning Community (PLC) conversations to positively transform teachers’ pedagogical mindsets and instructional practices in support of integrating Makerspace and related project-based experiential learning opportunities as valuable components of classroom-based science teaching and learning. Finally, a number of design principles derived from the middle school case study highlighted in this article are offered that may be of practical use to school leaders interested in applying educational design research methods to enhance their own campus-based instructional improvement efforts.

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Pounder, James S. "Transformational classroom leadership: a novel approach to evaluating classroom performance." Assessment & Evaluation in Higher Education 33, no. 3 (June 2008): 233–43. http://dx.doi.org/10.1080/02602930701292621.

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Pounder, James. "Quality teaching through transformational classroom leadership." Quality Assurance in Education 22, no. 3 (July 1, 2014): 273–85. http://dx.doi.org/10.1108/qae-12-2013-0048.

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Purpose – The purpose of this paper is to indicate that transformational classroom leadership has substantial benefits in terms of enhancing the quality of the classroom experience and associated educational outcome in the context of growing criticism of university teaching quality. It also aims to recommend the focus of future research to realise these benefits. Design/methodology/approach – The paper comprises a comprehensive review of literature on the outcomes of transformational leadership in a classroom context and identifies weaknesses in the research thus far. It then indicates an approach to capitalising the potential of this instructional innovation. Findings – Transformational classroom leadership has substantial benefits in terms of enhancing the quality of the classroom experience for both students and teachers. Research limitations/implications – This paper produces substantial arguments in favour of transformational classroom leadership as a means of enhancing teaching quality and educational outcomes. Nevertheless, the paper also recognises that research, thus far, has yet to indicate a systematic way forward to affecting its implementation. Practical implications – The transformational classroom leadership approach advocated in this paper has practical benefits for both students and teachers, especially at the university level. Originality/value – This paper draws attention to the potential benefits of transformational classroom leadership as a means of enhancing the quality of the classroom experience particularly for students. It also indicates a way forward designed to realise the benefits of this instructional approach.

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Pounder, James S., Peter Stoffell, and Edward Choi. "Transformational classroom leadership and workplace engagement." Quality Assurance in Education 26, no. 3 (July 2, 2018): 333–42. http://dx.doi.org/10.1108/qae-07-2017-0046.

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Purpose The purpose of this study was to explore whether the transformational classroom leadership concept could describe the notion of the inspiring professor that the Gallup–Purdue survey (2014) found to be a major factor in enhancing college and university graduates’ workplace engagement. Design/methodology/approach Surveys of existing students and alumni of Lingnan University in Hong Kong were conducted to ascertain whether transformational classroom leadership is a proxy for the inspiring professor notion and to gauge the possible effect that transformational classroom leadership has on alumni workplace engagement. Findings The results of the study suggested a potential link between the experience of transformational classroom leadership and alumni subsequent levels of workplace engagement. Research limitations/implications The results should be treated as indicative only, given that the Hong Kong study was limited to one university, and the sample sizes were similarly limited. Practical implications Should further investigations confirm the Hong Kong results, this could trigger a shift in emphasis and resources in higher education from research to teaching. Furthermore, the nature of transformational classroom leadership provides tremendous scope for establishing a professional development framework based on the model. Originality/value This is the first study that has explored the link between transformational classroom leadership and alumni levels of workplace engagement.

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Ryczek, Matthew. "Discussion Leadership in the EFL Classroom." JALT Postconference Publication 2019, no. 1 (August 31, 2020): 358. http://dx.doi.org/10.37546/jaltpcp2019-42.

