scholarly journals LE CONSEILLER PÉDAGOGIQUE EN TANT QU’AGENT DE CHANGEMENT : COMPÉTENCES ET LEADERSHIP TRANSFORMATIONNEL

2020 ◽  
Vol 54 (3) ◽  
pp. 625-645
Author(s):  
Claude Lachaîne ◽  
Claire Duchesne
Keyword(s):  
Transformational Leadership ◽  
French Language ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Education Policies ◽  
Change In Practice ◽  
Agents Of Change ◽  
21St Century Learners ◽  
Agent Of Change ◽  
Educational Consultants

Educational consultants participate in the implementation of Ministry of Education policies and those of their school board in matters of education in order to meet the needs of innovation, communication and collaboration of 21st century learners. Despite their pedagogical knowledge, their propensity for innovation and their interpersonal skills, however, they are unprepared to fulfill their position as an agent of change with their teaching colleagues. This article presents the results of research aimed at understanding the ways in which the transformational leadership of educational consultants is manifested in terms of their role as agents of change. Semi-structured interviews with seven educational consultants and four directors of pedagogical services from four French-language school boards in Ontario revealed links between the skills they mobilize to guide teachers towards a change in practice and the manifestations of transformational leadership as developed by Bass (1998).

scholarly journals Intervention Services for Female Visually Impaired Children in Saudi Arabia: A Qualitative Exploration

2020 ◽  
Vol 9 (4) ◽  
pp. 128-150
Author(s):  
M.S. Alanazi
Keyword(s):  
Saudi Arabia ◽  
Qualitative Methodology ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Education Policies ◽  
Female Children ◽  
Intervention Services ◽  
Available Technology ◽  
Qualitative Exploration ◽  
Impaired Children

This study investigated how well the intervention services for blind female children in Saudi Arabia met the needs and expectations of blind female students, their parents and teachers. It explored the reasons for the particular choice of interventions and examined how they could be improved. The case study is based on the literature, mainly a documentary review of papers produced by the Ministry of Education, policies and curriculum information from the schools and other public sector documents. The study adopted a qualitative methodology, with the researcher’s involvement in interpretation of the findings clearly described in the concluding section. It also involved a series of semi-structured interviews with children, parents, and teachers followed by a series of observations at the schools. The interview findings were analysed by identifying main themes. The most important findings were that teachers needed to have a warm relationship with and a special interest in their students; there were the needs to have more flexibility and freedom in the curriculum for teachers to design school and individual curricula combined with greater use of the available technology; and more practical, useful and relevant subjects should be included to improve the quality of intervention services. The design of buildings to suit blind female children should also be considered as Saudi Arabia continues its ambitious education restructuring programme.

Gender Inequality and Intersectional Disadvantage among Students in South African Universities

2021 ◽  
Vol 10 (1) ◽  
pp. 147-172
Author(s):  
Oliver Tafadzwa Gore ◽  
Keyword(s):  
Higher Education ◽  
South African ◽  
Higher Education Policy ◽  
Capabilities Approach ◽  
Structured Interviews ◽  
Education Policies ◽  
Higher Education Policies ◽  
Definition Of ◽  
South African Higher Education

Although policies to widen participation have been implemented in South African higher education since 1994, inequality of achievements persists in universities. The failure of the higher education policy to clearly define ‘disadvantage’ in various interventions seems to have contributed to the continuing inequalities. This study theorises disadvantage using the capabilities approach pioneered by Amartya Sen and Martha Nussbaum and argues for a more nuanced definition of disadvantage by exploring the opportunities, agency and achievements available to students in universities. The theorisation is based on findings from a qualitative case study of 26 semi-structured interviews conducted with students from one South African university. Using empirical findings, the theorisation in this study shows how the conversion factors intersect, resulting in some students achieving fewer functionings, which put them at a disadvantage. While gender equality seemingly has been achieved through enrolment figures that show parity levels, some female students are still disadvantaged through subtle forms of discrimination and sexual harassment in universities. This study therefore recommends that higher education policies should consider an expansive definition of disadvantage that encompasses the various dimensions of student wellbeing for all students to have flourishing lives.

scholarly journals Violence against children and adolescents: the perspective of Primary Health Care

