Browsing by Author "Van Rosendaal, Alison"
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- ItemOpen AccessEducational Leadership Programs for Principal and Superintendent Certification: A Scoping Review(2018-12-31) Van Rosendaal, AlisonAs post-secondary institutions in Alberta undertake the process of developing educational leadership programs for principals and superintendents that enable them to apply for certification, questions arise about the characteristics of such programs within the province, across the country and around the world. This scoping review describes educational leadership programs from a range of post-secondary institutions in Canada, US, Singapore, UK, Australia and New Zealand. The relationship between local certification requirements and program offerings is explored, trends and commonalities are identified, and unique approaches are highlighted. Faculties designing leadership programs leading to certification may find value in the implications resulting from this review.
- ItemOpen AccessQuality Leadership: A Literature Review for Northern Gateway Public Schools(2019-08-31) Van Rosendaal, Alison; Brown, BarbaraThe purpose of this literature review is to synthesize current research in educational leadership that will support Northern Gateway Public Schools with articulating quality leadership practices within the school district. In a previous literature review, quality teaching within a quality learning environment was explored; in this review we provide a follow-up with a focus on leadership in K-12 school contexts. Three broad themes were selected to help narrow the scope of this literature review: (1) leadership as collaborative practice; (2) leading learning; and (3) adaptive leadership within complex systems. The Alberta Leadership Quality Standard (LQS) was used as a frame of reference in the analysis of the literature. Connections are made between leadership themes and dimensions of teaching within quality learning environments. Potential implications for school-based and jurisdictional leaders are identified, and recommendations are made for Northern Gateway Public Schools as they continue on their journey towards quality learning for all students.
- ItemOpen AccessUnique Approaches to Graduate-Level Coursework in Educational Leadership: A Scoping Review(2019-03-08) Van Rosendaal, AlisonWhen designing graduate-level courses in educational leadership, decisions about instructional methods, student learning activities, and the nature of course assignments are critical to the development of quality of student learning experiences. This scoping review describes a range of instructional practices, learning activities and assignments used in MEd, MA, EdD and PhD programs at post-secondary institutions across Canada, the United States and abroad. Certain instructional methodologies were found to be common to most institutions; within these common practices, distinctive approaches were identified and described. In addition, uncommon but compelling approaches to the design of graduate courses—unique assignments, activities and instructional techniques——were also described. As faculties of education strive to design engaging, impactful coursework and learning experiences in educational leadership, value may be found in critically evaluating the full range of approaches identified in this review.
- ItemOpen AccessYoung Children's Understanding of Quantity: Conceptualizing Quantities Beyond That Which Can Be Held In Their Hand(2015-05-01) Van Rosendaal, Alison; Towers, JoTaking a phenomenological approach, this study explores young children’s understanding of quantity beyond that which can be held in their hand. Descriptions of children’s mathematical experiences are held up against Pirie and Kieren’s theory of growth in mathematical understanding (1994), illustrating the fluid, dynamic nature of children’s ‘moving out’ and ‘folding back’ through various modes of understanding. A closer look at the Primitive Knowing, Image Making, Image Having and Property Noticing levels of the Pirie Kieren model considers the unique characteristics of each. Throughout, children’s actions and expressions, interactions with one another, gestures and facial expressions offer glimpses into the embodied, co-emergent nature of understanding. Specific to quantity, distinctions between discrete and analogue ways of knowing suggest understandings rooted in very different bodily experiences in the world.