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In this paper I introduce a teaching approach with the aim to improve English language learners’ sense of agency by leading small group discussions. I attempt to demonstrate that by giving students a greater amount of freedom and control over the content of their discussions, their capacity to communicate can improve. This approach was implemented in two 2nd-year English classes at a public university in Japan during the 2018-2019 academic year. In these classes, students regularly presented news articles related to topics they wanted to discuss and led a group of classmates in a discussion of their topic using their own discussion questions. I address how this learning approach was implemented, including guidance for article selection, presentation, and discussion leadership. I conclude with a discussion of the efficacy of this approach based on feedback from a student survey. 本論では、少人数で構成されたグループディスカッションを進めることにより、学習者の主体性の発達を目的とした指導方法を紹介する。学生自身が議論の内容、どのように議論を進めるかを自由に決めることにより、学生のコミュニケーション能力の改善を論証することを試みている。この指導方法は、2018年から2019年に日本の国立大学の2年生を対象とした2つの授業で実践され、これらの授業の中では、各学生が議論したいトピックに関連したニュース記事をグループ内で発表し、議論をしたい質問項目を選び、その質問をもとにディスカッションを進めた。本論では、学生が適切な記事の選択をするように導くための指導方法や、プレゼンテーションの方法、議論の進め方、評価方法など、この学習方法が実際の授業でどのように実践されたかを説明する。この方法の効果は、授業を受講した学生へのアンケート調査による評価をもとに結論づけている。

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Barbuto, John E. "Dramaturgical Teaching in the Leadership Classroom." Journal of Leadership Education 5, no. 2 (September 1, 2006): 4–13. http://dx.doi.org/10.12806/v5/i2/ab1.

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Blackwell, Cindy, and David Jones. "Copyright Law and the Leadership Classroom." Journal of Leadership Education 7, no. 2 (December 1, 2008): 1–13. http://dx.doi.org/10.12806/v7/i2/rf1.

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Albert, Joseph F., and Kaitlin Vadla. "Authentic Leadership Development in the Classroom." Journal of Leadership Education 8, no. 1 (July 1, 2009): 72–92. http://dx.doi.org/10.12806/v8/i1/ab2.

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Johnson, Craig E. "Introducing Followership into the Leadership Classroom." Journal of Leadership Education 8, no. 2 (September 1, 2009): 20–31. http://dx.doi.org/10.12806/v8/i2/ab3.

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Shieh, Eric. "Developing Leadership in the Ensemble Classroom." Music Educators Journal 94, no. 4 (March 2008): 46–51. http://dx.doi.org/10.1177/00274321080940040106.

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Pressley, Thomas A. "Educational leadership: benefits of stepping outside the classroom." Advances in Physiology Education 41, no. 3 (September 1, 2017): 454–56. http://dx.doi.org/10.1152/advan.00083.2017.

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Although most educators have their greatest impact in the classroom, the increased need for diverse learning activities has created new opportunities for leadership. Moreover, many Tenure and Promotion Committees are finding that it is no longer sufficient to consider only lecture hours when evaluating a faculty member’s contributions to the teaching mission of an institution. Accordingly, the career path for an educator in a college or professional school is evolving. A newly recruited faculty member may start out with traditional classroom responsibilities, but activities other than lecture, such as flipped classrooms, online resources, and peer-to-peer teaching, may be quickly added to the mix. As faculty members gain experience, they often progress to positions of curriculum design or program review within an institution. Similarly, there is a need for administrators who have participated in a variety of learning activities, and schools frequently recruit for these positions from faculty with such exposure. Many senior faculty members leverage this expertise to regional or national levels by authoring textbooks and online materials or serving on advisory boards, review committees, and governance in professional societies and funding agencies. Excelling in these leadership opportunities can have a profound effect on the success of promotion and tenure applications, and they reward a skill set that extends beyond the teaching and organization needed in the classroom.

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Militello, Matthew, Lynda Tredway, Lawrence Hodgkins, and Ken Simon. "Virtual reality classroom simulations: how school leaders improve instructional leadership capacity." Journal of Educational Administration 59, no. 3 (March 22, 2021): 286–301. http://dx.doi.org/10.1108/jea-10-2020-0219.

