Bibliografie tematiche / Educational leadership

Letteratura scientifica selezionata sul tema "Educational leadership"

Autore: Grafiati
Pubblicato: 4 giugno 2021
Ultima modifica: 29 luglio 2024

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Articoli di riviste sul tema "Educational leadership"

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Wraga, William G. "Making Educational Leadership “Educational”". Journal of School Leadership 14, n. 1 (gennaio 2004): 105–21. http://dx.doi.org/10.1177/105268460401400105.

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Sims, Margaret, Manjula Waniganayake e Dr Fay Hadley. "Educational leadership". Educational Management Administration & Leadership 46, n. 6 (15 giugno 2017): 960–79. http://dx.doi.org/10.1177/1741143217714254.

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In the Australian early childhood sector the role of educational leader emerged as part of a very large process of policy reform that began in 2009. The position of educational leader was established to drive the quality improvement requirements of the reform, but many organizations did not establish these positions until several years after the reforms were introduced. Lack of clear role descriptions and authority make it difficult for educational leaders to fulfil the expectations held of them. This study examines the sense leaders make of the policy reforms and the street-level bureaucracy they perform to translate the policy into action. This sense-making and street-level bureaucracy is taking place in a neoliberal context where, we argue, the demands for professional discretionary decision-making are in conflict with the top-down standardization inherent in neoliberalism. Educational leaders have the potential to challenge neoliberalism through their professional decision-making but, in the Australian context, many are currently focusing on compliance with their street-level bureaucracy.
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Spillane, James P. "Educational Leadership". Educational Evaluation and Policy Analysis 25, n. 4 (dicembre 2003): 343–46. http://dx.doi.org/10.3102/01623737025004343.

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Spillane, James P. "Educational Leadership". Educational Evaluation and Policy Analysis 26, n. 2 (giugno 2004): 169–72. http://dx.doi.org/10.3102/01623737026002169.

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Tanner, Tyrone, e Kimberly McLeod. "Educational Leadership". International Journal of the Humanities: Annual Review 4, n. 3 (2007): 183–88. http://dx.doi.org/10.18848/1447-9508/cgp/v05i03/42027.

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Hart, Ann Weaver. "Educational Leadership". Educational Management & Administration 27, n. 3 (luglio 1999): 323–34. http://dx.doi.org/10.1177/0263211x990273008.

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Medina, Monica. "Latino Educational Leadership". Journal of Transformative Leadership & Policy Studies 8, n. 1 (26 settembre 2019): 75–82. http://dx.doi.org/10.36851/jtlps.v8i1.1922.

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Latino Educational Leadership is a critical book for pre-service and in-service Latino leaders. The book serves as a call to action for Latinx leaders in K-12 and higher education pipeline to advocate, empower, and transform Latinx experiences throughout the P-20 pipeline. The collection of essays in this book draw upon Latino-oriented methodologies and epistemologies to present testimonios, case studies, and theoretical models for building the Latino educational leadership pipeline. My review of this book speaks to its criticality for current and future leaders with respect to the historically marginalized Latino community.
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Merrill, Stephen. "Effective educational leadership". Journal of In-service Education 29, n. 1 (1 marzo 2003): 163–76. http://dx.doi.org/10.1080/13674580300200431.

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Lee, Malcolm. "Developing Educational Leadership". Journal of In-service Education 30, n. 2 (1 giugno 2004): 325–52. http://dx.doi.org/10.1080/13674580400200466.

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MOOS, LEJF. "Educational leadership: leadership for/as Bildung?" International Journal of Leadership in Education 6, n. 1 (gennaio 2003): 19–33. http://dx.doi.org/10.1080/1360312022000038522.

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Tesi sul tema "Educational leadership"

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Vicari, Sandra K. Mogilka Judith Ann. "Spirituality in educational leadership". Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3108313.

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Thesis (Ph. D.)--Illinois State University, 2003.
Title from title page screen, viewed October 12, 2005. Dissertation Committee: Judith A. Mogilka (chair), Patricia H. Klass, Paul J. Baker, Sharon Hull. Includes bibliographical references (leaves 109-125) and abstract. Also available in print.
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Andreas, Sarah. "Exploring Leadership Development Experiences of Leadership Tuscarawas Alumni". Thesis, Johnson University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13807023.

