Educational change and year-round schooling : the role of transformative leaders
Notice bibliographique
Résumé
This study examines whether there is a relationship between transformative leadership with its constituent ideas of agency, moral purpose, and power, and the ability to successfully introduce sustainable school change. The central tenet of the conceptual framework is transformative leadership as informed by the literature on year-round schooling and educational change. Through a series of interviews, I examine why and how educational leaders, at school and district levels, continue to promote and introduce school-calendar change (commonly known as year-round schooling) in the face of what are often substantial political and social battles. My respondents came from four jurisdictions in the United States and three in Canada, some in which the reform was mandated and others in which it was voluntarily instituted by school leaders. They came from schools with various calendars—multi, single, and dual-track that had been implemented between 1969 and 1999. The impetus for the reform (whether voluntary or mandated) had little to do with its viability, but the implementation processes and procedures used by the school leader were critical. A calendar change was implemented to accomplish various goals, from accommodating more students in existing buildings to bettering the learning experience of children to achieving equity. Not only were explicit goals realized, many unanticipated outcomes were also found. Findings relate to the three-part conceptual framework. First, participants report that year-round schooling is a viable educational reform with the ability to provide fiscal and educational benefits to the whole school community. It can garner the support of the parents and wider community and make a difference beyond the school itself. Second, successful educational reform requires goal clarity, attention to processes, and an understanding that the forces of tradition (habitus) are powerful but may be overcome. Third, transformative educational leaders may surmount resistance and introduce successful educational change if they understand the interconnections among agency, moral purpose, and power. All three are simultaneously necessary to achieve reform that has the ability to decrease inequities in educational performance and thus to be transformative.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,008 | 0,013 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,007 | 0,016 |
| Communication savante | 0,006 | 0,006 |
| Science ouverte | 0,001 | 0,005 |
| Intégrité de la recherche | 0,001 | 0,004 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».