Browsing by Author "Brandon, Jim"
Now showing 1 - 20 of 55
Results Per Page
- ItemOpen Access1 Chapter One -- Optimum Learning Literature Synthesis: Three Professional Practice Standards: A Watershed Moment(2019-06-30) Stelmach, Bonnie; O’Connor, Barbara; Brandon, JimThis synthesis of the literature is designed to undergird our 4-university longitudinal mixed methods study Optimum Learning for All Students Implementing Alberta’s 2018 Professional Practice Standards. Our ambition is to gain insights into how and how well Alberta’s Teaching Quality Standard, Leadership Quality Standard, and Superintendent Leadership Quality Standard are being put into place, how the standards are impacting practice, and what changes occur over time in teaching and learning. Indeed, our longitudinal design is premised on “uncovering sustained changes and implementation success” (Derrington, 2019, p. 8). Given this, our goals in preparing this manuscript were to (a) synthesize scholarship on policy processes so that we can situate our inquiry into the standards in a process-oriented way; (b) provide a jurisdictional review of standards-based approaches to teaching and leadership and what we know to be effective with respect to this approach so that we can discern how Alberta’s standards and pathways to certification are positioned compared to others who have gone before us; and (c) synthesize scholarship that demonstrates the link between the professional practice standards and quality teaching and leadership so that we are anchored to evidence when interpreting the forthcoming empirical data. Considering the comprehensiveness of the professional practice standards, we covered the waterfront, so to speak. But though we plumbed many strands and sources of knowledge, we do not claim it to be exhaustive or necessarily complete.
- ItemOpen Access2 Chapter Two -- Optimum Learning Literature Synthesis: What is Optimum Learning?(2019-06-30) Friesen, Sharon; Brown, Barbara; Brandon, JimThis synthesis of the literature is designed to undergird our 4-university longitudinal mixed methods study Optimum Learning for All Students Implementing Alberta’s 2018 Professional Practice Standards. Our ambition is to gain insights into how and how well Alberta’s Teaching Quality Standard, Leadership Quality Standard, and Superintendent Leadership Quality Standard are being put into place, how the standards are impacting practice, and what changes occur over time in teaching and learning. Indeed, our longitudinal design is premised on “uncovering sustained changes and implementation success” (Derrington, 2019, p. 8). Given this, our goals in preparing this manuscript were to (a) synthesize scholarship on policy processes so that we can situate our inquiry into the standards in a process-oriented way; (b) provide a jurisdictional review of standards-based approaches to teaching and leadership and what we know to be effective with respect to this approach so that we can discern how Alberta’s standards and pathways to certification are positioned compared to others who have gone before us; and (c) synthesize scholarship that demonstrates the link between the professional practice standards and quality teaching and leadership so that we are anchored to evidence when interpreting the forthcoming empirical data. Considering the comprehensiveness of the professional practice standards, we covered the waterfront, so to speak. But though we plumbed many strands and sources of knowledge, we do not claim it to be exhaustive or necessarily complete.
- ItemOpen Access3 Chapter Three -- Optimum Learning Literature Synthesis: Policy Implementation, Interpretation, Enactment, and Outcomes(2019-06-30) Hunter, Darryl; Brandon, JimThis synthesis of the literature is designed to undergird our 4-university longitudinal mixed methods study Optimum Learning for All Students Implementing Alberta’s 2018 Professional Practice Standards. Our ambition is to gain insights into how and how well Alberta’s Teaching Quality Standard, Leadership Quality Standard, and Superintendent Leadership Quality Standard are being put into place, how the standards are impacting practice, and what changes occur over time in teaching and learning. Indeed, our longitudinal design is premised on “uncovering sustained changes and implementation success” (Derrington, 2019, p. 8). Given this, our goals in preparing this manuscript were to (a) synthesize scholarship on policy processes so that we can situate our inquiry into the standards in a process-oriented way; (b) provide a jurisdictional review of standards-based approaches to teaching and leadership and what we know to be effective with respect to this approach so that we can discern how Alberta’s standards and pathways to certification are positioned compared to others who have gone before us; and (c) synthesize scholarship that demonstrates the link between the professional practice standards and quality teaching and leadership so that we are anchored to evidence when interpreting the forthcoming empirical data. Considering the comprehensiveness of the professional practice standards, we covered the waterfront, so to speak. But though we plumbed many strands and sources of knowledge, we do not claim it to be exhaustive or necessarily complete.