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The terms leadership and leader development are often used synonymously. However, there are different outcomes and needs associated with each type of development. Even with these differences, both types of developments may be needed to help individuals master leadership skills effectively. This study explored the critically formative processes and influences contributing to a leader’s leadership formation and development. A framework of adult cognitive development, identity development, and spiritual development offered areas where an individual may need development for leadership, while a framework of social cognitive theory, andragogy, and transformational learning offered insights into the process of development and transformation. By using phenomenography as the research method, this study aimed to find the variation of the phenomenon and describe leadership development as the participants experienced it. This information may help organizations and individuals who are trying to develop future leaders understand critically formative processes and influences contributing to a leader’s leadership formation and development.

The research found four categories related to the participants’ leadership development experiences within Leadership Tuscarawas and one category based on past experiences outside of the program. These categories were: (a) learning from others, (b) becoming aware, (c) building relationships, (d) emotions and feelings, and (e) leadership development experiences. Each category gave insights into what Leadership Tuscarawas alumni experienced within a leadership development program.

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Baxter, Vincent P. "Communitarian Leadership Practice Acquisition in Educational Leadership Preparation". Thesis, The George Washington University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556534.

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Principals have tremendous influence on the schools they lead (Bamburg & Andrews, 1990; Marzano et al., 2005). Certain leadership behaviors impact school level factors (Cotton, 2003; Hallinger & Heck, 2010; Leithwood, Begley, & Cousins, 1990; Marzano et al., 2005; Orr, 2003). To affect high levels of student achievement, school principals must be responsible for uniting diverse groups under shared purposes with purposeful emphasis on others rather than on self (Cotton, 2003; Hallinger & Heck, 2010; Leithwood, Begley, & Cousins, 1990; Marzano et al., 2005; Orr, 2003). Effective programs in educational leadership preparation include cohort-modeled groupings, among other features (Davis et al., 2005). Because cohorts are a feature of effective programs, yet few aspiring school leaders are prepared through cohort-based programs (Browne-Ferrigno & Muth, 2009), a concern regarding a problem of practice is raised.

The purpose of this study was to explore how aspirant school leaders experience the acquisition of leadership practices within their educational leadership preparation program and to contribute to the empirical understanding of how to best prepare school leaders for successful practice. This study was designed to examine: How do school leaders make meaning of their experience in a principal preparation program? In what ways do their experiences support the development of communitarian leadership?

The sample included nineteen school leaders who were alumni of a university-based educational leadership preparation program. Participants were interviewed using a basic interview protocol that followed the semi-structured approach for interview technique outlined by Moustakas (1994). The data analysis was carried out in the stepwise manner, using Atlas.ti 7.0 to code and group significant statements from the interview texts and using a basic memoing process to address any concerns of subjectivity.

Leaders who experienced preparation activities, including activities that gave them practice leading diverse individuals to shared outcomes articulated how preparation influenced the development of communitarian leadership skill, including relationship-building, communication, and values-identification. Communitarian leadership, which includes leadership actions linked to improved school-level outcomes (Marzano et al., 2005), may have utility as a framework for developing aspiring principals through formal preparation programs.

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Harley-McClaskey, Deborah. "Leadership". Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/4706.

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Kozloski, Kristen C. Haslam Elizabeth L. "Principal leadership for technology integration : a study of principal technology leadership /". Philadelphia, Pa. : Drexel University, 2006. http://dspace.library.drexel.edu/handle/1860%20/886.

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Wiens, John Richard. "Hannah Arendt and education, educational leadership and civic humanism". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0028/NQ51936.pdf.

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Rosenberg, Joseph. "Leadership development among fraternity presidents| Can leadership be learned?" Thesis, Indiana University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10242201.

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There is an absence of research examining the relationship between the experiences that occurred while holding formal student leadership positions and leadership identity development. This study will investigate if leadership can be learned through the lenses of the leadership experience of men who hold the formal student leadership position of chapter president within their local chapters of their national social fraternal organization. The design of the study is quantitative in nature and will utilize an electronic survey to examine the impact of a college student’s leadership identity development from holding a position of leadership within a student organization.

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Wilcox, Judith Virginia Harris. "Black educational leadership in 2010 /". Access Digital Full Text version, 1989. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1090282x.

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Galla, Anthony James. "Educational Technology: Leadership and Implementation". Digital Commons at Loyola Marymount University and Loyola Law School, 2009. https://digitalcommons.lmu.edu/etd/257.