2017 ◽  
Vol 70 (3) ◽  
pp. 511-518 ◽  
Author(s):  
Diene Monique Carlos ◽  
Elisabete Matallo Marchesini de Pádua ◽  
Maria das Graças Carvalho Ferriani
Keyword(s):  
Health Care ◽  
Qualitative Research ◽  
Children And Adolescents ◽  
Structured Interviews ◽  
Work Processes ◽  
Violence Against Children ◽  
Primary Health ◽  
Agents Of Change ◽  
The Look ◽  
Basic Health Units

ABSTRACT Objective: To analyze the care provided by Basic Health Units (BHU) to families involved in domestic intrafamily violence against children and adolescents. Method: Qualitative research, based on the Paradigm of Complexity. Data collection was performed with 41 professionals through focus groups and semi-structured interviews. Results: The following categories emerged from data analysis: 'Everything comes here', which reflects the legitimate place of BHUs for the population and the actions taken to build care for families; and 'We only do what is really necessary', which brings the look to violence still based on the positivist and biomedical paradigm. Final considerations: The model of understanding and construction of work processes in the BHU is structured in the aforementioned paradigm. Nurses have the possibility to become agents of change, both in professionals' training and in the care thought and provided to communities.

Leadership and organizational ambidexterity

2016 ◽  
Vol 35 (6) ◽  
pp. 778-788 ◽  
Author(s):  
Saša Baškarada ◽  
Jamie Watson ◽  
Jason Cromarty
Keyword(s):  
Transformational Leadership ◽  
Leadership Styles ◽  
Design Methodology ◽  
Organizational Ambidexterity ◽  
Structured Interviews ◽  
Senior Leaders ◽  
Content Type ◽  
Organizational Mechanisms ◽  
Exploratory Innovation ◽  
Transactional And Transformational Leadership

Purpose – The purpose of this paper is to answer calls for more research on how leaders may promote organizational ambidexterity (i.e. exploitation and exploration), and how such behaviors relate to transactional and transformational leadership styles. Design/methodology/approach – The findings presented in this paper are based on semi-structured interviews with 11 senior leaders in Australian Defence. Findings – This paper identifies three organizational mechanisms that leaders rely on to promote exploitation, and five behaviors that leaders rely on to promote exploration. These mechanisms and behaviors closely match transactional and transformational leadership styles, respectively. Originality/value – This paper provides support for the leadership ambidexterity construct, and for the thesis that transformational leadership is appropriate in the context of exploratory innovation, while transactional leadership is appropriate in the context of exploitative innovation.

scholarly journals A Content Analysis Of The Ontario Ministry Of Education's Memorandum PPM No.119: Developing And Implementing Equity And Inclusive Education Policies In Ontario Schools

2021 ◽  
Author(s):  
Natalie Royer
Keyword(s):  
Early Childhood ◽  
Content Analysis ◽  
Critical Race Theory ◽  
Black Students ◽  
Inclusive Education ◽  
Parent Engagement ◽  
Ministry Of Education ◽  
Children And Families ◽  
Race Theory ◽  
Education Policies

Ontario schools have been criticized for maintaining inequitable practices and environments. To combat this inequity, the Ontario Ministry of Education created the PPM No.119: Developing and Implementing Equity and Inclusive Education Policies in Ontario Schools (Ontario Ministry of Education, 2009). In this study, I undertake a content analysis of the policy focusing on the words ‘race’ and ‘parents’ in order to explore whether or not racialized children and families, specifically the Black community, may benefit from this policy. Critical Race Theory and a parent engagement framework guided my analysis. The results indicated that this policy may actually exclude students and families, particularly Black students and families, as opposed to creating more equitable and inclusive opportunities. Recommendations are made for promoting anti-racist practices by early childhood educators and teachers and working toward ensuring the accountability of administrators.

scholarly journals THE RELATIONSHIP BETWEEN TRANSFORMATIONAL LEADERSHIP AND SCHOOL EFFECTIVENESS IN TS25 SCHOOLS IN GUA MUSANG KELANTAN

2021 ◽  
Vol 6 (42) ◽  
pp. 204-214
Author(s):  
Mohd Zainuddin Zakaria ◽  
Siti Noor Ismail ◽  
Yahya Don ◽  
Wan Rosni Wan Yakob
Keyword(s):  
Transformational Leadership ◽  
School Effectiveness ◽  
School Administrators ◽  
Survey Method ◽  
Ministry Of Education ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
High Performing ◽  
High Level ◽  
The Relationship

