From Early Childhood to Adulthood: Leader Development in Indonesia

Leaders influence their surroundings in many ways. In companies, leaders impact work satisfaction, commitment, and engagement (Kouzes & Posner, 2015). In schools, leaders affect student behavior and learning outcomes (Wallace, 2006). Utilizing the Productive Giftedness Model (Paik, 2013, 2015), the present research examines the individual aptitude, instructional, and environmental factors that influence the development of young leaders in Indonesia. Participants in the study were recruited by Indonesia Mengajar , a highly selective intervention program in Indonesia which aims to improve educational conditions around the nation through the mobilization and equipping of local stakeholders. In order to examine leader development from the early to later years, the study uses a mixed-method approach that includes an online survey and a structured interview. Findings from the study demonstrate that leaders are made through a combination of opportunity, support, and resources. Most importantly, findings point to the integral role parents and schools play in the development of leaders and leader-related skills. Parents, educators and policymakers should ensure that every child has access to favorable conditions that will help cultivate leader-related skills from an early age

Teacher Voice in Global Conversations around Education Access, Equity, and Quality

Despite public commitments internationally and nationally to include the voices of all stakeholders, the voices of teachers have continued to be marginalized in the literature and in policy-making related to global educational development. The purpose of the current study is to examine the process of invoking teacher voice using a sample of international teachers participating in a US-based teacher exchange program. Toward this end, we conducted semi-structured interviews with 16 teachers from 14 countries and four continents (all participants in the Teaching Excellence and Achievement [TEA] program). Results demonstrate that teacher voice was more personal rather than systemic, narrative rather than propositional, and utilized colloquial vocabulary rather than technical jargon. Teacher voice is also not always positive, but can be biased, critical, or judgmental. Nonetheless, the interviews also illustrate the critical necessity of including teacher voice in educational planning and decision-making

Aula abierta

Resumen tomado de la publicaciónRelación Centro Escolar-Familias-Entidades Comunitarias: apoyo a los estudiantes en riesgo de exclusión social en Estados Unidos. La importancia de la colaboración escuela-familia-comunidad (SFC) ha sido establecida desde hace mucho tiempo; sin embargo, se necesita más investigación, prácticas y políticas para comprender y apoyar mejor los diversos contextos socioculturales de niños de comunidades marginadas en los Estados Unidos. Utilizando el Modelo de Epstein sobre la colaboración SFC como marco conceptual, el propósito de este artículo es discutir influencias clave, barreras y oportunidades en el desarrollo de mejores prácticas para colaboraciones exitosas en comunidades cultural y lingüísticamente diversas. El artículo analiza y proporciona ejemplos prácticos de cómo las barreras como las disparidades culturales entre el hogar y la escuela, los roles de los padres y los maestros en la educación, las dificultades del idioma y otras restricciones que enfrentan las familias pueden abordarse para fomentar la colaboración SFC. Las partes interesadas en la educación (maestros, líderes escolares, padres y miembros de la comunidad) necesitan establecer aprecio, confianza y respeto entre sí y aprender a valorar el conocimiento único que cada uno aporta a la educación. Cuando las partes interesadas de la educación participan en colaboraciones sólidas, se mejoran los resultados académicos y no académicos de los estudiantes.ES