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The purpose of this study was to evaluate two important aspects of educational technology: leadership and implementation. The research conducted in this study aimed to assess three aspects of leadership as it relates to educational technology: leadership that supports the technology implementation process, leadership that supports the change associated implementing technology, and leadership that supports a culture that embraces technology. An additional purpose of this study was to evaluate the process, procedures, and actions of implementing educational technology at three Catholic elementary schools in ways that foster a culture that promotes a supportive disposition towards educational technology. The data from the interviews, document reviews, and site observations revealed that leadership styles and practices that support the adaptation to change and a culture that can embrace technology are vital to the educational technology implementation process. This study confirmed literature that contends that partnership, collaboration, and ownership from all stakeholders are essential conditions in being able to cultivate change and sustain a culture that embraces technology. In addition, this study identified and discusses the significance of effective educational technology leaders, professional development, the establishment of a vision, mission, and plan, proper technology maintenance, and the idea that technology is a resource that is meant to enhance rather than replace teaching and instruction.
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Nixon, Lori, e William Flora. "K12 Educational Leadership Training: Behind the Times with Instructional Leadership". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3035.

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Libri sul tema "Educational leadership"

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ELLTA, Conference (2011 George Town? Pulau Pinang Malaysia). Educational leadership and leadership education in Asia. Diliman, Quezon City: University of the Philippines Press, 2014.

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Adams, Donnie, a cura di. Educational Leadership. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-8494-7.

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Tim, Swanwick, e Association for the Study of Medical Education, a cura di. Educational leadership. Edinburgh: Association for the Study of Medical Education, 2007.

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Anderson, Lesley, e Nigel Bennett. Developing Educational Leadership. 6 Bonhill Street, London England EC2A 4PU United Kingdom: SAGE Publications, Ltd, 2003. http://dx.doi.org/10.4135/9780857024381.

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Rogers-Ard, Rachelle, e Christopher B. Knaus. Black Educational Leadership. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003029960.

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Lopez, Ann E. Decolonizing Educational Leadership. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-62380-7.

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Jean-Marie, Gaetane, e Anthony H. Normore, a cura di. Educational Leadership Preparation. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230113480.

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Eacott, Scott. Educational Leadership Relationally. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-911-1.

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1960-, Ryan Thomas G., a cura di. Canadian educational leadership. Calgary: Detselig Enterprises, 2009.

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1960-, Ryan Thomas G., a cura di. Canadian educational leadership. Calgary: Detselig Enterprises, 2009.

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Capitoli di libri sul tema "Educational leadership"

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Yan, Wenfan, e Yumei Han. "Educational Leadership". In Global Encyclopedia of Public Administration, Public Policy, and Governance, 1581–86. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-20928-9_2236.

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Yan, Wenfan, e Yumei Han. "Educational Leadership". In Global Encyclopedia of Public Administration, Public Policy, and Governance, 1–5. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31816-5_2236-1.

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McKimm, Judy, e Tim Swanwick. "Educational leadership". In Understanding Medical Education, 473–91. Chichester, UK: John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118472361.ch33.

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Gunderman, Richard B. "Educational Leadership". In Achieving Excellence in Medical Education, 165–84. London: Springer London, 2011. http://dx.doi.org/10.1007/978-0-85729-307-7_10.

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McKimm, Judy, e Tim Swanwick. "Educational Leadership". In Understanding Medical Education, 419–37. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444320282.ch29.

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Yan, Wenfan, e Yumei Han. "Educational Leadership". In Global Encyclopedia of Public Administration, Public Policy, and Governance, 3635–39. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-66252-3_2236.

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Mohanna, Kay, David Wall, Elizabeth Cottrell e Ruth Chambers. "Educational leadership". In Teaching Made Easy, 299–310. 4a ed. Boca Raton: CRC Press, 2023. http://dx.doi.org/10.1201/9781003352532-27.

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Hardy, Ian, Shiralee Poed, Christina Gowlett, Stephen Heimans, Elizabeth J. Edwards, Danielle Armour, Katherine McLay et al. "Educational leadership". In Shaping School Success, 49–66. London: Routledge, 2024. http://dx.doi.org/10.4324/9781032666839-4.

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Baguley, Margaret, Patrick Alan Danaher, Andy Davies, Linda De George-Walker, Janice K. Jones, Karl J. Matthews, Warren Midgley e Catherine H. Arden. "Leadership". In Educational Learning and Development, 83–97. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137392848_7.

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Cheah, Kenny S. L. "System Leadership in Educational Context". In Educational Leadership, 135–49. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-8494-7_9.

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Atti di convegni sul tema "Educational leadership"

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Quinsee, Susannah, e Pam Parker. "DEVELOPING EDUCATIONAL LEADERSHIP". In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0437.

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Araujo, Margarida. "LEADERSHIP AND EDUCATIONAL POLICIES". In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.2381.

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Hollingworth, Liz. "Trauma-Informed Educational Leadership". In AERA 2023. USA: AERA, 2023. http://dx.doi.org/10.3102/ip.23.2010917.

