This study is concerned with the representation of women in leadership positions in Solomon Islands. In particular, it explores the educational leadership experiences of women working in Solomon Islands’ secondary schools. While much research to date has been carried out in the developed and developing countries, very little has been undertaken in Melanesian countries. As such, we know very little about women’s experiences in educational leadership in Melanesia. Research data was gathered using qualitative methods. Specifically, interviews were conducted with eight women, five were deputy principals and three were Heads of Departments. All the participants were teaching in schools in an urban centre. Data gathered were analyzed using the thematic analysis approach. The data gathering was conducted in the Solomon Islands in October 2007. The key findings revealed a number of issues that impacted on the women’s leadership in their respective schools. Findings include lack of self confidence, difficulties in balancing work and family, discriminatory attitudes and the influence of the cultural patriarchal norms on the attitudes towards women in leadership positions. Other key findings related to the nature of the organization, in this case, the school. This included a lack of initial preparatory and on going professional development programmes and a lack of consultation in the decision making process. This study also found that while the women embraced the collaborative approach to leadership, the structural barriers through the hierarchical organization of the schools meant they could not lead the way they would like to.

Seen but not heard: Women's experiences of educational leadership in Solomon Islands secondary schools

This study examined the relationship between teacher educators' research productivity (RP) and their background and professional characteristics, attitudes, motives, obstacles and time devoted to research. The sample included 161 teacher educators from four teacher education colleges in Israel. The findings indicate the significance of five variables for predicting RP: academic degree, rank, administrative position, desire to develop new knowledge and learn from research findings and perceived insufficient research competence and self-confidence. These variables account for 37.2% of the variance in RP. The results from this study provide useful information for teacher education institutions and policy makers regarding variables significantly related to RP. These variables should be addressed when recruiting teacher educators, assigning administrative duties and designing professional development programs, particularly for new career faculty.

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Predictors of Teacher Educators' Research Productivity.

Introduction The review to follow is a comparative analysis of two studies conducted in the field of TESOL in Education published in TESOL QUARTERLY. The aspects to be compared will be as follow. First, brief description of each study will be presented. Second, the ontological, epistemological and methodological assumptions underlying each study will be compared. Third, the ethical issues that researchers of each study breached will be pinpointed. In addition, some aspects of the socio-political contexts of each study will be handled. Finally, a critique of each study will be presented. Brief Description of the First Study The first study in the comparison is entitled: Becoming " Black Lambs " Not " Parrots " : A Poststructuralist Orientation to Intelligibility and Identity. The aim of this study is to answer the following question: How do international speakers of English assert their identities as legitimate teachers of English given the privileged position of the native speakers? To answer this question, case studies of two Taiwanese students in their first year of study in a two-year Master of Arts in TESOL (MA TESOL) programme were presented. The data was collected using interviews and reaction papers written in a pronunciation pedagogy course in response to challenging readings. At first, it was found out that the pre-service teachers had multiple and conflicting identities as legitimate speakers and teachers of English. The interviews and the written texts were analysed using the constant comparative method in which categories were coded and compared across similar incidents in the same category. Two main findings were highlighted: First, these teachers were able to appropriate and imagine new identities as legitimate speakers and teachers of English through the linguistic resources provided by the course readings. Second, these teachers also recognized that they had other means besides native-like pronunciation to establish their legitimacy as competent speakers and teachers of English. The second study is entitled: The Effects of Listening Support on The Listening Performance of EFL Learners. It is designed to develop the listening performance of EFL learners. It is considered a support for 160 Business college Taiwanese students whose listening performance is low. The researchers of the present 1 Golombek, P. & Jordan, S. (2005). Becoming " Black Lambs " Not " Parrots " : A Poststructuralist Orientation to Intelligibility and Identity. TESOL QUARTERLY Vol. 39, No. 3. 2 study investigated the effects of four different types of listening support: …

/pdf/ontological-epistemological-and-methodological-assumptions-3gkno3vqgl.pdf

Ontological, Epistemological and Methodological Assumptions: Qualitative versus Quantitative.

Narrative inquiry was utilized to allow undergraduate students involved in an undergraduate research course to narrate their experiences in their research undertakings under the guidance of their respective mentors. A total of four focus groups representing the Bachelor of Arts and Letters, Bachelor of Commerce, Bachelor of Secondary Education, and Bachelor of Science in Pharmacy were interviewed. The present study describes the research experiences of a select group of undergraduate students who had defended their research outputs. The findings reveal that undergraduate students who were under competent, motivating, and supportive research mentors undertook the rigorous research process and experienced various activities and mixed feelings in the following stages: Groping, Developing, and Accomplishing. Only a few teams disseminated their outputs in refereed journals, educational conferences, and/or public poster exhibits.