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PurposeThe purpose of this study was to explore the utility of a virtual reality (VR) classroom experience for improving the capacity of instructional leaders. Specifically, school leaders used VR to build their classroom observation and analysis skills to prepare to have more effective post-observation conversations with teachers. The authors provide insights from multiple data points that highlight the affordances of the virtual setting for improving classroom observation skills.Design/methodology/approachDrawing on the application of simulations to practice classroom observations, the authors developed a VR experience in which participants tag observable elements of academic discourse using codes from two observation protocols. The protocols identify elements of equitable student access: how teachers call on students and how they design questions. Seventy-five school leaders used the VR platform to observe a classroom scenario and code evidence of equitable classroom access. The authors analyzed data from tagging in the virtual reality scenario and triangulated these data with survey data focused on observation practices from participants' schools. A reflection component is included on the platform to collect these qualitative data.FindingsThe study results indicate that the virtual reality platform provides an innovative process for leadership professional development focused on building school leaders' capacity to identify elements of academic discourse during classroom observations. Participants reported that the opportunity to practice classroom observations in a risk-free environment was useful. However, for school leaders to fully transfer the data to using in conversations with teachers, they benefit from leadership coaching.Originality/valueThis study ascertains the potential effectiveness of an advanced technology for enhancing instructional leadership by using evidence-based classrooms observations to drive improvements in teaching practice. Beyond the utility of the virtual reality tool, this study provides a proof of concept for the next generation of instructional leadership through teacher observations with augmented reality.

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Sosa, Teresa, and Catherine D. Bhathena. "Classroom Discussions as Distortions." Journal of Cases in Educational Leadership 20, no. 1 (February 18, 2017): 22–33. http://dx.doi.org/10.1177/1555458916688506.

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Ms. Mendez, English Department chair in a large urban high school, has noticed a persistent pattern in the practices of her colleagues. These practices tend to be racially insensitive and emphasize a noncritical view that does not attend to students’ experiences and positions students from a deficit perspective. Realizing that such practices serve as social reproductions of racist and classist orientations that reproduce the existing social order, Ms. Mendez decided school leadership should be informed. However, she worries that the school’s leadership will not work to enact change and instead will take her concerns lightly.

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Starr, Joshua P. "Leadership." Phi Delta Kappan 99, no. 4 (November 27, 2017): 72–73. http://dx.doi.org/10.1177/0031721717745549.

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In the conclusion to her 2014 book The Teacher Wars, the journalist Dana Goldstein offers 11 recommendations for increasing the professional status of teachers in the U.S. Her suggestions — such as increasing teacher pay, supporting professional learning communities, and encouraging teachers to observe each other in the classroom — offer excellent starting points for high-level policy debates, says Joshua P. Starr. From the perspective of a local school superintendent, however, each of these ideas needs some refinement.

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IGNATESCU, Camelia, Lutfi UREDI, and Pelin KOSECE. "Ethical Leadership Role and Behaviors of Teachers in the Context of Effective Classroom Management." Revista de Cercetare si Interventie Sociala 73 (June 15, 2021): 34–56. http://dx.doi.org/10.33788/rcis.73.3.

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This research is a qualitative study carried out for determining the views of teachers carrying on their duties in elementary and secondary education institutions towards the effect of ethical leadership behaviours upon classroom management. The data related to the research was collected through the interviews with the teachers who participated into the research in a period from October 2019 to October 2020 in Turkey. It was noticed that definitions of the teachers who participated into the research related to teacher leadership were shaped in accordance with their personal attitudes and traits. The participants mostly defined teacher leadership as being a role model and orienting the students. Namely, the participants considered that teacher leadership in classroom should be there for being a guide for the students and orienting them, and teachers should present model behaviours. The teachers who participated into the research also considered that teacher leadership in the classroom should be ethical. The participants especially emphasized that this leadership should have an ethical property related to mutual role balance, leadership shared with the students in the classroom, democratic attitude and respect to individuals. When teachers’ ways of using their leadership roles in the classroom were analyzed, it was noticed that the teachers mostly presented behaviours for orientation, and focused mostly on student-cantered educational activities. The ethical behaviours participant teachers used mostly in classroom management were concluded to be behaving equally to the students, determining and practicing the classroom rules together, and regarding the individual differences.

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Olubummo, Catherine. "Classroom assessment techniques." Nursing Management (Springhouse) 46, no. 12 (December 2015): 16–19. http://dx.doi.org/10.1097/01.numa.0000473514.46302.03.

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Patterson, Coleman E. P. "Transformational Teaching: An Examination of Classroom Leadership." Journal of Leadership Studies 2, no. 2 (April 1995): 42–50. http://dx.doi.org/10.1177/107179199500200206.

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Cheong Cheng, Yin. "Teacher Leadership Style: A Classroom‐level Study." Journal of Educational Administration 32, no. 3 (September 1994): 54–71. http://dx.doi.org/10.1108/09578239410063111.