- ItemOpen Access4 Chapter Four -- Optimum Learning Literature Synthesis: Who Uses a Standards-based Approach to Improving Professional Practice, and Why?(2019-06-30) Adams, Pamela; Allan, Sharon; Brandon, Jim
- ItemOpen Access5 Chapter Five -- Optimum Learning Literature Synthesis: Supporting the Implementation of Standards(2019-06-30) Stelmach, Bonnie; O'Connor, Barbara; Brandon, Jim
- ItemOpen Access6 Chapter Six -- Optimum Learning Literature Synthesis: What is Quality Teaching?(2019-06-30) Brandon, Jim; Parsons, Dennis; Brown, Barbara; Friesen, Sharon; Thomas, Christy; Delanoy, Nadia
- ItemOpen Access7 Chapter Seven -- Optimum Learning Literature Synthesis: What is Quality School Leadership?(2019-06-30) Mombourquette, Carmen; Sproule, Leonard; Brandon, Jim
- ItemOpen Access8 Chapter Eight -- Optimum Learning Literature Synthesis: What is Quality System Leadership?(2019-06-30) Brandon, Jim
- ItemOpen AccessA Case Study on Leadership in a Transnational Landscape of Practice(2018-03-26) Kay, Douglas William; Lock, Jennifer V.; Brandon, Jim; Taylor, Maurice C.; Kenny, Natasha A.; Radford, K. ScottThe purpose of this qualitative single case study was to explore the nature of leadership that emerged within a higher education-based community of practice engaged in the process of developing an interprofessional teaching and learning initiative between nursing and medical students. The setting of this initiative was located in one country in the Arabian Gulf Region in the Middle East. This study was situated in a unique setting as it involved a group of North American-based faculty and academic support staff members piloting an experiential teaching and learning experience within a transnational higher education context. This study was set within a wider landscape where several North American-based universities had established transnational branch campuses in this particular country in the Arabian Gulf Region. As such, it was the first identified study of its kind that had been conducted within this situated context. This study had an emphasis on investigating leadership representation within an interprofessional community of practice and the impact this had on the sustainability of the community throughout their first collective iteration of engagement and potentially beyond. Qualitative data sources collected for this study included individual interviews, meeting observations, and field note documentation captured from community participants throughout the research period. Data analysis followed a social anthropological approach that is aligned with the exploration and investigation of group processes and dynamics within an authentic working environment. This single case study offered a conceptual rationale that situated the research context within a review of literature relating to leadership in the areas of transnational higher education, the scholarship of teaching and learning, communities of practice and situated learning. Further positioning of this research offered a review of literature on community of practice systems conveners and distributed leadership. These were two forms of organizational leadership in alignment with operational aspects of communities of practice in the situated context of this study.
- ItemOpen AccessA Social Ecological Approach to Leading Student Resilience: A Qualitative Multiple Case Study in Alberta Charter Schools(2017) Hooper, Christopher, Charles; Brandon, Jim; Handford, Victoria; Mendaglio, Salvatore; Simmons, Marlon; Brown, BarbaraThe phenomenon of how school leaders understand and foster the development of resilience in students is important yet there is limited research in this area. Thus, the purpose of this study was to explore this phenomenon in Alberta Charter Schools (ACS) using a qualitative, multiple case study approach (Stake, 2006; Merriam, 1998). A purposeful sample composed of 20 ACS leaders from five different schools participated in the study during the 2016-17 school year. The data collection methods included semi-structured principal interviews, focus groups of school leaders, document reviews, and field notes/observations. The cross-case analysis was guided by the quintain, how school leadership bolsters resilience in students, and the study’s conceptual and theoretical frameworks. The cross-case analysis revealed five key cross-case themes. ACS leaders: (a) understood student resilience was shaped by internal and external protective factors, (b) understood resilience in terms of understanding the concept of risk, (c) fostered the development of resilience through distributed leadership, (d) fostered the development of resilience through an emphasis upon teacher learning and development, and (e) fostered the development of resilience through strategic resourcing. The transferability of this study’s findings is discussed and implications for policy, leadership practice, and educational leadership research are presented. Key words: School leadership, student resilience, multiple case study, Alberta Charter Schools
- ItemOpen AccessA Study of Academic Leaders in Two Large Alberta Universities(2016) Davalos, Jose Fernando; Winchester, Ian; Griffith, Bryant; Ottman, Jackie; Brandon, Jim; Wirasinghe, Sumedha ChandanaWe know practically nothing about academic leaders, though business leaders are well studied. This qualitative study looks in some detail at academic leadership in two large Western universities, through in depth interviews of a variety of highly successful academic leaders. It includes leaders of research in their disciplinary fields, leaders that are highly respected as outstanding teachers, and leaders that are highly respected as administrators. The study explores the academic and leadership practices of those respected academic leaders, and produces information on their leadership qualities. The analysis of the data obtained in the field established an emerging narrative about academic leadership in general, as well as new and interesting subjects related to the overall academic leadership subject. The resulting narrative also revealed evidence of positive human qualities in the academic leadership of the participants. If spirituality is to be understood as how the XIV Dalai Lama understands it, namely that qualities such as love, compassion, patience, kindness, tolerance, forgiveness and responsibility are the mark of a true spiritual person in a time, then the leaders studied in this work are all truly spiritual in nature.
