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Melissa A. George – ProQuest LLC, 2024
This empirical study explores how international school directors find novel ways to develop and lead through ambiguity. The research examines whether and how international school leaders' abilities to perceive, experience, and navigate ambiguity are linked to their stage of ego development. It investigates what kinds of internal and external…
Descriptors: International Schools, School Administration, Instructional Leadership, Educational Change
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Jonathan Sharples; Jon Eaton; Jamila Boughelaf – Education Endowment Foundation, 2024
Implementation is making, and acting on, evidence-informed decisions. Yet awareness of evidence does not necessarily result in improved outcomes: implementation is critical for turning engagement with research into tangible changes in school practices and pupil outcomes, including, crucially, for pupils experiencing socio-economic disadvantage.…
Descriptors: Program Implementation, Evidence Based Practice, Decision Making, Behavior
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Camille Griffith; Stephanie Masta – Qualitative Research Journal, 2024
Purpose: The purpose of this paper is to reflect on the role of Linda Tuhiwai Smith's book "Decolonizing Methodologies" in our work as Indigenous scholars. Design/methodology/approach: This article explores the application of Indigenous-centered research methodologies as outlined by Linda Tuhiwai Smith in "Decolonizing…
Descriptors: Methods, Decolonization, Indigenous Populations, Faculty
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Peter M. Appelbaum – AERA Online Paper Repository, 2024
This dialogue with Janet Miller, from her early work in the 1980s through the present, explores a post-human response to situatedness and embodiment, and demonstrate possible things to consider when we want to avoid centering human experience--when we strive to steward a universe determined as much by the more-than-human participants in our…
Descriptors: Educational Change, Educational Philosophy, Humanistic Education, Humanism
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Julie Vale; Russell Kirkscey; James M. Weiss; Jennifer Hill – Journal of the Scholarship of Teaching and Learning, 2024
Undergraduate programs that focus on disciplinary knowledge and skills can reinforce preexisting mindsets or ideologies that can lead to insufficient questioning of certain types of information (e.g., empirical data or model results) or insufficient valuing of certain types of information (e.g., Indigenous knowledge). One way to address this…
Descriptors: Capstone Experiences, Undergraduate Study, Intellectual Disciplines, Student Empowerment