Educational leaders' problem-solving for educational improvement: Belief validity testing in conversations.
Saved in:
| Title: | Educational leaders' problem-solving for educational improvement: Belief validity testing in conversations. |
|---|---|
| Authors: | Sinnema, Claire1 c.sinnema@auckland.ac.nz, Meyer, Frauke1, Le Fevre, Deidre1, Chalmers, Hamish1, Robinson, Viviane1 |
| Source: | Journal of Educational Change. Jun2023, Vol. 24 Issue 2, p133-181. 49p. 1 Color Photograph, 1 Diagram, 25 Charts. |
| Subject Terms: | *Educational leadership, *Teacher effectiveness, *Teaching methods, Social injustice, Chi-squared test |
| Abstract: | Educational leaders' effectiveness in solving problems is vital to school and system-level efforts to address macrosystem problems of educational inequity and social injustice. Leaders' problem-solving conversation attempts are typically influenced by three types of beliefs—beliefs about the nature of the problem, about what causes it, and about how to solve it. Effective problem solving demands testing the validity of these beliefs—the focus of our investigation. We analyzed 43 conversations between leaders and staff about equity related problems including teaching effectiveness. We first determined the types of beliefs held and the validity testing behaviors employed drawing on fine-grained coding frameworks. The quantification of these allowed us to use cross tabs and chi-square tests of independence to explore the relationship between leaders' use of validity testing behaviors (those identified as more routine or more robust, and those relating to both advocacy and inquiry) and belief type. Leaders tended to avoid discussion of problem causes, advocate more than inquire, bypass disagreements, and rarely explore logic between solutions and problem causes. There was a significant relationship between belief type and the likelihood that leaders will test the validity of those beliefs—beliefs about problem causes were the least likely to be tested. The patterns found here are likely to impact whether micro and mesosystem problems, and ultimately exo and macrosystem problems, are solved. Capability building in belief validity testing is vital for leadership professional learning to ensure curriculum, social justice and equity policy aspirations are realized in practice. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Educational Change is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Text: Availability: 1 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 163484613 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Educational leaders' problem-solving for educational improvement: Belief validity testing in conversations. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Sinnema%2C+Claire%22">Sinnema, Claire</searchLink><relatesTo>1</relatesTo><i> c.sinnema@auckland.ac.nz</i><br /><searchLink fieldCode="AR" term="%22Meyer%2C+Frauke%22">Meyer, Frauke</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Le+Fevre%2C+Deidre%22">Le Fevre, Deidre</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Chalmers%2C+Hamish%22">Chalmers, Hamish</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Robinson%2C+Viviane%22">Robinson, Viviane</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+Change%22">Journal of Educational Change</searchLink>. Jun2023, Vol. 24 Issue 2, p133-181. 49p. 1 Color Photograph, 1 Diagram, 25 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Educational+leadership%22">Educational leadership</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+effectiveness%22">Teacher effectiveness</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Social+injustice%22">Social injustice</searchLink><br /><searchLink fieldCode="DE" term="%22Chi-squared+test%22">Chi-squared test</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Educational leaders' effectiveness in solving problems is vital to school and system-level efforts to address macrosystem problems of educational inequity and social injustice. Leaders' problem-solving conversation attempts are typically influenced by three types of beliefs—beliefs about the nature of the problem, about what causes it, and about how to solve it. Effective problem solving demands testing the validity of these beliefs—the focus of our investigation. We analyzed 43 conversations between leaders and staff about equity related problems including teaching effectiveness. We first determined the types of beliefs held and the validity testing behaviors employed drawing on fine-grained coding frameworks. The quantification of these allowed us to use cross tabs and chi-square tests of independence to explore the relationship between leaders' use of validity testing behaviors (those identified as more routine or more robust, and those relating to both advocacy and inquiry) and belief type. Leaders tended to avoid discussion of problem causes, advocate more than inquire, bypass disagreements, and rarely explore logic between solutions and problem causes. There was a significant relationship between belief type and the likelihood that leaders will test the validity of those beliefs—beliefs about problem causes were the least likely to be tested. The patterns found here are likely to impact whether micro and mesosystem problems, and ultimately exo and macrosystem problems, are solved. Capability building in belief validity testing is vital for leadership professional learning to ensure curriculum, social justice and equity policy aspirations are realized in practice. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Educational Change is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=163484613 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10833-021-09437-z Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 49 StartPage: 133 Subjects: – SubjectFull: Educational leadership Type: general – SubjectFull: Teacher effectiveness Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Social injustice Type: general – SubjectFull: Chi-squared test Type: general Titles: – TitleFull: Educational leaders' problem-solving for educational improvement: Belief validity testing in conversations. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Sinnema, Claire – PersonEntity: Name: NameFull: Meyer, Frauke – PersonEntity: Name: NameFull: Le Fevre, Deidre – PersonEntity: Name: NameFull: Chalmers, Hamish – PersonEntity: Name: NameFull: Robinson, Viviane IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 13892843 Numbering: – Type: volume Value: 24 – Type: issue Value: 2 Titles: – TitleFull: Journal of Educational Change Type: main |
| ResultId | 1 |
