School data as mediators in professional development
Purchase on Springer.com
$39.95 / €34.95 / £29.95*
Rent the article at a discountRent now
* Final gross prices may vary according to local VAT.
International research documents a variety of approaches for fostering the professional development of principals. These studies mainly draw upon survey and interview data. Less attention has been paid to observing professional development processes. This article aims to examine how professional learning is played out empirically in the interactions among members of a school improvement team in a Norwegian context by paying special attention to school data as the departure for professional development of principals. Cultural Historical Activity Theory frames the analysis. The findings suggest that video clips of teaching practices stimulate engagement among team members and, hence, mediate professional learning processes beyond the situations presented in the workshops. These video clips triggered analyses of how to understand and improve teaching practices. In addition, external facilitation seemed crucial for anchoring the analysis theoretically, and for highlighting implications for leadership in the workshops.
- Anderson, S., Leithwood, K., & Strauss, T. (2010). Leading data use in schools: Organizational conditions and practices at the school and district levels. Leadership and Policy in Schools, 9(3), 292–327. CrossRef
- Barab, S. A., Hay, K. E., & Yamagata-Lynch, L. C. (2001). Constructing networks of action-relevant episodes: An in situ research methodology. Journal of the Learning Sciences, 10(1), 63–112. CrossRef
- Barab, S. A., & Kirshner, D. (2001). Guest editors’ introduction: Rethinking methodology in the learning sciences. Journal of the Learning Sciences, 10(1), 5–15. CrossRef
- Barnett, B. G., Copland, M. A., & Shoho, A. (2009). The use of internships in preparing school leaders. In M. Young, G. Crow, J. Murphy, & R. T. Ogawa (Eds.), Handbook of research on the education of school leaders (pp. 371–394). New York: Routledge.
- Barnett, B. G., & O’Mahony, G. R. (2008). Mentoring and coaching programs for the professional development of school leaders. In J. Lumby, G. Crow, & P. Pashiardis (Eds.), International handbook on the preparation and development of school leaders (pp. 232–262). New York: Routledge.
- Crow, G., Lumby, J., & Pashiardis, P. (2008). Introduction: Why an international handbook on the preparation and development of school leaders. In G. Crow, J. Lumby, & P. Pashiardis (Eds.), UCEA/BELMAS/CCEAM international handbook on the preparation and development of school leaders (pp. 1–20). Mahwah: Erlbaum.
- Earl, L., & Fullan, M. (2003). Using data in leadership for learning. Cambridge Journal of Education, 33(3), 383–394. CrossRef
- Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research (pp. iv, 368, iv s.). Retrieved from http://lchc.ucsd.edu/MCA/Paper/Engestrom/expanding/intro.htm.
- Engeström, Y. (2006). From well-bounded ethnographies to intervening in mycorrhizae activities. Organization Studies, 27(12), 1783–1793. CrossRef
- Engeström, Y. (2008). Enriching activity theory without shortcuts. Interacting with Computers, 20(2), 256–259. CrossRef
- Engeström, Y., & Sannino, A. (2010). Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review, 5(1), 1–24. CrossRef
- Foot, K. A. (2002). Pursuing an evolving object: A case study in object formation and identification. Mind, Culture, and Activity, 9(2), 132–149. CrossRef
- Goodson, I. (1993). “The story so far”: Personal knowledge and the political Paper presented at the annual meeting of the American Educational Research Association, Atlanta.
- Hallinger, P., & Heck, R. H. (2010). Collaborative leadership and school improvement: Understanding the impact on school capacity and student learning. School Leadership & Management: Formerly School Organisation, 30(2), 95–110.
- Halverson, R., Grigg, J., Prichett, R., & Thomas, C. (2007). The new instructional leadership: Creating data-driven instructional systems in school. Journal of School Leadership, 17(2), 159.
- Hattie, J. (2003). Getting back on the correct pathway for self-concept research in the new millennium: Revisiting misinterpretations of and revitalizing the contributions of James’ agenda for research on the self. In International advances in self research (pp. 127–148). Greenwich: Information Age.
- Huber, S. G. (2008). School development and school leader development: New learning opportunities for school leaders and their schools. In G. Crow, J. Lumby, & P. Pashiardis (Eds.), UCEA/BELMAS/CCEAM international handbook on the preparation and development of school leaders (pp. 163–202). Mahwah: Erlbaum.
