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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Foreign Countries; Staff Development; Correctional Rehabilitation; Juvenile Justice; Measurement Techniques; Interviews; Therapy; Observation; Interaction; Interpersonal Relationship; Residential Care
Abstract:
One prerequisite for effective institutional care is that staff agree on how to deliver treatment and have a unified view of how to achieve change--in other words, to have staff group unanimity (SGU). This study used the Correctional Program Assessment Inventory (CPAI) 2000, interviews with key staff, and observations of daily activities to examine the levels of SGU on eight treatment wards in Sweden. Results show that staff members had differing views of the theory and methods, low common therapeutic goals, low to modest confidence in management, and low agreement about how treatment should be delivered. At institutions displaying low and medium levels of SGU, observations revealed significantly less interactions between staff and residents, and the residents spend a lot less time in staff supervised activities than at institutions with a high level of SGU. This article also considers the complexity of promoting positive interactions among the staff while maintaining close relationships between the staff and residents. (Contains 1 table.)
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Pub Date: |
2013-00-00 |
Pub Type(s): |
Books; Collected Works - General |
Peer Reviewed: |
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Descriptors:
Foreign Countries; Developing Nations; School Administration; Gender Differences; Females; Teacher Education; Educational History; Politics of Education; Natural Disasters; Inclusion; Secondary Education; Administrator Effectiveness; Teacher Leadership; Staff Development; Educational Technology; Technology Integration; Principals; Educational Change; Instructional Leadership; Males; Foreign Policy; International Education
Abstract:
Successful school leadership is an issue currently being debated up and down Caribbean territories. Key issues in the ongoing debate include: students' outcomes and participation in the regional Caribbean Secondary Examinations (CSEC); teacher recruitment and retention; teacher training and continuing professional development (upgrading); and parental involvement. These issues point to leadership at various levels, whether in its exercise or in its influence, and are examined within and across national and regional education systems. Particular attention is given to debates around improving outcomes for students, teacher development and the role of the principal in leading school improvement. A source of debate about practice of school leadership in the Caribbean surrounds the issue of gender. Where are men in teaching? Where are men in leadership positions and positions of responsibility? Unlike in some countries where, for example, men tend to hold more leadership positions than women, especially at the secondary phase of education, in the Caribbean this is not the case: there are more female teachers at every level and more female teachers occupy leadership positions at every level. Within this book, gendered leadership as practised and enacted in the Caribbean is examined from religious, social, historical and political positions, pointing to a clear political dichotomy. There is no unitary definition of what can count as school leadership in the Caribbean, despite clear similarities of practices and approaches. What this volume argues, however, is that within the Caribbean region there are many similarities of experience for the practice and exercise of school leadership which draw on a common framework of teacher training, a common language and a common socio-political history that existed well before the formation of CARICOM through British colonisation. This book does not dwell on the period of British colonisation but discusses the extent to which this period in Caribbean history has influenced the practice of school leadership today, most notably in areas such as curricular and teacher training models. Education in emergency situations, such teaching and learning in severe weather conditions such as hurricanes, is also spotlighted. As a whole, the themes in this edited volume proffer an evidence-based approach to contemporary issues in school leadership in the Caribbean and extend the current literature in the field. Following a foreword by Peter Earley, this book contains these papers: (1) School Leadership in the Caribbean: approaches and development (Paul Miller); (2) School Leadership for Sustainable Education: reflections on Montserrat (Gertrude Shotte); (3) School Leadership and Inclusive Education in Trinidad and Tobago: dilemmas and opportunities for practice (Launcelot Brown and Jennifer Lavia); (4) From Management to Leadership: the case for reforming the practice of secondary education in Guyana (Raj Beepat); (5) High-Performing Jamaican Principals: understanding their passion, commitment and abilities (Disraeli M. Hutton); (6) Teachers as Leaders: building the middle leadership base in Jamaican schools (Dian McCallum); (7) Leadership and Staff Development: a tool kit for Caribbean principals (Charmaine Bissessar); (8) Every Click Matters: leadership and followership in ICT education in Jamaica (Paulette Watson); (9) Together We Can: sharing the burden of leadership (Livingston Smith); and (10) The Political Dichotomy of School Leadership in the Caribbean: a multi-lens look (Paul Miller).
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Pub Date: |
2013-01-00 |
Pub Type(s): |
Information Analyses; Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Educational Research; Psychological Studies; Staff Development; Transfer of Training; Work Environment; Guidelines; Human Resources; Labor Force Development; Higher Education
Abstract:
The goal of staff development in higher education is a change in teacher practices to positively influence student learning. In other words, the goal of staff development is the transfer of learning to the workplace. Research illuminates that this transfer of learning to the workplace is a complex issue. To make an accurate assessment of staff development initiatives one must consider what works for whom and under what conditions. We need to understand which influencing variables actually lead to which effects. Furthermore, we have to gain insight into moderators in the relationship between influencing variables and transfer of learning. With this interdisciplinary review we combine the findings of management, Human Resource Development (HRD), and organisational psychological research with educational research. We attempt to generate guidelines for further research to improve staff development by revealing gaps in earlier research on impact of staff development. (Contains 8 tables and 2 figures.)
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Author(s): |
Rink, Judith, Ed. |
Source: |
Journal of Physical Education, Recreation & Dance, v83 n7 p24-25 Sep 2012 |
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Pub Date: |
2012-09-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Physical Activity Level; Physical Education; Physical Activities; Physical Education Teachers; Staff Development; Academic Achievement; Administrators; Wellness
Abstract:
The articles in this feature described a staff development program designed to certify physical education teachers to be directors of physical activity (DPAs) and the role of the DPA in implementing a Comprehensive School Physical Activity Program (CSPAP). A CSPAP, with professionals trained to conduct the program, can play a major and effective part in ensuring that students not only get the physical activity they need during the school day but that they begin to develop a physically active lifestyle. This conclusion to the two-part feature provides suggestions for how to make it an important program in all schools in the face of major economic problems and continuing emphasis on academic performance.
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