- ItemOpen AccessAllies or Antagonists: Alberta Elementary Teachers’ Current Perceptions of School Psychologists(2016) Craig, Heather L; Wilcox, Gabrielle; Drefs, Michelle; Brandon, JimUsing a mixed-methods design, the present study investigates Alberta elementary teachers’ perceptions of school psychologists, specifically examining their knowledge about school psychologists and school psychological services, teachers’ experience and use of these services, and their satisfaction and recommendations for improving school psychological services. A sample of 90 elementary teachers across 13 school boards in Alberta participated in this study. Results indicated teachers reported having little to some knowledge about school psychologists but have a narrow view of these services. There was little consistency on when to contact a school psychologist, but teachers typically contact school psychologists for specific services, rather than based on level of student severity. Overall, teachers were satisfied with the services provided by school psychologists but had several recommendations for improvements to how school psychologists can better support teachers and improvements to school psychological services in general.
- ItemOpen AccessThe Ambiguous Nature of Internationalization in Higher Education(2021-02-01) Busch, Christopher R.; Winchester, Ian; Brandon, Jim; Chua, Catherine Siew Kheng; Stortz, Paul J.; Burns, Amy M.; Gaffield, ChadInternationalization, or the incorporation of an international, intercultural, or global perspective into the mandate of higher education, is becoming more common; however, even as the phenomenon has come of age, there are significant differences in how institutions approach this multifaceted and complicated process, and why. The purpose of this study was to examine the influence of organizational culture on the internationalization efforts of select Canadian higher education institutions to better understand the variability in internationalization within the space, such as perceived differences in the level of adoption, acceptance, recognition, and understanding between Ontario institutions. This research’s conclusions and recommendations surfaced from the research questions and the analysis of the outcomes from both interviews and documents. The six main themes emerging from the research highlight the importance of understanding the historical and cultural context of the institution, the ambiguous nature of internationalization, internationalization as a spectrum, the influence of organizational structure, lived experience of faculty, and barriers of internationalization for the phenomenon to become widely accepted as a part of an institution’s culture - or the shared norms, values and assumptions in how the institution functions.
- ItemOpen AccessArt as Cultural Practice: Voices of Kainai Nation Educators on Students’ School Engagement and Wellness following a Community-led Art Workshop(2018-09-14) Van Bavel, Marisa Sylvia; Schwartz, Kelly Dean; Fellner, Karlee D.; Murry, Adam; Brandon, JimThis thesis examines the role of an art workshop in releasing Indigenous youth’s creativity and connecting them to school in a culturally appropriate way. My research questions consider how cultural and artistic engagement address student wellness and educational engagement in order to consider how pedagogy and curriculum can be adapted to better serve Blackfoot students. Following research conversations with school personnel, Storywork analysis was used to explore the importance of art-as-therapy, self-representation, art as a voice, traditional examples of art in culture, and contemporary Indigenous art politics. This study found that art connected youth to their culture, their peers and their school. Art was also described as a method for rediscovering voice, empowering students, and developing a positive identity. The findings are intended to support schools’ capacities to respond to Indigenous student wellness and educational needs. Findings will support a larger initiative that seeks to articulate a framework that other Indigenous communities and schools may draw upon.
