ORCID Profile
0000-0001-8723-1642
Current Organisations
Curtin University
,
EdUHK
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Publisher: Routledge
Date: 11-05-2018
Publisher: Routledge
Date: 19-05-2021
Publisher: Emerald
Date: 22-06-2022
Abstract: This paper aims to explore developments over the past 25 years in the knowledge base on instruction-oriented middle leadership in schools. The authors document the trends in the literature since middle leadership began to attract scholarly interest in the late 1990s and explore the shifting structural and content patterns in the knowledge base. The authors use a topographic methodology to analyse both structural elements and major results drawing from 147 peer-reviewed journal articles. The authors draw on the review's outcomes to propose a model that frames a core set of middle leaders' instructional leadership practices. They also identify the personal, departmental, organizational and external influences shaping middle leadership practices and identify a lack of research conducted outside Anglo–American societies. This gap in the literature suggests the need for the increased study of middle leadership in different national settings and systems and how these influence the practice and enactment of middle leaders around instruction. There is also a need to employ a greater range of methodologies to understand middle leaders' instructional roles. The paper lays a foundation for the future development of middle leadership for instruction and highlights signposts to guide future inquiry. The paper contributes to the middle leader knowledge base by focussing on their enactment of instructional leadership.
Publisher: Emerald
Date: 09-08-2013
Abstract: The purpose of this paper is to gain perspective on the extent to which the vision for knowledge production in East Asia set forth by Bajunid, Cheng, Hallinger, Walker, Dimmock and others almost 20 years ago has been fulfilled. The authors undertook an effort to map the terrain of knowledge production in educational leadership and management in East Asia since the year 2000. Their method of mapping this terrain involves the analysis of trends in publication of articles about and/or from East Asia in eight core educational leadership and management journals. The authors’ methodology employed a descriptive, quantitative form of literature review. They identified a clearly delimited body of literature, comprised of all articles published about or from East Asia between 2000 and 2011 in eight core educational leadership and management journals. Then they employed a systematic search for information within that literature and analyzed trends across the studies. This allowed them to map the terrain of recent research on educational leadership and management within East Asia. The volume of knowledge production from East Asia between 2000 and 2011 consisted of less than 6 per cent of total output in the relevant journals. Although there was a discernible increase in the annual rate of publication over the course of the 12‐year period, the authors treat the increase as relatively unimportant given the small volume. A substantial majority of the publications not only came from a few societies, but from a small number of universities. Citation analyses were highly consistent with all of the above trends, and reinforced a picture of limited impact. The authors’ study focused on a clearly delimited region, East Asia. Although they believe that the study may have implications for other regions of the developing world, they do not speculate on the extent of relevance. The authors intentionally limited their definition of the corpus of knowledge to a specific set of international refereed journals that are published in English. This ignores the potential contributions of conference papers, books, book chapters, research handbooks, domestic journals, and even other international journals in which educational leadership scholars publish. To the authors’ knowledge, there have been no efforts undertaken to understand the nature of knowledge production in educational leadership and management in East Asia. When approaching this review in 2012, the authors were not under the illusion that the regional knowledge base would be either overly dense in terms of the concentration of studies within particular areas or broad in scope. However, future scholarship may be aided by this systematic assessment of the current knowledge base on educational leadership in the region.
Publisher: SAGE Publications
Date: 08-2016
Abstract: Given the rapid growth in the number of students completing the International Baccalaureate (IB) Diploma Programme and the potential for students to be educated entirely through IB programmes, it is important to understand associations between programme participation and cognitive and non-cognitive learning attributes. Through a mixed methods study, this research considers evidence derived from Diploma Programme examinations, a newly designed and validated student questionnaire, and complementary case studies to examine plausible explanations for associations between IB programmes and learning attributes.
Publisher: SAGE Publications, Inc.
