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Responsible, Competent and with a Sense of Belonging: An Explanation for the Purported Levelling Effect of CLIL
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Halbach, Ana; Iwaniec, Janina – International Journal of Bilingual Education and Bilingualism, 2022
Whilst CLIL research has flourished and showed some gains for CLIL learners, for example in motivation, there is little consensus about how it affects students from different social strata. The British Council 'English Impact' study (Shepherd and Ainsworth 2017, "English Impact." "An evaluation of English language capability."…
Descriptors: Responsibility, Competence, Sense of Community, Content and Language Integrated Learning
Principals' Time Allocation in the Context of Shanghai School Administration
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Ning, Bo – Asia Pacific Journal of Education, 2021
Time allocation is a complex problem for school principals in many countries. This study examines the restrictive structure of principals' time allocation for each task domain, as well as the explanatory structure of school administration context for their time allocation. Structural equation models were developed based on data gathered in…
Descriptors: Principals, School Administration, Administrator Responsibility, Instructional Leadership
The Conceptual and Methodological Construction of a 'Global' Teacher Identity through TALIS
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Tahirsylaj, Armend; Smith, William C.; Khan, Gulab; Wermke, Wieland – Center for Educational Policy Studies Journal, 2021
The present article investigates the construction of a 'global' teacher identity by the Organisation for Economic Cooperation and Development (OECD) since the introduction of the Teaching and Learning International Survey (TALIS) in 2008. We critically examine TALIS-related conceptual frameworks, survey questionnaires and statistically driven…
Descriptors: Teacher Surveys, Administrator Surveys, Professional Identity, Teacher Attitudes
Focusing on the Practice of Distributed Leadership: The International Evidence from the 2013 TALIS
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Liu, Yan – Educational Administration Quarterly, 2020
Purpose: This study is primarily interested in the operational evidence of distributed leadership using large-scale and multicountry data. Specifically, this study investigates (a) how three position-based human units--the principal, the management team, and teachers--could lead nine school leadership functions together and (b) how the country and…
Descriptors: Leadership Styles, Participative Decision Making, Leadership Responsibility, Principals
Open the Black Box of Distributed Leadership: Evidence from the 2013 TALIS
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Liu, Yan; Printy, Susan M. – AERA Online Paper Repository, 2017
The concept of distributed leadership articulates principals need to develop a shared vision and empower the teachers with expertise to build strong organizational capacity. Though empirical evidence grows steadily, there still lacks the complete evidence on how each of the school leadership responsibilities is actually distributed among the…
Descriptors: Leadership Role, Participative Decision Making, Teacher Surveys, Administrator Surveys
Singapore's School Excellence Model and Student Learning: Evidence from PISA 2012 and TALIS 2013
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Huang, Jiali; Tang, Yipeng; He, Wenjie; Li, Qiong – Asia Pacific Journal of Education, 2019
This study examines the relationship between key elements of the School Excellence Model (SEM) and student achievement in reading, mathematics and science as measured by the Programme for International Student Assessment (PISA) 2012 and the Teaching and Learning International Survey (TALIS) 2013, using a sample of 166 schools in Singapore.…
Descriptors: Foreign Countries, Models, Academic Achievement, Evidence