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"Educational philosophy"
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Discourse of Islamic Educational Philosophy on Islamic Educational Psychology in Islamic Education
The purpose of writing a discourse of the Islamic educational philosophy on Islamic educational psychology in Islamic education is to critically describe the discourse of these two scientific studies in the world of education. The method in this study is library research through library data relevant to educational philosophy, Islamic educational philosophy, and Islamic educational psychology. The analysis technique in this study is thematic analysis. The results of this study indicate that the Islamic educational philosophy towards the Islamic educational psychology is the core of educational philosophy that views education as a process of humanizing students as a person or a group of people who increase their human potential, so that they are able to develop and actualize themselves with all the original potential (fitrah) that exists in them psychologically. The values of fitrah have been attached to Islamic education, including that educators in educating their children must prioritize the philosophy of physical and psychological humanity, such as love (QS. Ali Imran: verse 31, QS. al-Hujaraat: verse 7, QS. at-Taubat: verse 103), compassion (QS. ar-Rum: verse 21, QS. Maryam: 96, QS. al-An’am: 12 and 54, QS. al-Hadid: 27), good teaching (QS. Al-Ahzab: 21, QS. An-Nahl: 125, QS. Al-Mujadalah: 11, QS. at-Taubah: 122), friendship (QS. Az-Zukhruf: 67, QS. Ali-Imran: 52 and 104), upholding justice (QS. Luqman: 17, QS. an-Nisa: 135, QS. An-Nahl: 76, QS. Al-Maidah: 8), always strive to obtain goodness (QS. al-A’raf: 56, QS. al-Isra’: 7, QS. al-Maidah: 100), so that in education there is two-way communication or even multi-directional interaction or transactions (QS. al-Baqarah: 133, QS. as-Saffat: 102).
Journal Article
Secondary School Teachers’ Educational Philosophies: Differences Regarding Work Experience, Type of School, and Education Programs
Teachers’ educational philosophies have a great influence on teachers’ actions in the classroom. They are partly influenced by the dominant pedagogical paradigm expressed in the strategic educational documents, but there are also some other factors that influence teachers’ educational philosophies. This research aimed to determine secondary school teachers’ educational philosophies and whether they differ in relation to a teacher’s work experience, type of school, and educational program. A total of 355 secondary school teachers in Split–Dalmatia County in the Republic of Croatia participated in the research. The philosophy preference assessment scale consisting of two subscales (traditional and contemporary educational philosophies), was applied. The results showed that: secondary school teachers generally agreed more with contemporary than traditional educational philosophies; grammar school teachers agreed more with contemporary and vocational school teachers with traditional educational philosophies; the education program was a significant factor only for the subscale of traditional educational philosophies; and years of work experience was not a significant factor for either subscale. The results are discussed in the context of the relationship between teachers’ educational philosophies, values, beliefs, and teaching experiences and the need for teachers to raise awareness of their educational philosophies and continuously compare and harmonise them with their educational practice.
Journal Article
An Intellectual History of School Leadership Practice and Research
An Intellectual History of School Leadership Practice and Research presents a detailed and critical account of the ideas that underpin the practice of educational leadership, through drawing on over 20 years of research into those who generate, popularise and use those ideas. It moves from abstracted accounts of knowledge claims based on studying field outputs, towards the biographies and practices of those actively involved in the production and use of field knowledge. The book presents a critical account of the ideas underpinning educational leadership, and engages with those ideas by examining the origins, development and use of conceptual frameworks and models of best practice. It deploys an original approach to the design and composition of an intellectual history, and as such it speaks to a wider audience of scholars who are interested in developing and deploying such approaches in their particular fields.
eBook
Excellence : every classroom, every lesson, every day
\"Join Dr. Esposito, the principal of a school with a reputation for eating administrators alive, on her journey to becoming a great educational leader and influencer. Dr. Esposito uses foundational leadership books to create a leadership philosophy centered around servant leadership to students while creating 360-degree leaders within the school\"-- Provided by publisher.
Book
The impact of teachers educational philosophy tendencies on their curriculum autonomy
In this study, the effect of teachers' educational philosophy tendencies on their curriculum autonomy was investigated using a correlational research design. The study's population consisted of teachers 258 teachers drawn from various schools using a simple random sampling method. The data were collected through Educational Philosophy Tendency Scale and Teachers' Autonomy on Curriculum Scale. According to the results, progressive educational philosophy appears to be the most frequently adopted tendency by teachers, while essentialist educational philosophy appears to be the least widely adopted. Teachers have a high level of procedural autonomy, which is followed by autonomy in professional development, evaluation autonomy, and autonomy in planning. There are weak and moderately significant correlations between teachers' educational philosophy tendencies and their curriculum autonomy. Also, teachers' educational philosophy tendencies are a strong predictor of curriculum autonomy. Progressive educational philosophy tendency predicts procedural autonomy and professional development autonomy significantly. Reconstructionist, essentialist, and perennialist educational philosophy tendencies, on the other hand, have no impact on curriculum autonomy. In this context, progressive educational philosophy adopted by the teachers influences how they structure their professional development and how they carry out the learning-teaching process without relying heavily on external factors.
Journal Article
Research on Continuous Improvement: Exploring the Complexities of Managing Educational Change
As a result of the frustration with the dominant “What Works” paradigm of large-scale research-based improvement, practitioners, researchers, foundations, and policymakers are increasingly embracing a set of ideas and practices that can be collectively labeled continuous improvement (CI) methods. This chapter provides a comparative review of these methods, paying particular attention to CI methods’ intellectual influences, theories of action, and affordances and challenges in practice. We first map out and explore the shared intellectual forebears that CI methods draw on. We then discuss three kinds of complexity to which CI methods explicitly attend—ambiguity, variability, and interdependence—and how CI methods seek a balance of local and formal knowledge in response to this complexity. We go on to argue that CI methods are generally less attentive to the relational and political dimensions of educational change and that this leads to challenges in practice. We conclude by considering CI methods’ aspirations for impact at scale, and offer a number of recommendations to inform future research and practice.
Journal Article