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Lindsay, Douglas R., Anthony M. Hassan, and David V. Day. "Leadership Education and Experience in the Classroom." Journal of Leadership Education 8, no. 2 (September 1, 2009): 32–40. http://dx.doi.org/10.12806/v8/i2/ab4.

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Gifford, Gregory T. "A Modern Technology in the Leadership Classroom." Journal of Leadership Education 9, no. 1 (December 1, 2010): 165–72. http://dx.doi.org/10.12806/v9/i1/ab2.

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Odom, Summer F., Holly D. Jarvis, M’Randa R. Sandlin, and Cassidy Peek. "Social Media Tools in the Leadership Classroom." Journal of Leadership Education 12, no. 1 (July 18, 2013): 34–53. http://dx.doi.org/10.12806/v12/i1/34.

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Erdel, Didem, and Mehmet Takkaç. "INSTRUCTOR LEADERSHIP IN EFL CLASSROOMS AND THE OUTCOMES: THE EFFECTS OF TRANSFORMATIONAL AND TRANSACTIONAL LEADERSHIP STYLES." TEFLIN Journal - A publication on the teaching and learning of English 31, no. 1 (June 12, 2020): 70. http://dx.doi.org/10.15639/teflinjournal.v31i1/70-87.

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In this study, classroom leadership styles of English language instructors were investigated within the Full Range Leadership (FRL) framework with the purpose of determining the relationship between instructors’ leadership styles and the outcomes of leader (the instructor in the classroom context) effectiveness, students’ extra effort and student satisfaction. Classroom Leadership Instrument, a modified version of Multifactor Leadership Questionnaire, was administered to 300 students from English Language Teaching and English Language and Literature Departments at a Turkish state university. Research data were analyzed through inferential statistical tests and the results revealed that transformational leadership and active traits of transactional leadership significantly correlated with all three leadership outcomes. Consequently, the instructors with such leader characteristics appeared to be more effective teachers, whose students felt more satisfied with their teaching and displayed extra effort at a higher extent in the courses.

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Kaiser, Elizabeth. "One Point of View: Calculators in the Classroom." Arithmetic Teacher 39, no. 2 (October 1991): 6. http://dx.doi.org/10.5951/at.39.2.0006.

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As we adopt the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989), we can expect to make more use of calculators in elementary school classrooms. This technology allows students to think about and solve problems without the burden of tedious written computations. Teachers will realize the importance of using calculators in elementary classrooms as they see students of all abilities regularly attempt higher levels of problem solving with increasing confidence. Students deserve the opportunity to learn to use calculators in their classroom and real-life situations. My experience with calculators in my classroom during the past three years has convinced me not only that such progress is important but that classroom teachers can and must take a leadership role in this area.

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Ärlestig, Helene, and Monika Törnsen. "Classroom observations and supervision – essential dimensions of pedagogical leadership." International Journal of Educational Management 28, no. 7 (September 2, 2014): 856–68. http://dx.doi.org/10.1108/ijem-01-2014-0001.

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Purpose – The main task of every school is to contribute to student learning and achievement. In the twenty-first century, national and international evaluations and comparisons have focussed on measurable student and school results. Not only teachers but also principals are held accountable for school results, which increase expectations of principals to work to enhance student learning and improve outcomes. In Sweden, a principal's work with a given school's core mission is labeled as pedagogical leadership, a concept that includes diverse activities related to national goals and school results. Aspects of pedagogical leadership include principals’ classroom observations and communication about teaching and learning issues. The purpose of this paper is to describe a model of pedagogical leadership as a base for principals’ experience with the aim to develop their understanding of pedagogical leadership. Design/methodology/approach – The paper builds on data from three groups of principals who participated in a course to learn more about pedagogical leadership. Findings – The participating principals performed their pedagogical leadership in different manners and with varying quality. During the course, there was a shift in what activities and duties the principals prioritized. The findings highlight the importance of democratic leadership and the improvement of teacher capacity and student outcomes. Practical implications – The paper gives practical examples on how principals can improve their understanding of pedagogical leadership. Originality/value – There are few articles on how pedagogical leadership is understood and practiced. The paper provides a model for pedagogical leadership and empirical data that shows that the concept deserves to be viewed as a qualitative concept that need interpretation.

