While a recognition of the importance of values in leadership, in education, and particularly in educational leadership is not new, there have been recent demands for further empirical research into the nature and influence of school leaders' values and leadership and the impact of related processes and outcomes within schools. This article is based on interviews with six school leaders in England about their values and leadership. While there have been concerns about the impact on school leaders of shifts in education policy discourse and practice involving market forces and managerialism in England, it is apparent that the school leaders we spoke to remain committed to their personal, professional and educational values. These values influenced the school leaders' perceptions of their leadership and how they articulated their relationships with students, staff and the local community and their aspirations and expectations for their schools. Such values emphasized educational and social justice concerns ...

Articulating leadership values in action: conversations with school leaders

This research was supported in part by the Institute of Education Sciences of the U.S. Department of Education through a grant to the Mid-Atlantic Regional Educational Laboratory, the Laboratory for Student Success and the Office of Innovation and Improvement of the U.S. Department of Education through a grant to the Academic Development Institute. The opinions expressed do not necessarily reflect the position of the supporting agencies, and no official endorsement should be inferred.

The Effects of Comprehensive Parent Engagement on Student Learning Outcomes

The purpose of this study was to determine whether differences exist in the availability of instructional options for struggling students and students who did not pass state-required tests based on three school characteristics: retention practices, awards or sanctions, and school level. Participants were 242 teachers and school psychologists from 99 elementary and middle or junior high schools across 19 states that have required exit exams. Participants were asked to complete a survey that addressed the availability of instructional options. Descriptive statistics showed that there was overlap in the instructional options that respondents reported using frequently regardless of school characteristics. For general education teachers' responses, there was a significant main effect of school level. For special education teachers and school psychologists, all other main effects and interactions were not significant.

Alternatives to Retention and Social Promotion The Availability of Instructional Options

The purpose of this thesis is to unveil the complexities surrounding out-of-field teaching. Out-of-field teaching entails teachers teaching outside their field of qualification, this field might be a specific subject or year level. Quality education is influenced by the availability of various resources to support effective pedagogies. Hattie (2009) claims that teachers remain the main and most influential resource in education. Previous research in this field focused on the occurrence and implications of out-of-field teaching as a lwholer on school management and professional development but overlooked the lived experiences of those involved in out-of-field teaching practices. The purpose of the thesis is to address the need to understand the out-of-field experience. The research question, how fundamental, for out-of-field teachers in their everyday concerns and practices, are their lived experiences and the meaning of out-of-field teaching, focuses on what really happens when teachers are assigned to out-of-field positions. The thesis explores the interrelationships between lived experiences and out-of-field teaching and what it means for teacher dispositions, leadership strategies, classroom and behaviour management, pedagogical content knowledge and the wider school community. The thesis highlights misconceptions and misunderstandings while new information emerged to underline gaps within policy and decision-making in relation to out-of-field teaching practices. Existing literature hovers around the occurrence of out-of-field teaching and thoroughly discusses claims that out-of-field teaching is a global concern (Ee-gyeong, 2011), and widespread with implications for teacher turnover, attrition, retention (Ingersoll, 2001a, 2003a, 2004). McConney and Price (2009a, 2009b) claim that between 20% to 24% of teachers in Western Australia teach in positions outside their field of qualification. Ingvarson, Beavis, and Kleinhenz (2004) claim that 25% to 30% of teachers in Victoria, Australia, feel unqualified for the position in which they teach. Norway appoints student teachers in positions outside their field of training in certain schools with ethnic minorities because of a shortage of qualified teachers (Bonesronning, Falch, a Strom, 2003). In my endeavour to know more about the out-of-field teaching practice I completed research about its implications for school management (Du Plessis, 2005) and professional development (Du Plessis, 2010) but the need to understand was not sufficiently explained by these research projects. The fundamental meanings of the lived experiences were still overlooked. This is the first thesis in this field focusing on the lived experiences in relation to out-of-field teaching practices through the lenses of educational directors, school leaders, teachers (specialist and out-of-field) and parents across two cultures. The thesis develops an in-depth understanding of the meaning out-of-field teaching has for teachers and their effectiveness in teaching and learning environments. Supporting the development of in-depth understanding, the thesis integrates Gadamerrs theory (1975) of lfusion of horizonsr (p. 273) together with Vygotskyrs theory (1978) of the more knowledgeable other, and a deeper understanding of the meaning out-of-field teaching has for the learning environment develops. Using hermeneutic phenomenology as way of inquiry, primary and secondary schools across two continents, Australia (Queensland and Western Australia) and South Africa, were approach for close conversations and observations. Gadamerrs theory about lshared meaningr (Gadamer, 1976) supported the exploration of lived experiences through the different lenses of the participant sample (i.e., principals, teachers [specialist and out-of-field], parents, and educational leaders). The transnational exploration of 48 participantsr lived experiences was not to compare but to validate the data and offer an in-depth understanding (Goodnow, 2006) of what really happens within out-of-field situations in various environments. Data were triangulated through eleven classroom observations which included classes with specialist and out-of-field teachers as well as document analysis (agendas, minutes of subject and staff meetings, reflective notes in the field diary). I interpreted six key themes, firstly teacher dispositions, emotions perceptions and expectations, secondly leadership concerns, thirdly classroom management difficulties, fourthly behaviour issues, fifthly the meaning for the wider school community and finally concerns about the lack of pedagogical content knowledge. Through the support of colour coding the magnitude of data were interpreted while sets of meanings within these themes were identified with the focus on keywords and phrases which developed into categories. The thesis supports Darling-Hammondrs (2006) proposition that effective teachers need to understand and respond to the multifaceted nature of the environment in which they function and realise how they relate to this environment. The new information offered through this thesis will assist principals, teachers, and educational leaders to develop an in-depth understanding of the meaning of the out-of-field experiences in order to effectively manage the out-of-field teaching situation. An awareness of the impact out-of-field teaching has on the teaching and learning environment has the potential to influence policy transformation and education leadersr decision-making about recruitment and support strategies while focusing on the needs of out-of-field teachers within the classrooms. This thesis offers new understanding about teachersr experiences in out-of-field positions with implications for the improvement of retention of teachers.n

https://espace.library.uq.edu.au/view/UQ:330372/s4245616_phd_submission.pdf

Understanding the out-of-field teaching experience

This study investigated the relationship between parental involvement and their children being picked on or bullied and being discriminated against based on their race during their elementary and secondary school years. The influence of parental involvement on academic achievement during that period was also examined. Specific aspects of parental involvement and an overall parental involvement variable were examined. Two different samples were examined. The first sample was made up of 139 college students, and the second sample consisted of 102 seventh to 12th grade students. Analysis of variance and logistic regression analysis were used. The results indicated that higher levels of parental involvement were associated with higher academic achievement among their children. However, the remainder of the analyses showed mixed results with the effects of parental involvement emerging as more robust with the college sample than for the 7th to 12th grade sample. Overall, it does appear that parental i...

Effects of Parental Involvement on Experiences of Discrimination and Bullying

Academic Achievement, Poverty and the Expectations of Parents and Teachers.

Quantifying the Components of School Community.

Family Values, the Curriculum of the Home, and Educational Productivity.

The Community of the School: An Overview of the Literature.

What Is a School Community, Anyway? Editorial.

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