- ItemOpen AccessBuilding Collaborative Capacity: A Case Study(2016-01-08) Mulholland, Barbara Jean; Burwell, Catherine; Brandon, Jim; Spencer, BrendaThe purpose of this descriptive, single case study was to examine the collaborative processes used in one Alberta school jurisdiction’s C2 committee, a provincially mandated committee tasked with finding ways to reduce teacher workload. A critical literature review examined several key areas, including collaborative processes in organizations, school districts and educational change, and teacher workload and teacher efficacy. Data collection included semi-structured participant interviews, document analysis, and field observation. This data, along with the literature, was used to answer the primary research question: “How might the collaborative processes used in a C2 committee be a prototype for the building of system capacity leading to systemic change?” The data were analyzed iteratively in relation to the conceptual framework, and resulted in five main findings. The findings of the study highlight the importance of the local nature of the process, the impact of leadership, the impact of culture, an enhanced understanding of teacher workload and teacher efficacy, and the connection between the collaborative process and organizational learning. These findings were analyzed and interpreted with the literature, resulting in a conceptualization of the collaborative process as integral to the development of social capital in a complex, networked system. Collaborative processes characterized by trust, communication, relationships, and influenced by leadership strengthen the network structure of the school district and build social capital for individuals and for the system. The knowledge gained from this study will help inform the processes and the leadership capacity required as school jurisdictions are expected to conduct their work in increasingly collaborative contexts.
- ItemOpen AccessBuilding, Supporting & Assuring Quality Professional Practice: A Research Study of Teacher Growth, Supervision, & Evaluation in Alberta(2018-03-04) Brandon, Jim; Adams, Pamela; Friesen, Sharon .; Hunter, Darryl M.; Koh, Kim H.; Mombourquette, Carmen P.; Parsons, Dennis; Stelmach, Bonnie L.Alberta is considered among the world’s top performing education systems. Over the past two decades, the provincial education system has invested heavily in building teachers’ professional capital to ensure that the quality of teaching in Alberta is among the best in the world. A wealth of the educational reform research literature, at both international and provincial levels, suggests that continuous professional learning is key to building teachers’ professional capital. Within Alberta, the Teacher Growth, Supervision, and Evaluation Policy (TGSE) (Government of Alberta, 1998) guides that learning. In 2017, Alberta Education requested a comprehensive research study to inform an update to the existing policy, and to identify associated requirements for the growth, supervision, and evaluation of principals and superintendents. This research study provides an independent, objective examination of TGSE in Alberta school authorities and related policies at the school authority level. The purposes of the study were to provide education stakeholders and the Ministry with • an independent, objective review of the provincial TGSE Policy in Alberta and of related policies at the school authority level; • recommendations on how best to support implementation of any proposed changes to the TGSE policy; • recommendations on how the TGSE model should inform related policy on growth, supervision, and evaluation of principals; and • recommendations on how the TGSE model should inform related policy on growth, supervision, and evaluation of superintendents and school authority leaders. Research Design: The eight-member research team from the universities of Calgary, Lethbridge, and Alberta adopted a concurrent mixed methods research design to generate insights into educator experiences with and perspectives on teacher growth, supervision, and evaluation within the TGSE policy context. Our comprehensive analysis and merging of the study’s quantitative and qualitative data generated 14 merged findings and 10 recommendations. Quantitative data were generated from online surveys of 710 teachers, 131 principals, and 33 superintendents. Analysis of the survey data provided province-wide insights from a large population of educators in June and July of 2017. Qualitative data were gathered through multiple case study research during March to June of 2017. Members of the research team conducted individual and/or focus group interviews of teachers (n=64), principals (n=53), superintendents, and other system leaders (n=33) in seven randomly-selected school jurisdictions and selected charter and independent schools. Nine individual cases illustrated and illuminated practices through which teachers and leaders at the school and administrative levels engaged in teacher growth, supervision, and evaluation in their unique contexts. Our cross-case analysis identified 13 larger themes. Evidence was gathered in two additional ways: (a) through analysis of 30 randomly-selected school authority policies, and (b) through interviews of education partner organization leaders. The team also gathered evidence from documentary sources, artifacts, and field notes.