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Zorn, Theodore E., and Michelle T. Violanti. "Measuring leadership style: A review of leadership style instruments for classroom use." Communication Education 42, no. 1 (January 1993): 70–78. http://dx.doi.org/10.1080/03634529309378913.

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Maiocco, Gina. "From classroom to CCU." Nursing Management (Springhouse) 34, no. 3 (March 2003): 54. http://dx.doi.org/10.1097/00006247-200303000-00022.

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Lwi, L. Bawm. "The Influence of Elementary School Leadership in Promoting a Learner-Centered Classroom." Philippine Social Science Journal 2, no. 1 (July 30, 2019): 69–82. http://dx.doi.org/10.52006/main.v2i1.56.

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This is a qualitative study which investigated how teachers demonstrate "learner-centered" classroom instruction and how they are influenced by the school principal as a transformational leader in promoting a learner-centered classroom. The respondents were eight participants who were chosen based on their purposive experiences and had been teaching at the Elementary School of Silliman University. Face to face interviews provided the primary method of data collection with the selected teachers comprising the primary source of data. This study shows that teachers' opinions concerning their principal's transformational leadership behaviors are positive in general. The results revealed that the teachers perceive their principal as transformational leadership influential in creating or maintaining a classroom with a "learner-centered" instruction. The findings signify that there is a shift among the teachers from positional leadership to fluid, teamwork, collaborative, and emergent leadership that is spread across teachers. This was evident from the teachers' perspective, which described the leadership as cooperative, supportive, trusting, participatory, democratic decision-making, empowering, shared management, and professional learning communities. In school, therefore, teachers and principal work together to develop effective learner-centered classroom practices, and they study together what things work useful in the classroom.

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Hamilton, Marcellina Kehinde. "Introspective Faculty Assessment of Self Leadership." SAGE Open 11, no. 3 (July 2021): 215824402110319. http://dx.doi.org/10.1177/21582440211031902.

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This article describes a faculty self-leadership study and its impact on outcomes—extra effort, effectiveness, and satisfaction. The research questions asked faculty’s perceptions of classroom leadership—specifically whether they perceive themselves as leaders. This preliminary, small study aims to consider other avenues to improve the student learning experience and faculty performance. Faculty perception of self-leadership may account for their efforts to cultivate others effectively. The notion of faculty leading or grassroots leadership may be a paradigm shift or game-changer; the norm is that the pioneers of change, innovation, and creativity are found in administrative positions in an organization. This norm equates leadership with status, authority, and position. The concept of transformational classroom leadership is not widespread but where else can one find a better fit to integrate this concept than in teaching. What better place exists to examine its impact than the classroom? There is a need to “step outside the culture” and ask teachers how they construe a leadership role to alter higher education’s status quo.

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Garba, S. D. "LEADERSHIP AS A DIMENSION OF TEACHER EFFECTIVENESS." Sokoto Educational Review 1, no. 1 (March 3, 1986): 12. http://dx.doi.org/10.35386/ser.v1i1.6.

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In the past the teacher has been the focus of attention by critics of teacher performance. Those who view the school from outside hardly think that other factors within the school and outside the teachers control could influence teacher effectiveness.The classroom is usually regarded as the exclusive domain of the teacher. Students’ coverage of contents involvement in classroom activities and students’ success at school work are viewed from the standpoint of the teacher. In this paper, the author examines the role of the school leadership in creating the proper working and learning conditions for teachers and students without which teachers efforts would amount to nothing. The author argues that in the new education system being adopted, focus should sfiift from the classroom teacher to the quality of leadership the school enjoys. Good school leadership can support, enhance and create such essential teacher characteristics as appropriate lesson plans, classroom management, instructional methods that facilitate the achievement of school objectives, high teacher expectation of students, teacher sensitivity to students’ emotional and motivational needs and evaluation.

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Aziz, Zahara, and Suria Baba. "Instructional leadership enhanced creativity in smart classroom activities." Procedia - Social and Behavioral Sciences 15 (2011): 1566–72. http://dx.doi.org/10.1016/j.sbspro.2011.03.332.

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Hambach, Doris. "Finding Leadership in the G/C/T Classroom." Gifted Child Today Magazine 11, no. 6 (November 1988): 49–50. http://dx.doi.org/10.1177/107621758801100616.