Date: 2013
Publisher: Emerald
Date: 08-02-2016
DOI: 10.1108/IJCED-10-2015-0002
Abstract: – In 1997, Joseph Boyle critiqued the Hong Kong Government’s policy of recruiting native-speaking teachers (NSTs) of English into secondary schools. Boyle examined NSTs from a post-colonial and socio-linguistic stance. He concluded that the scheme was “largely ineffective” and that efforts to expand the scheme would likely fail due to the government’s implicit lack of trust in the capacities of non-native-speaking teachers’ (NNSTs) of English. However, almost two decades later the scheme has expanded across the primary and secondary sectors. The purpose of this paper is to explore how changing educational contexts and reform efforts have influenced conceptions of NSTs as articulated in Hong Kong policy. – The research is approached retrospectively through an interpretivist paradigm, analysing policy documents, implementation materials, evaluation reports, and interview transcripts. Over 41 scheme stakeholders participated in the interviews, inclusive of policy makers, government officials, academics, teacher educators, principals and teachers, who were active over different phases of the scheme. – The intended role and perceived competencies of the NSTs have been impacted by imported education reforms leading to new rationales for maintaining and expanding NST deployment. These shifts, however, lead to new tensions among idealised images of NSTs, their capacities, and the aims of policy makers and scheme implementers. – The value of this paper lies in its reconsideration of the role of NSTs in light of educational reform efforts influenced by global change. This perspective varies from conventional critiques that focus on NSTs’ and NNSTs’ differing capacities as English language teachers by considering the impact of historic developments on later policies, and the tendency of policy makers to legitimise reform by importing international innovations. Second, it demonstrates how idealised images of NSTs simultaneously justify policies and pose challenges to effective implementation.
Publisher: Wiley
Date: 20-03-2017
Publisher: Informa UK Limited
Date: 24-06-2018
Publisher: Informa UK Limited
Date: 11-06-2023
Publisher: Informa UK Limited
Date: 06-2013
Publisher: Informa UK Limited
Date: 07-2013
Publisher: Elsevier
Date: 2023
Publisher: Informa UK Limited
Date: 03-07-2018
Publisher: Informa UK Limited
Date: 03-07-2018
Publisher: SAGE Publications
Date: 07-03-2022
DOI: 10.1177/17411432221084154
Abstract: Middle leaders in schools are increasingly recognised as playing pivotal roles in school improvement. Although some school systems provide formal professional development for middle leaders, many middle leaders express a preference for job-embedded learning. Yet, international research has documented difficulties in providing intensive support from principals which instead is often ad hoc. This study examines how middle leaders’ professional learning can be supported through the development of appropriate organisational structures. It presents three principal-designed models distilled from qualitative data collected in 12 case study schools, inclusive of public, semi-private, and international schools in four East Asian societies. Each model contributed to the development of middle leadership capacity in areas relevant to the schools’ improvement agendas. The models vary in degrees of formality, resource intensiveness, and processes for engaging and developing leadership. The findings contribute to the growing literature on middle leader development, and the role of school infrastructure in professional learning by suggesting how school-based leader development strategies can be framed in coherent and intentional models that take into account of the available infrastructure and potential professional interactions to provide systematic in situ support for middle leaders.
Publisher: Emerald
Date: 07-05-2019
DOI: 10.1108/IJEM-12-2017-0371
Abstract: The purpose of this paper is to analyze the influence of teacher leadership on the enactment of educational reforms in southeastern China. It considers how the work of middle and teacher leaders in schools is structured to support reform enactment at the school level. The research was conducted in three case study sites in one school district in Shenzhen, China. Low, moderate and high academic achieving schools which had engaged teacher leaders in instructional reforms were selected. A combined total of 34 senior, middle and teacher leaders participated in semi-structured interviews, which were analyzed through a comparative coding process. Across the three schools, teacher leaders without positional authority strongly influenced the instructional reforms. Their influence was strongest when bolstered by a combination of formal recognition systems, opportunities to lead projects that were directly related to the reform efforts, and mentorship systems that skilled novice teachers in reform-related skills and experienced teachers in leading reform enactment. Mechanisms and structures embedded in schools, when coherently focused on selected reforms, supported the efficacy of teachers without formal authority. And, middle leaders’ impact was enhanced when working collaboratively with formal and teacher leaders. This research yields insight on teacher leaders’ influence of reform. It considers how the work of middle and teacher leaders can be structured as a collective that impacts on reform enactment at the school level. And, it illuminates teacher leadership in a Chinese context other than the scrutinized Shanghai school system.