/pdf/research-experiences-of-undergraduate-students-at-a-4uvji1bpf0.pdf

Research Experiences of Undergraduate Students at a Comprehensive University

Capitalizing on the power of narrative-interpretive method in surfacing the essence and the multiple layers of meanings embedded in subjective realities, this qualitative study captured the lived experiences of a select group of outstanding university researchers who are active members of the National Research Council of the Philippines (NRCP). The long years of teaching and active research involvement of the eleven research participants facilitated the conduct of an in~depth narrative interview, which dwelt on their individual and collective research experiences and exposures. Interestingly, the use of cool and wann analyses helped emerged the essence of scholarship in the context of the lived experiences of the research participants. The emerged MotivationActivity-Product(M-A-P) continuum in this study creates a panorama that would help the readers understand the driving, defining and deepening aspects of scholarship.

Understanding the Essence of Scholarship From the Lived Experiences of a Select Group of Outstanding Filipino Researchers

This paper discusses the importance of research activity in academic teachers' colleges in Israel and analyses how this activity is organised. It investigates the contribution of research to development of professional staff and the state of research activities at teacher training colleges. Major obstacles impeding research at the colleges are pointed out and conditions affecting research performance are indicated. The character of the actual research activity is analysed and five different models are specified. The paper focuses on the research committees and research units, which are the central organisational tools for research development, by analysing and describing the range of research culture in the colleges: from absent to optimal. The paper contributes a theoretical and an applied framework that may support the further development of research at the colleges.

Research Activity and Research Culture in Academic Teachers' Colleges in Israel

Preface Teachers' colleges in Israel have expanded and the number of academic colleges has increased as accreditation of these institutions has progressed in the last two decades. Consequently they are enlarging their research activity, so various ethical issues are arising and will continue to do so. The present paper is an attempt to contend with ethical issues in research in the social sciences and education. It is not merely one chapter among many on the ethical dilemmas of a profession, but a discussion that is itself part of scholarly investigation as a profession. In studying the subject, before we began to analyze and apply the concepts, we surveyed a diverse body of literature. It covered professional ethics in general (in several professions research is a component of professional activity), the ethics of research in the social sciences and education, and the ethics of faculty members in higher education. We also assembled codes of ethics, the preambles to which, like the codes themselves, helped us clarify the relevant ideas. We thought this subject should be brought up for discussion so that the research culture forming in the new academic colleges and teachers' colleges in Israel may develop on the proper ethical foundations, and these institutions may be aware of potential difficulties and ways of coping with them. This issue seems important mainly at colleges for teacher education, as they foster educational research in these colleges and train future teachers who will be involved in research projects such as action research and educational program evaluation. Likewise, from practical knowledge they extract theoretical-professional knowledge. We set forth the ideas, basic principles, and dilemmas as we found them in the literature and analyzed and formulated them for the specific needs of research activity at teachers' colleges and at any new academic institution. Professional Ethics vs. Morality Professional ethics, a field that deals with "what is appropriate and what is proper" (Aloni, 1995), is not only the realm of professionals seeking to define their rights and duties. Such ethics is also the realm of philosophers and other social theoritians (Burgess, 1989). Philosophers have dealt extensively with the morality of science. Every attempt to examine the norms of professional ethics in light of moral standards points to a distinct, overt tension between the two. Although the Webster New Collegiate Dictionary (1961: 283) defines ethics with a series of phrases, all of which contain the word "moral," norms of professional ethics are not professional morals (Homan, 1991. In the professional realm, one should not conclude that ethics is the same as morality, or that a code of ethics is a moral code, because professional ethics gives a great deal of weight, some say excessive, to the self-interest of the profession (Levin, S. 1981; Homan, 1991). Ethics has to do with standards set by the profession and regulation of its members' conduct. In everyday application, it involves not a philosophical examination of values but recognition of agreed standards. Therefore, there may be tension between personal moral standards and the ethical norms of a profession (Homan, 1991). In addition to a commitment to the individual client and a commitment to the general public (which will be explained below), the professional has a commitment to the profession and its stature. The more this last commitment is portrayed as a means of providing better service to the individual and to society, the more it becomes an end in and of itself. For example, although ethics guarantees a certain quality of service to which the public is entitled, it also guarantees protection, autonomy, and freedom from external supervision to those engaged in the profession (Levin, S., 1981). The rules of ethics are intended, among other things, to help professionals withstand external pressures (Sabar Ben-Yehoshua and Gibton, 1995), thereby reinforcing the authority and stature of the profession. …

Ethical Issues and Dilemmas in Research at Teachers' Colleges

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Research Activity and Research Culture in Academic Teachers' Colleges in Israel

Ethical Issues and Dilemmas in Research at Teachers' Colleges