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Annee, Sherry. "We the Teachers: Cultivating Classroom Connections & Leadership." American Biology Teacher 81, no. 6 (August 1, 2019): 385. http://dx.doi.org/10.1525/abt.2019.81.6.385.

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Shaw, Ruth G. "Evaluating leadership effectiveness: Enduring lessons from the classroom." Innovative Higher Education 17, no. 1 (1992): 35–43. http://dx.doi.org/10.1007/bf00915454.

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Carr, Carolyn S. "Professing Educational Leadership: Caring Ways." Journal of School Leadership 13, no. 2 (March 2003): 220–51. http://dx.doi.org/10.1177/105268460301300206.

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This article focuses on the nature of caring in the university graduate classroom. Its purpose is to show how the ethic of care can be visible and should affect what occurs in administrative preparation programs. The article begins with a review of the literature. The second part of the article describes pedagogical practices utilized in pursuit of a caring community through a culturally responsive framework encompassing an “inclusive classroom culture,” “student funds of knowledge,” and “instructional conversations,” all aimed at helping students perform beyond their current capacity while accommodating community and cultural norms. The third section presents a factually based case study that raises key issues around the cultural encounter between a professor and a bilingual/bicultural graduate education class.

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Joel Christensen and Eli Embleton. "Ancient Narrative Therapy for Leadership: The Classical World and the Modern Leadership Classroom." Classical Journal 112, no. 1 (2016): 78. http://dx.doi.org/10.5184/classicalj.112.1.0078.

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Greenier, Vincent T., and George E. K. Whitehead. "Towards a Model of Teacher Leadership in ELT: Authentic Leadership in Classroom Practice." RELC Journal 47, no. 1 (February 28, 2016): 79–95. http://dx.doi.org/10.1177/0033688216631203.

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OʼConnor, Mary. "Beyond the Classroom." Nursing Administration Quarterly 35, no. 4 (2011): 333–37. http://dx.doi.org/10.1097/naq.0b013e31822ed1c8.

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Sheppard, Bruce, and Jean Brown. "Leadership for a new vision of public school classrooms." Journal of Educational Administration 52, no. 1 (January 28, 2014): 84–96. http://dx.doi.org/10.1108/jea-03-2012-0027.

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Purpose – The purpose of this paper is to extend the understanding of distributed leadership to the school district level as the authors examine how leadership for twenty-first century learning is distributed within public schools and school districts as they strive to transform their school classrooms from primarily teacher-directed toward more student-centered and technology-enhanced. It contributes to a growing understanding of the inherent distribution of school and school district leadership and helps elucidate how existing leadership machinations can be adapted to facilitate the transformation of public school classrooms from being primarily teacher-directed, to predominately student-centered, technology-enhanced learning environments. Design/methodology/approach – This is a qualitative study conducted in all school districts in one Canadian province. Data were gathered through interviews of all district technology leaders and principals of two schools (per district) deemed exemplary in their use of technology for classroom learning; focus group sessions with stratified samples of teachers and all district-level program professionals in each district, and semi-structured observations of district-selected technology-savvy classrooms in two schools per district. Findings – The paper provides insights into the challenges of leading classroom innovation, including costs associated with technology acquisition and the provision of quality professional development. It reaffirms the continued relevance of the school principal while concomitantly confirming the inherent existence of distributed leadership within and across organizational boundaries that can facilitate or impede complex change. Finally, findings from this study serve as yet another reminder that the accumulated, rich evidence base regarding the process of leading and implementing complex innovation appears to be largely ignored by practitioners. Research limitations/implications – Because the research approach is qualitative and restricted to one defined population, the generalizability of this study may be limited. Practical implications – This paper draws attention to practical importance of fostering leadership from multiple sources and the need for reflection on how research evidence in education can better directed toward improved practice. Originality/value – Given the major public expenditures in the acquisition of new and emerging technology for public school classrooms, this paper may foster reflection for improved leadership and implementation practices. The paper anticipates that this work will contribute to a growing understanding of the distributed nature of school and school district leadership. Also, the paper believes it will help elucidate how current machinations of leadership might be adapted to facilitate the transformation of public school classrooms from primarily teacher-directed to predominately student-centered, technology-enhanced learning environments.

