assisting school management teams to construct their school improvement plans: an action learning approach
Clicks: 267
ID: 163282
2014
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This
article has not been analysed, so there is no overall score —
reader engagement is measured and shown alongside.
Reader Engagement
Steady Performance
30.0
/100
267 views
45 readers
AI Quality Assessment
Not analyzed
Readership in this journal
SteadyRanked #17 of 86 articles by views in international journal of applied linguistics and english literature
Most read
Least read
Bar heights use a square-root scale.
Mint this article as an NFT
Not yet mintedCreate a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.
5
SUSD
one-off · no wallet required
Abstract
This article reports on a first cycle of a larger action research study conducted to determine how Circuit Teams could support School Management Teams of underperforming high schools towards whole-school development. Although it is a mandated requirement by the Department of Education, none of the four schools involved in the study had developed a school improvement plan, a necessary first step towards whole-school development. In this article we focus on the collaborative intervention we designed to meet the identified needs of the participants regarding the construction of a school improvement plan. A qualitative baseline study revealed the School Management Teams' general disregard towards the school improvement plan as well as limited insight into what skills they needed to develop it, and their imperfect understanding of whole-school development. We explain the action research process we took to facilitate a clearer understanding of the school improvement plan and how to develop it. The data analysis revealed that the collaborative learning experience ignited feelings of empowerment, increased motivation to collaborate with the Circuit Teams towards whole-school development, and generally assisted the School Management Teams' resolve to improve the management of their respective schools. These findings present evidence that suggests the value of an action learning approach to the professional development of School Management Teams, but the process could be equally useful to encourage sustainable change in varied contexts of continued professional development.
| Reference Key |
voort2014southassisting
Use this key to autocite in the manuscript while using
SciMatic Manuscript Manager or Thesis Manager
|
|---|---|
| Authors | ;Geoffrey Van Der Voort;Lesley Wood |
| Journal | international journal of applied linguistics and english literature |
| Year | 2014 |
| DOI |
DOI not found
|
| URL | |
| Keywords |
Citations
No citations found. To add a citation, contact the admin at info@scimatic.org
Comments
No comments yet. Be the first to comment on this article.