Publisher: Informa UK Limited
Date: 04-06-2015
Publisher: Springer Science and Business Media LLC
Date: 07-02-2021
Publisher: Informa UK Limited
Date: 20-10-2018
Publisher: Informa UK Limited
Date: 27-09-2023
Publisher: Emerald
Date: 30-06-2020
Abstract: This study aims to understand of the role that teacher entrepreneurial behavior plays in developing teacher professional capital. The extant concepts around school leadership mostly encompass the transformative and instructional roles of school leaders in managing, mobilizing and supporting teachers for student achievement. However, school leadership has not focused strongly on promoting innovation and risk-taking for schools in a knowledge economy. As a timely promising response to the increasingly demanding and competitive school context, teacher entrepreneurial behaviour (TEB), which emphasizes teachers' willingness to take risks and be daring, has started to gain recognition in the school leadership literature, yet a nuanced understanding of TEB's potential impacts on schools is lacking. Based on a combined consideration of institutionalized recognition and expert judgement, this study identified three innovative entrepreneurial teachers/teacher groups that had won the most competitive teaching award in Hong Kong. Employing a multiple-site case study design, this study conducted semi-structured interviews with 23 informants and collected supplementary school documents and records. This study found that TEB enables the implementation of innovation and promotes cross-subject alignment. It cultivates trusting and coherent relationships among teachers. Teachers with TEB scaled up innovation among other teachers. Furthermore, entrepreneurial teachers enhance school attractiveness by creating competitive advantages. This analysis showed that TEB enables formal and informal school leaders to bring forth critical school outcomes. This study elaborates how TEB enhances teachers' professional capital through building trusting and coherent relationships. It also adds to the research on school innovation by demonstrating that TEB fosters teachers' capacity for bottom-up innovation in the community.
Publisher: Informa UK Limited
Date: 17-01-2014
Publisher: Informa UK Limited
Date: 19-06-2022
Publisher: Informa UK Limited
Date: 14-09-2022
Publisher: Springer Science and Business Media LLC
Date: 07-11-2009
Publisher: Routledge
Date: 19-08-2016
Publisher: Routledge
Date: 11-05-2018
Publisher: Informa UK Limited
Date: 10-2013
Publisher: United Arab Emirates University
Date: 21-02-2022
DOI: 10.36771/IJRE.46.2.22-PP202-260
Abstract: Abstract This article describes the current teacher professional development (PD) infrastructure of Hong Kong, one of the world’s top performers in education. Drawing on contemporary policy frameworks, institutional websites, and research literature, we outline how teachers from primary and secondary local schools are supported to enhance their professional capacity. After introducing the structure of the Hong Kong education system, we describe pre-service teacher education and the Professional Ladder framework, designed by the Education Bureau (EDB) to regulate in-service PD. We then describe the work done by the leading PD providers and the PD-related obstacles, difficulties, and constraints reported in the literature. The article shows that Hong Kong has developed a solid PD infrastructure with hybrid characteristics. While the system is based on compliance and external accountability mechanisms, teachers are encouraged to design their PD journeys based on their interests, needs, and career aspirations. Every three years, teachers are required to complete 90 to 150 hours of PD (depending on seniority), including core and elective training (approximately 1/3 and 2/3 of the PD allotment, respectively). Structured, on-the-job, project-based, whole-school, and in idual PD activities are available. The article also describes the strategies recently adopted to tackle the challenges of COVID-19. We conclude that Hong Kong has made great efforts to design a high-quality PD infrastructure within a hierarchical educational system, in which quantity of provision and content coverage have been prioritized over teacher agency and autonomy. More research is required to investigate the actual impact of PD on teachers’ practices and students’ learning. Keywords: Teacher Professional Development, continuing education, system analysis, educational policy, effective professional development, Hong Kong
Publisher: Springer Science and Business Media LLC
Date: 15-01-2021
Publisher: Routledge
Date: 11-05-2018
Publisher: Informa UK Limited
Date: 25-07-2014
Publisher: Elsevier BV
Date: 2020
No related grants have been discovered for Darren Anthony BRYANT.