This study aims to identify the level of transformational leadership of principals and the level of school effectiveness in TS25 schools in Gua Musang District, Kelantan. In addition, this study also seeks to look at the relationship between the two variables involved, transformational leadership and school effectiveness. This quantitative study by cross-sectional survey method used two types of instruments, namely the Transformational leadership instrument by Leithwood and Jantzi (1999) and the school effectiveness instrument adapted from the study of Lazaridou and Iordanidis (2011. The sampling of the study involved four TS25 secondary schools with a total of 162 teachers. The findings of the study showed that the level of transformational leadership of principals and the level of school effectiveness was at a high level, with values (M = 4.17, SP = .604) and (M = 4.19, SP = .613) respectively. Further, correlation analysis showed that there was a very strong and significant relationship (r = .89, p <.01) between the two variables involved, namely transformational leadership and school effectiveness. It is hoped that the findings of this study can be used as a guide by the parties involved, especially the Ministry of Education Malaysia in strengthening the characteristics of high-performing leadership among school administrators towards improving school effectiveness through professionalism programs.

scholarly journals PENYULUHAN DEMAM BERDARAH DENGUE (DBD) KEPADA PELAJAR-PELAJAR DI PERGURUAN KRISTEN METHODIST-2 RANTAUPRAPAT

2021 ◽  
Vol 2 (1) ◽  
pp. 33-41
Author(s):  
Saharnauli Janna Verawaty Simorangkir
Keyword(s):  
Dengue Virus ◽  
Dengue Fever ◽  
Mosquito Vectors ◽  
Public Concern ◽  
New Approach ◽  
Dengue Disease ◽  
Agents Of Change ◽  
Agent Of Change ◽  
Short Time ◽  
Activity Method

Abstrak Penyakit demam berdarah merupakan salah satu masalah kesehatan di Kota Medan yang cenderung menimbulkan kekhawatiran masyarakat karena perjalanan penyakitnya cepat dan dapat menyebabkan kematian dalam waktu yang singkat. Penyakit demam berdarah adalah penyakit yang disebabkan oleh virus dengue. Virus ini ditularkan melalui vector nyamuk. Pendekatan pemberantasan demam berdarah yang berwawasan kepedulian masyarakat merupakan salah satu alternatif pendekatan baru dalam rangka pengendalian penyebaran penyakit ini. Tujuan dari kegiatan ini adalah untuk memberikan penjelasan kepada pelajar-pelajar yang diharapkan dapat menjadi agent of change di lingkungannya dalam pemberantasan penyakit DBD ini. Metode kegiatan ini dilaksanakan dalam bentuk penyuluah, tanya jawab dan games. Kegiatan ini dinilai cukup berhasil. Indikator keberhasilannya adalah berdasarkan antusiasme peserta untuk bertanya dan feedback dari peserta yang menyatakan penyuluhan ini dinilai menarik dan bermanfaat. Kesimpulan dari kegiatan ini adalah melalui keilmuan yang dimiliki dapat digunakan untuk membantu memberikan pemahaman mengenai penyakit-penyakit kepada masyarakat, yang pada akhirnya dapat mendorong partisipasi masyarakat dalam pencegahan penularan dan pertambahan kasus-kasus penyakit tertentu di masyarakat Abstract Dengue fever is one of the health problems in Medan City which tends to cause public concern because the disease progresses quickly and can cause death in a short time. Dengue fever is a disease caused by the dengue virus. This virus is transmitted by mosquito vectors. The approach to eradicating dengue fever with a public concern is an alternative to a new approach to control the spread of this disease. The purpose of this activity is to provide explanations to students who are expected to become agents of change in their environment in eradicating this dengue disease. This activity method was carried out in the form of counseling, question and answer and games. This activity was considered quite successful. The success indicator was based on the enthusiasm of the participants to asked questions and feedback from the participants who stated that this counseling was considered interesting and useful. The conclusion of this activity was that through the knowledge that is owned it can be used to help provide an understanding of diseases to the community, which in turn can encourage community participation in preventing the transmission of certain diseases in the community.

scholarly journals Localizing international education agendas: Boys (still) underachieving in Jamaica’s secondary education

2019 ◽  
Vol 48 (1) ◽  
Author(s):  
Everton Ellis ◽  
Edward Thomas
Keyword(s):  
International Education ◽  
Basic Education ◽  
Local Context ◽  
Structured Interviews ◽  
Education Policies ◽  
Rural High Schools ◽  
Secondary Sources ◽  
Research Findings ◽  
Neoliberal Restructuring