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Hruska, Bradley J. "Using Mastery Goals in Music to Increase Student Motivation." Update: Applications of Research in Music Education 30, no. 1 (August 24, 2011): 3–9. http://dx.doi.org/10.1177/8755123311418477.

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Motivation and leadership are two important factors influencing achievement in today’s classrooms. Whereas some students are naturally self-motivated, other students struggle to find the basic motivation to reach their full potentials. Goal theory states that people naturally select goals based on mastery learning achievements or performance learning achievements. Based on research literature, this article will provide suggestions on how high school music teachers can encourage students to become more motivated through mastery learning goals as well as exploring how student leadership opportunities can promote mastery learning and increase motivation in the music classroom.

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Husaen, Rinelsa R., and Sugito Sugito. "Faktor-faktor yang mempengaruhi efektivitas pengelolaan kelas kelompok bermain di Kota Yogyakarta." Jurnal Pendidikan dan Pemberdayaan Masyarakat 2, no. 2 (November 8, 2015): 203. http://dx.doi.org/10.21831/jppm.v2i2.6359.

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Penelitian ini bertujuan untuk mengetahui pengaruh: (1) motivasi kerja pendidik terhadap pengelolaan kelas; (2) pengalaman mengajar pendidik terhadap pengelolaan kelas; (3) kepemimpinan pengelola terhadap pengelolaan kelas; (4) fasilitas kelas terhadap pengelolaan kelas; dan (5) pengaruh motivasi kerja pendidik, pengalaman mengajar pendidik, kepemimpinan pengelola, dan fasilitas kelas secara bersama-sama terhadap pengelolaan kelas kelompok bermain. Penelitian ini menggunakan pendekatan kuantitatif dengan metode ex post facto. Sampel dalam penelitian ini berjumlah 93 orang. Instrumen yang digunakan dalam penelitian ini adalah kuesioner. Analisis data dilakukan dengan teknik statistik deskriptif dan analisis regresi. Hasil analisis regresi menunjukkan bahwa (1) tidak ada pengaruh dari motivasi kerja pendidik terhadap pengelolaan kelas kelompok bermain (P(α)= 0,375>0,05), (2) tidak ada pengaruh dari pengalaman mengajar pendidik terhadap pengelolaan kelas (P(α)= 0,325>0,05), (3) tidak ada pengaruh dari kepemimpinan pengelola terhadap pengelolaan kelas (P(α)= 0,474>0,05), (4) tidak ada pengaruh dari fasilitas kelas terhadap pengelolaan kelas (P(α)= 0,303>0,05), dan (5) tidak ada pengaruh dari motivasi kerja pendidik, pengalaman mengajar pendidik, kepemimpinan pengelola, dan fasilitas kelas secara bersama-sama terhadap pengelolaan kelas kelompok bermain (Rxyganda = 0,086) (P(α)= 0,165>0,05).Kata Kunci: pengelolaan kelas, motivasi mengajar pendidik, pengalaman mengajar pendidik, kepemimpinan pengelola, fasilitas kelas Factors Influencing the Effectiveness of Play Group Classroom Management in YogyakartaAbstractThis study aims to determine the effect of: (1) educators’ work motivation on classroom management; (2) educators’ teaching experience on classroom management; (3) principal’s leadership on classroom management; (4) classroom facilities on classroom management; and (5) educators’ work motivation, educators’ teaching experience, principal’s leadership, and classroom facilities on classroom management. This study uses a quantitative approach to the ex post facto method. The study sample size of 93 people. The instrument used in this study was a questionnaire. The data were presented by using descriptive statistics and regression analysis. Meanwhile, regression analysis shows that (1) there is no significant effect of educators’ work motivation on classroom management (P(α)= 0.375>0.05), (2) there is no significant effect of educators’ teaching experience on classroom management (P(α)= 0.325>0.05), (3) there is no significant effect of principal’s leadership on classroom management (P(α)= 0.474>0.05), (4) there is no significant effect of classroom facilities on classroom management (P(α)= 0.303>0.05), and (5) there is no significant effect of educators’ work motivation, educators’ teaching experience, principal’s leadership, and classroom facilities on the playgroup classroom management (Rxy = 0.086) (P(α)= 0.165>0.05). Keywords: classroom management, educators’ work motivation, educators teaching experience, principal’s leadership, classroom facilities

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Rice, Donna M., John Wilson, and Andy Bennetts. "Effectiveness of a Student Response System Supported Curriculum and a Middle School Leadership Program." International Journal of Conceptual Structures and Smart Applications 6, no. 1 (January 2018): 48–62. http://dx.doi.org/10.4018/ijcssa.2018010104.