- ItemOpen AccessChallenges to Instructional Leadership: Superintendent and Principals' Experiences(2013-01-25) Mason, Vincent Paul; Brandon, JimThis study revealed that there are significant challenges to a superintendent’s and principals’ ability to effectively practice instructional leadership. These challenges to instructional leadership are categorized into five themes: vision/mission; teaching and planning time; managing classroom instruction; student success/progress; and positive atmosphere. Of these five themes the superintendent and principals effectively demonstrated instructional leadership except in the area of student success/progress. More focused attention and professional development is required in this area. Dealing with emergent issues, ensuring stakeholder input, working with reluctant staff members, financial limitations, and accountability requirements were found to be the most significant challenges to instructional leadership practices. This exploratory case study was conducted using semi-structured interviews and document analysis to collect data. The units of analysis were a superintendent, fifteen principals, and sixteen teachers from a high performing school district in Alberta. This study also describes eight recommendations related to superintendent and principal instructional leadership practices and five suggestions for future research. Recommendations for policy-makers (reduce the number and scope of accountability requirements), superintendents and principals (developed a comprehensive school district strategic plan), trustees and community stakeholders (provide training to ensure that roles and responsibilities are understood), and superintendent and principal preparation programs (establish mentoring and support) are specifically mentioned.
- ItemOpen AccessChildren's Use of Social Media and their Elementary Principals’ Perceptions and Leadership Practices Pertaining to This Usage: A Case Study in One School District in British Columbia(2020-01-17) Sanbrooks, Jeremy J.; Mendaglio, Sal; Brown, Barbara; Brandon, Jim; Spencer, Brenda L.; Hagerman, Michelle SchiraChildren are using social media in and out of school. School principals are struggling to deal with problems (e.g., cyberbullying, sexting, privacy issues, depression) associated with young people using social media. Research related to teen use of social media and misuse of social media is available; however, in comparison, fewer studies have examined how younger children are using social media. The purpose of this qualitative case study was twofold: to understand (a) social media use among 9-to-11-year-old children and, (b) the influences on elementary school principals' leadership practices pertaining to children's social media usage. There were three methods used to collect data in this study: student surveys, student focus groups, and principal interviews. The data were coded and organized according to the research questions. Analysis and interpretation of findings were organized by way of examining the key research questions: (a) What social media platforms are children most using? (b) How and why are children using social media? (c) What are elementary principals' perceptions of children's social media usage? and (d) What leadership practices are elementary principals using to promote positive student social media usage? This research revealed that the children in this study tended to use YouTube, TikTok, and gaming platforms to actively engage with social media. This research also revealed that problems associated with young people and social media are spilling into elementary schools and the elementary principals in this study are using both proactive and reactive leadership practices to promote positive social media usage with their students. The study concludes by offering suggestions that may be useful in the work of promoting positive social media usage with children.
- ItemOpen AccessDiscourses on Internationally-Educated Tradespeople in Calgary(2018-09-18) Hilman, Brianna Irene; Roy, Sylvie; Lund, Darren E.; Guo, Shibao; Brandon, Jim; Abu-Laban, YasmeenMy goal is to examine the ideologies and discourses on internationally educated workers, that is, what people say and how what they say influences the lives of tradespeople in particular, as well as others. What are the ideologies represented and recreated in discourse that surround internationally-educated tradespeople in Calgary, Alberta? How do these ideologies and discourses affect how they are treated in the workplace? To explore these questions, I conducted semi-structured interviews of 36 construction workers and management personnel and used critical discourse analysis on a case study viewed through the lens of difference politics.
- ItemOpen AccessEmotional Intelligence and Social Skills in Adolescents with ASD with Intact Intellectual Functioning after the Participation in PEERS(2019-11-15) Rodgers, Andrea; McCrimmon, Adam W.; Brandon, Jim; Burns, AmyThe purpose of this study is to examine the relation between social skills and two main frameworks of Emotional Intelligence (EI): Ability Emotional Intelligence (AEI) and Trait Emotional Intelligence (TEI) among adolescents with autism spectrum disorder (ASD) and intact intellectual functioning after participating in the Program for the Education and Enrichment of Relational Skills (PEERS; Laugeson & Frankel, 2010). PEERS is an evidence-based social skills intervention for adolescents with ASD to help them learn skills to make and keep friends. Both a caregiver and teen participated in PEERS, once per week for 90 minutes, over the duration of 14 weeks. Measures of EI and social skills as reported by teens and a caregiver were examined one week prior to the start of the intervention (pre-test), one-week post intervention (post-test), and 14 weeks after completion of the program (follow-up). Results of the study indicate significant improvements in social skills as rated by caregivers from pre-test to post-test, with large effect sizes. Further, treatment gains appeared to be maintained at 14-week follow-up. Self-reported AEI and TEI measures at pre-test indicated average abilities and no improvements were found from pre-test to post-test. Additionally, only self-reported TEI was found to correlate with both pre- and post-test self-reported social skills. The implications of these results for practice, limitations, and future directions are discussed.