A systems perspective on exploring the sustainability of leadership initiatives in a secondary school setting

Kala. S. Retna/ John Davies

Abstract This paper uses a systems approach to examine the implementation of a design thinking (DT) initiative in a Singaporean secondary school setting. In particular, the paper uses the systems representational tools attributed to Senge (1990) to better understand the factors and relationships that underpin successful change initiatives in terms of the change process and related outcomes. The systems approach sheds light not only on those managerial and behavioural factors that facilitate init(..)

DOI: 10.21307/jelpp-2019-001

Nurture the seed and it will blossom

DOI: 10.21307/jelpp-2019-003

School leaders’ perceptions on comprehensive school counseling (CSC) evaluation processes: Adherence and implementation of the American School Counselor Association (ASCA) National Model

Rachel Louise Geesa/ Nicholas P. Elam/ Renae D. Mayes/ Kat R. McConnell/ Kaylee M. McDonald

Abstract Throughout their K-12 educational experience, students should have access to resources, educators, counselors, and specialists to help meet their academic, social, emotional, college, and career needs. When school leaders or principals work in collaboration with school counselors, often school climate is more positive for students, faculty, and stakeholders. However, many school leaders do not receive proper training to evaluate school counselors. The purpose of the study is to explore (..)

DOI: 10.21307/jelpp-2019-002

Contemporary pressures on school-based research: A cautionary tale for school leaders

Megan Smith/ Martin Thrupp/ Patrick Barrett

Abstract School-based research has historically played an important role within the education system contributing to our understanding of the organisation and practice of formal education. Supported by relevant literature, this article reports on current challenges in conducting school-based research in Aotearoa New Zealand as experienced by one researcher. It suggests that conducting school-based research is becoming increasingly difficult, with possible explanations for this being the divergen(..)

DOI: 10.21307/jelpp-2020-001

“Lazarus” school rising: Finding renewed hope with a “little help from our friends”

Andrew Bills/ Amy Hamilton/ Ben Wadham

Abstract This article examines the nature of sudden and sweeping organisational change when a public secondary school facing closure reframed the ideological components of schooling, finding renewed hope and direction for the future. It also attempts to explain how organisational change can take place through university-led action research, activating school community support to become a science, technology, engineering, arts and mathematics (STEAM) school, securing funding sustainability, polit(..)

DOI: 10.21307/jelpp-2020-002