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A student response system (SRS) with an engaging and interactive curriculum to support 21st -century skills could increase student performance in U.S. schools. This article will include student and teacher feedback to provide educators with possible solutions to poor student performance. Students respond positively to engagement opportunities related to their peers and classroom content. Through data collection and analysis, students learn, become involved, construct individual understanding, and experience real-time digital feedback. Why do many classrooms exclude technology and active learning strategies (ALS) although usage has resulted in great enthusiasm and consistent results? Could student success be facilitated by embedding an SRS and ALS in a standardized curriculum in a Title I middle school leadership classroom? To explore these questions, it is necessary to understand SRS technology and its capabilities, as well as its use in conjunction with an ALS embedded curriculum used in leadership programs.

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Duncan, P. Kay. "Professing Educational Leadership: The Value of Listening." Journal of School Leadership 13, no. 4 (July 2003): 464–91. http://dx.doi.org/10.1177/105268460301300408.

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This article explores the imperative of fully incorporating the practice of “listening” within educational administration preparation programs. The purpose behind this exploration is to validate and substantiate the need for “open listening” in university classrooms so that those who are to be educational leaders will have models that habituate them to pedagogical social justice. The article begins with an examination of democratic pedagogy and democratic leadership practice, focusing on listening and the relevance of listening for learning and for leadership. The second part of the article is an authentic case study that presents an opportunity to link theory to practice by means of a complex real-life dilemma in which listening plays an important role. The article concludes with a section devoted to examples of learning activities that are designed so that all in the classroom are placed in a position of listening intently and respectfully to one another.

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Hamdoun, Ali. "Academic leadership commences by self-leadership." SHS Web of Conferences 111 (2021): 01001. http://dx.doi.org/10.1051/shsconf/202111101001.

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Enhancing leaders and leadership are major elements when pursuing improvement of learning and teaching in the higher education sector. This study was conducted to investigate the self-leadership skills of the academic staff in the Lebanese higher education sector. It is stated that “an effective academic leader must be able to lead oneself effectively before he or she can lead others within and outside the classroom”. Through a survey, academic staff (instructors) were asked to rank selfleadership skills that they believe they possess and apply. This survey also presented questions that allowed the researcher to identify whether academics have a clear comprehension of this concept in Lebanese universities and what prevents them from attaining and applying them. The data collected was analyzed using SPSS. The findings indicated that the skills of self-leadership were not being applied effectively and the concept was not clearly comprehended by the Lebanese higher education institutions. Thus, it is recommended to train the academic staff to improve their knowledge, attitudes and skills regarding the concept of selfleadership and it presented potential strategies that facilitated sharing innovations to effectively apply such leadership and promote the importance of quality teaching experiences.

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Stewart, Trae. "Classroom teacher leadership: service-learning for teacher sense of efficacy and servant leadership development." School Leadership & Management 32, no. 3 (July 2012): 233–59. http://dx.doi.org/10.1080/13632434.2012.688741.

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Bridges, Kristie. "Learning to Lead: A New Teacher’s Perspectives on Teacher Leadership." LEARNing Landscapes 1, no. 2 (January 2, 2008): 161–68. http://dx.doi.org/10.36510/learnland.v1i2.261.

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The question of teacher leadership is inextricably tied to teacher effectiveness. Leadership forms the foundation of classroom management and permeates all aspects of the curriculum. While many new teachers have visions of the kinds of leaders they wish to become, this vision is often complicated by the everyday realities of classroom life. Faced with increasingly difficult circumstances, it becomes infinitely more important for teachers to foster the trust and confidence required to make meaningful connections with their students. This article discusses the qualities of effective leaders and the impact of effective leadership on students. It also considers some of the challenges that arise when pursuing one’s vision of leadership.

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Journal articles on the topic 'Classroom leadership'

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