- Jackson, D., & Timperley, J. (2007). From professional learning community to networked learning community. In L. Stoll & K. S. Louis (Eds.), Professional learning communities: Divergence, depth and dilemmas (pp. 45–62). Maidenhead: McGraw-Hill/Open University Press.
- Jahreie, C. F., & Ottesen, E. (2010). Construction of boundaries in teacher education: Analyzing student teachers’ accounts. Mind, Culture, and Activity, 17(3), 212–234. doi:10.1080/10749030903314195. CrossRef
- Johnson, L., Møller, J., Jacobson, S., & Wong, K. C. (2008). Cross-national comparison in the International Successful School Principalship Project (ISSPP): The United States, Norway and China. Scandinavian Journal of Educational Research, 52(4), 407–422. CrossRef
- Jordan, B., & Henderson, A. (1995). Interaction analysis: Foundation and practice. The Journal of Learning Sciences, 4(1), 39–103. CrossRef
- Leithwood, K., Anderson, S. E., Mascall, B., & Strauss, T. (Eds.). (2010). School leaders’ influences on student learning: The four paths. London: Sage.
- Leithwood, K., & Levin, B. (2008). Understanding and assessing the impact of leadership development. In G. Crow, J. Lumby, & P. Pashiardis (Eds.), International handbook on the preparation and development of school leaders (pp. 280–300). New York: Routledge.
- Lektorsky, V. A. (2010). Mediation as a means of collective activity. In A. Sannino, H. Daniels, & K. D. Gutierrez (Eds.), Learning and expanding with activity theory (pp. 75–88). New York: Oxford University Press.
- Lieberman, A., & Miller, L. E. (2008). Teachers in professional communities: Improving teaching and learning. New York: Teachers College Press.
- Little, J. W. (2002). Locating learning in teacher’s community of practice: Opening up problems of analysis in records of every day work. Teaching and Teacher Education, 18(8), 917–946. CrossRef
- MacBeath, J., & Townsend, T. (2011). Leadership and learning: Paradox, paradigms and principles. In J. MacBeath & T. Townsend (Eds.), The international handbook of leadership for learning (pp. 16–50). Dordrecht: Springer.
- Mintzberg, H. (2009). Managing. San Francisco: Berrett-Koehler.
- Møller, J. (1998). Action research with principals: Gain, strain and dilemmas. Educational Action Research, 6(1), 69–91. CrossRef
- Møller, J., & Schratz, M. (2008). Leadership development in Europe. In G. Crow, J. Lumby, & P. Pashiardis (Eds.), UCEA/BELMAS/CCEAM international handbook on the preparation and development of school leaders (pp. 341–367). Mahwah: Erlbaum.
- Muijs, D., West, M., & Ainscow, M. (2010). Why network? Theoretical perspectives on networking. School Effectiveness and School Improvement, 21(1), 5–26. CrossRef
- Murphy, J., Young, M. D., Crow, G. M., & Ogawa, R. T. (2009). Introduction: Exploring the broad terrain of leadership preparation in education. In M. Young, G. Crow, J. Murphy, & R. T. Ogawa (Eds.), Handbook of research on the education of school leaders (pp. 1–22). New York: Routledge.
- Robinson, V. M. J. (2010). From instructional leadership to leadership capabilities: Empirical findings and methodological challenges. Leadership and Policy in Schools, 9(1), 1–26. CrossRef
- Robinson, V. M., Lloyd, C. A., & Rowe, K. (2008). The impact on leadership on students outcomes: An analysis of the different effects of leadership types. Educational Administration Quarterly, 44(5), 635–674. CrossRef
- Roth, W.-M., & Lee, Y.-J. (2007). “Vygotsky’s neglected legacy”: Cultural-historical activity theory. Review of Educational Research, 77(2), 186–232. CrossRef
- Rusch, E. A. (2008). Curriculum and pedagogy. In J. Lumby, G. Crow, & P. Pashiardis (Eds.), International handbook on the preparation and development of school leaders (pp. 203–232). New York: Routledge.
- Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221–258. CrossRef
- Taylor, D., Cordeiro, P., & Chrispeels, J. (2009). Pedagogy. In M. Young, G. Crow, J. Murphy, & R. T. Ogawa (Eds.), Handbook of research on the education of school leaders (pp. 319–370). New York: Routledge.
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
- School data as mediators in professional development
Journal of Educational Change
Volume 14, Issue 1 , pp 95-112
- Cover Date
- Print ISSN
- Online ISSN
- Springer Netherlands
- Additional Links
- Professional development
- Cultural Historical Activity Theory (CHAT)