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TODORUȚ, Amalia Venera. "EDUCATIONAL WELLBEING IN RELATION WITH LEADERSHIP". In INTERNATIONAL MANAGEMENT CONFERENCE. Editura ASE, 2024. http://dx.doi.org/10.24818/imc/2023/02.13.

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In the current educational context, marked by deep, complex and rapid transformations, rethinking the concept of educational well being takes on special significance, being considered the fertile ground for a quality education that favors outstanding performance on multiple levels for all educational actors. The fundamental objective of the paper consists in highlighting the importance of the development of educational well-being at the level of each entity, as a trigger of performance, in direct correlation with authentic leadership, which is responsible for creating a positive socioemotional microclimate favorable to ensuring well-being in every school. The research methodology is based on the scientific investigation in the specialized literature, through the analysis of numerous articles, studies, indexes related to this field, published between the years 2020-2023 and indexed in international databases. Also, the database was completed by applying a questionnaire addressed to teachers from schools in the South-West Oltenia region, in order to identify the concern of the educational leadership and each educational actor in the creation and development of the educational well-being.
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Snellman, Lilian. "EDUCATIONAL LEADERSHIP FROM THE PERSPECTIVE OF LEADERSHIP THEORIES". In 16th annual International Conference of Education, Research and Innovation. IATED, 2023. http://dx.doi.org/10.21125/iceri.2023.0475.

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Subhashini, G. K., e T. Vinesh. "Educational leadership: The effects of leadership in students educational performance in engineering institutes". In 2014 IEEE International Conference on Industrial Engineering and Engineering Management (IEEM). IEEE, 2014. http://dx.doi.org/10.1109/ieem.2014.7058799.

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Suryana, Asep, Bumi Hadirahmadiani e Riema Afriani. "Servant Leadership - Teachers Leadership Model in the Classroom". In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007049608510857.

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Midha, Gopal. "Invisible Bodies in Educational Leadership". In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1685530.

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Queiroz, Vera, Marcel Simonette e Edison Spina. "LEADERSHIP IN THE EDUCATIONAL PROCESS". In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1720.

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Gryshkova, Raisa. "Leadership in Ukrainian educational dimension". In Proceedings of the 3rd International Conference on Social, Economic, and Academic Leadership (ICSEAL 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icseal-19.2019.40.

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Rapporti di organizzazioni sul tema "Educational leadership"

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Fitz, Julie, Marjorie E. Wechsler e Stephanie Levin. State approaches to developing educational leaders. Learning Policy Institute, maggio 2024. http://dx.doi.org/10.54300/795.572.

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The purpose of this study was to understand the infrastructure that states have built for leadership-relevant professional learning by identifying the long-term leadership development initiatives supported by states and analyzing their purposes, target audiences, and scope. We conducted a scan between March and May of 2023 using search engines, state department of education websites, and other web-based documents. We found that at least 26 states support ongoing statewide leadership development initiatives to build the knowledge and skills of in-service leaders. This report provides examples of different states’ initiatives related to each of these functions. It also briefly addresses the federal, state, and local funding sources that states draw on to develop and sustain these initiatives.
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Fitz, Julie, Stephanie Levin e Marjorie E. Wechsler. Developing educational leaders in California: The 21st Century California School Leadership Academy. Learning Policy Institute, maggio 2024. http://dx.doi.org/10.54300/515.306.

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The purpose of this study was to understand how 21CSLA is meeting the professional learning needs of educational leaders, how the academy fits within the broader state infrastructure for supporting educational improvement, and how state agencies can enable 21CSLA to contribute to an effective educational leader workforce. The study is based on a review of internal and external evaluation results; materials posted on California Department of Education (CDE), 21CSLA State Center, and regional academy websites; and interviews with regional academy leaders, State Center leaders, and internal and external program evaluators.
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Durie, Keita, Melissa Denzler e Hana Turner-Adams. Me aro ki te hā o Hine-ahu-one WāhineMāori in Leadership. NZCER, settembre 2023. http://dx.doi.org/10.18296/rep.0036.

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Me aro ki te hā o Hine-ahu-one | Wāhine Māori in Leadership is a new report from Te Wāhanga, the kaupapa Māori research unit of the New Zealand Council for Educational Research. It has produced this report for Te Wehengarua, the Post Primary Teachers’ Association, to explore how to better support wāhine Māori in, or into positions of educational leadership.
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Colón-Muñiz, Anaida, Magaly Lavadenz e Elvira Armas. The California English Learner Roadmap Toolkit for Institutes of Higher Education (IHEs): (Re)Designing Educator Preparation Focused on Equity for English Learner/Multilingual Students. Center for Equity for English Learners, ottobre 2022. http://dx.doi.org/10.15365/ceel.ihes2022.