The literature on basic education emphasizes the need to improve enrollment and access to girls’ education in poorer countries. In Jamaica, the problem is not merely access to basic education but rather the quality of education outcomes, particularly for boys. Setting my research findings within the context of globalization and basic education, this paper explores the underachievement of boys within the contexts of international education policies at the domestic/national scale in Jamaica. Using a combination of participants’ responses drawn from semi-structured interviews conducted with teachers across two rural high schools in Jamaica, an analysis of secondary sources and (to a lesser extent) participant observations, we put forward a few claims regarding the process of ‘localizing’ ‘international’ education. It appears that global discourses in education (education for all) place demands on the local context – privilege girls, and the problem of lack of access to education and the overall the quality of experience. And therefore, the Jamaican state can ‘evade’ or palliatively address the ongoing problem of boys’ underachievement. The paper also highlights the effects of neoliberal restructuring in education as well as the inconsistencies between domestic/national and international education policies.

scholarly journals An Investigation of Sites, Uses and Practices For  Literacy in the Lives of Pasifika Students

2021 ◽  
Author(s):  
◽  
John G Dickie
Keyword(s):  
Literacy Practices ◽  
Cultural Practices ◽  
Ministry Of Education ◽  
Literacy Practice ◽  
Structured Interviews ◽  
School Students ◽  
Lower Test ◽  
Pasifika Students ◽  
The One ◽  
Out Of School

<p>An investigation of sites, uses and practices for literacy in the lives of Pasifika students Lower test scores on school measures of literacy for Pasifika students than for the majority of students in New Zealand are a cause for concern. As part of a wider attempt to address this problem the Ministry of Education has argued that teachers need to be better informed of out-of-school literacy practices. This thesis considers what can be learned when this guidance is followed and it investigates students' social and cultural uses of literacy in family and community settings. It explores the argument that knowledge of these out-of-school literacies will inform teachers and through incorporation (McNaughton, 2002) teachers may be able to make effective connections for students to school literacy. A sociocultural perspective is used to investigate the social and cultural practices of the students while the study also uses Cremin's (1976) concept of configurations of sites to consider how learning is mediated for students in different settings. Rogoff's (1995) three planes of analysis provide a tool to examine students' practices at the community, interpersonal, and personal levels. The investigation sought the students' own perspective of how they appropriate knowledge about literacy as they collected information with cameras and journals on their own practices. The participants were 14 Pasifika students aged 11 and 12 years (mostly Samoan) as well as three adult Samoan church representatives and teachers from the students' school. Students' photos were used to elicit rich description in semi-structured interviews and interview schedules were also used with students and adult participants. The findings illustrate how the students were socialised into particular practices that are contextualised in the sites of family, church and neighbourhood. They reveal that for the students there was both overlapping of values and conflict between their sites of literacy practice. The complementarities occurred most strongly between family and church and a valued feature of the students' practice was the use of Samoan language. The most common conflicts were those related to popular culture and they occurred between the sites of family, church and school on the one hand and neighbourhood sites on the other as well as within family sites. The thesis argues that awareness of the complementary and conflicting features is essential for teachers in understanding the complexity the students face in choosing their paths among two cultures. This knowledge enables teachers to incorporate aspects of out-of-school literacy into school practice and to draw on those in the students' backgrounds who may facilitate students' literacy acquisition.</p>

Exploring perceptions of pracademics in an Arab context

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Youmen Chaaban ◽  
Abdellatif Sellami ◽  
Rania Sawalhi ◽  
Elkhouly Marwa
Keyword(s):  
Identity Construction ◽  
Narrative Analysis ◽  
Design Methodology ◽  
Social Activity ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
University Supervisors ◽  
Content Type ◽  
Identity Renegotiation ◽  
Insight Into

PurposeThis study explored the perceptions of Arab professionals toward pracademia and the ways they position themselves as professionals in this field.Design/methodology/approachNarrative data were elicited through semi-structured interviews with a total of eighteen pracademics identified for their work in teacher education. Participants included ten professional development (PD) specialists, three university supervisors and five specialists working at the Ministry of Education in Qatar.FindingsNarrative analysis of the interviews revealed variations in their identity renegotiations, with one group experiencing an emerging pracademic identity and the other group “holding on” to their previous practitioner identities. The narratives further provided insight into Arab pracademics relating to three themes: (1) definitions and roles, (2) knowledge and skills and (3) relationships with others, all of which pertain to pracademic identity construction.Originality/valueThe study contributes to understanding the identity renegotiation of pracademics working in multiple contexts in an Arab setting. Several recommendations are offered to support pracademics' identity renegotiation as a social activity.

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