A comparative investigation of the use of digital technologies to facilitate school collaboration within the framework of the eTwinning programme

This thesis looks at how digital technologies can create opportunities for online collaboration across schools within the framework of the eTwinning programme, an EU initiative that seeks to promote web-based learning and collaboration between schools across Europe. A socio-technical approach was employed, focusing on the role of social context in shaping the technology use surrounding the eTwinning activities. This 'social shaping of technology' approach allowed exploration of the range of social actors and factors that influence the implementation of digital technologies for school collaboration at micro, meso and macro levels of analysis. \ud Through a comparative, qualitative case study of four different eTwinning projects in the UK and Greece, this thesis investigates how digital technologies such as wikis, blogs and discussion forums were used as online collaborative environments. Data collection took place during the course of the academic year 2009-2010, consisting of semi-structured individual and group interviews alongside classroom observations and online documentary analysis.\ud The findings suggest that students' and teachers' use of digital technologies and, in particular web 2.0 tools, was influenced by a range of social issues relating to the wider school context. As such the tools per se did not lead to noticeable changes in practice - especially regarding collaborative activity. Specifically, all four case study projects were bounded by wider settings and factors such as time, resourcing, assessment regimes and 'fit' with curriculum. This thesis argues that amidst the enthusiasm that surrounds digital technologies in education, there is a pressing need for more critical consideration of the socially and institutionally shaped realities of use. The thesis concludes with a range of suggestions for the future improvement of such web-based collaborative initiatives. \u

Female primary school principals' experiences of instructional leadership

Abstract: Please refer to full text to view abstract.M.Ed. (Educational Leadership and Management

ACCESS TO OPPORTUNITY: SCHOOL CHOICE AND THE EXPERIENCES OF NON-ENGLISH-SPEAKING LATINO FAMILIES IN NEW YORK CITY

Districts across the United States have embraced school choice as a means to improve educational outcomes. Independent and charter management organization backed schools have entered the public educational market in an attempt to provide parents with more educational options. The marketing and branding of public schools, both traditional and charter, has also increased as schools and districts compete to attract more students. Furthermore, in addition to this school system, the Catholic school system of New York continues to increase its competitive strive in enrollment. In New York City, there has been an increase in charter school applications and in the English language learner population. This instrumental case study examines how non-English speaking Latino families, who have children in Catholic schools, navigate high school choice process. Through observation, interviews, and document analysis, this study captures the different factors that influence this group of non-English speaking parent’s educational choices for their children who are enrolled in Catholic schools. Through navigational and resistance lenses, examination of school choice reform takes place with a focus on marketing, branding, and advertisement practices and their effects on equity. Findings from this study will inform educational leaders, at all levels, as to the access and information given to non-English speaking parents, including those in a different school system, with regards to school choice

Can regional community web portals become sustainable? : the Albany GateWAy : a case study

Asking the question can regional and community web portals become sustainable? demands a foray into many different disciplines. Sociology, education, business, strategic and knowledge management, organisational theory, relationship management and current technological trends and capabilities are some of the areas on which community projects, such us the development of communities on-line, are founded

A glance backwards: An analysis of youth resiliency through autoethnographical and life history lenses

The purpose of this study was to investigate youth resiliency employing dual methodologies, auto-ethnography and life history research respectively, to reveal how two middle-aged adults (one African-American, the other Caucasian) achieved resiliency; and most importantly, how their experiences and insights might inform ongoing efforts to promote youth resiliency. This research project was a follow-up to a previous study (involving four African American participants – two males and two females) conducted to determine the roles that schools and communities play in promoting youth resiliency. Offering insights into the usefulness of extended research, Herr and Anderson (2005) captured the essence of my decision to conduct a follow-up study here: Doctoral students may be able to capitalize on class projects that require a pilot study or \u27practice research\u27 as part of the course requirements to begin their action research. In addition, doctoral students may have room in their program for an independent study or two. These spaces allow for the kind of ongoing piloting where each separate piece of the research conducted over a series of semesters is actually part of the whole (Herr & Anderson, 2005, p.105). Although participants [from the previous study] were able to succeed despite a negative life trajectory, it yet remained inconclusive whether personal attributes and environmental factors were equally effective in enhancing youth prospects. Additionally, because the previous study was conducted among African-American subjects only, I thought it probative to inquire as to whether findings would be consistent across demographic or socioeconomic boundaries. The story that emerged was of each participant\u27s strength, illustrating how each individual persistently engaged in the world around them in order to negotiate, and ultimately transcend their immediate circumstances. This study reaffirmed the need to talk openly about youth across demographic and socio-cultural divides, with the results offering implications for educators, students, and future research. Findings suggest the need for educators to know students holistically as well as personally, including familiarity with all aspects of a student\u27s identity. If all youth are expected to attain resiliency (or as I prefer transcendence), then classrooms should become environments where personal attributes are enhanced, rather than stymied, with all youth being afforded opportunities for meaningful participation. In summary, this study validated the need for all [not just some] stakeholders to assist all [not just some] youth in channeling their respective strengths in meaningful and productive ways

InSEA European Regional Congress: Tales of art and curiosity

Proceedings volume from the International Society for Education through Art (InSEA) European Regional Congress

SUCCESSFUL PRINCIPALS LEADING SCHOOL IMPROVEMENT IN

School improvement is a hotly debated topic for school staffs and leaders. Over the past few decades, many models for school improvement have emerged, each determined to increase student achievement. Worldwide, schools have had widely varied levels of success in implementing school improvement plans. This study specifically focuses on school improvement efforts in schools educating a large number of children with military and qualified civilian employee dependents stationed overseas.A qualitative bound case study format, using multiple data sources, was used in this study. The researcher collected perception data from interviews and observed three successful principals in selected schools within one district. The data were triangulated by an interview with the district superintendent to enhance information about his expectations of principals as leaders of school improvement. Additionally, artifacts from the schools, such as professional development day and faculty meeting agendas, staff development plans, school improvement plans, and standardized assessment data were collected. Analysis of the data addresses the research question of "How do successful principals lead school improvement in overseas schools serving a large number of children of military parents?" The results of the study produced recommendations for leadership training of principals in the district. While these results primarily show what we can learn from school improvement in this unique overseas school environment, its implications can be broader for American schools as a whole. The study will also produce recommendations for further research