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The California English Learner Roadmap Toolkit for Institutes of Higher Education was developed to address the education of English Learner and Multilingual students in California’s current university credentialing programs for teacher education, counseling, and educational administration/leadership. The purpose of this Toolkit is to: (1) provide a context for California’s university and other professional credentialing programs’ obligation to engage in reflection and (re)design processes that prioritize preparation of candidates who are well-equipped to serve culturally and linguistically diverse students in preschool–12 settings; (2) delineate the process and results of an examination of the alignment between the standards for Teacher Education, School Counseling and Educational Administration/ Leadership Credential Programs and the California English Learner Roadmap; and (3) offer tools that can support the urgent need for a more precise alignment of the educator expectations and the CA English Learner Roadmap to meet the needs of California’s English Learner and Multilingual student population.
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Lavadenz, Magaly, Elvira Armas e Irene Villanueva. Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Loyola Marymount University, 2007. http://dx.doi.org/10.15365/ceel.policy.1.

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This policy brief reports findings from a survey of parent leaders in 2007 that sought to understand what parents of English Learners and Standard English Learners think about the education of their children and about parent education and involvement in the Los Angeles Unified School District (LAUSD). Surveys with 513 LAUSD parent leaders revealed low ratings for LAUSD’s parent education efforts as well as for student academic programs. Open-ended responses point both to educational as well as policy recommendations in the following areas: 1) home/school collaboration; 2) professional development, curriculum and Instruction, and tutors/support; and 3) accountability. This policy brief concludes that improvement in the educational experiences and outcomes for Standard English Learners and English Learners can happen by capitalizing on existing parent leadership.
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Oracion, Carmela, Vignesh Louis Naidu, Jasmine Ng e Vicente Reyes, Jr. Advancing the K-12 Reform from the Ground: A Case Study: Certificate in Educational Studies in Leadership in the Philippines. Asian Development Bank, aprile 2020. http://dx.doi.org/10.22617/wps200105.

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Hill, Braden. Unseen inequities: The role of leadership in addressing structural barriers to education in Australian universities. Journal of the Australian and New Zealand Student Services Association, aprile 2023. http://dx.doi.org/10.30688/janzssa.2023-1-05.

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The lack of diversity in leadership positions within the Australian university sector has been a persistent issue, with predominantly older, white, male leaders holding power and shaping the future of higher education. While student demographics have become more diverse, the leadership of academic institutions has not kept pace with these changes. Therefore, as student expectations and attitudes change, university communities are encouraged to (re)consider their commitment to proactively addressing the structural inequalities that continue to impact the journeys of the students we seek to serve. Nevertheless, activist universities—those that proactively and visibly seek to lead on matters of socio-political importance—are few and far between. The referendum to change the constitution to recognise Aboriginal and Torres Strait Islander people through the establishment of a Voice to Parliament is an example where change has the potential to tangibly address educational inequality. The positions that institutions choose to take (or not), in relation to the attitudes held by a considerable proportion of our student cohorts, presents a strong argument for courageous leadership at all levels of our universities to lead, educate, and advocate for social good.
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Dell'Olio, Franca, e Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Abstract (sommario):
Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.
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9

Honda, Delanie, Sangay Thinley, Sarah Thang, Rebekka Flam e Haani Mazari. EdTech in Timor-Leste: A Rapid Scan. EdTech Hub, gennaio 2024. http://dx.doi.org/10.53832/edtechhub.1025.

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Abstract (sommario):
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Timor-Leste. This report was originally written in February 2024. It is based primarily on desk research, with quality assurance provided by a country expert at the Australian Council for Educational Research. An output of the EdTech Hub, https://edtechhub.org/
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10

Afzal, Nimra, Sarah Thang, Jukka Tulivuori, Sangay Thinley e Haani Mazari. EdTech in Lao People's Democratic Republic: A Rapid Scan. EdTech Hub, maggio 2024. http://dx.doi.org/10.53832/edtechhub.1026.

Testo completo
Abstract (sommario):
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive. Nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries, and in this case, Lao People’s Democratic Republic (PDR). This report was originally written in February 2024. It is based primarily on desk research, with quality assurance provided by a country expert based at the Australian Council for Educational Research. Keywords: Ministry of Education and Sports; digital skills; training programmes; government expenditure; learning outcomes; disparities An output of the EdTech Hub, https://edtechhub.org/
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