Exploring the Roles of School Leaders and Teachers in a School-Wide Adoption of Flipped Classroom: School Dynamics and Institutional Cultures

Autor/inn/en	Sun, Yanyan; Gao, Fei
Titel	Exploring the Roles of School Leaders and Teachers in a School-Wide Adoption of Flipped Classroom: School Dynamics and Institutional Cultures
Quelle	In: British Journal of Educational Technology, 50 (2019) 3, S.1241-1259 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12769
Schlagwörter	Instructional Leadership; Leadership Role; Teacher Role; Adoption (Ideas); Institutional Characteristics; School Culture; Information Technology; Educational Change; Assistant Principals; Teacher Administrator Relationship; Foreign Countries; Blended Learning; Teaching Methods; Technology Uses in Education; Middle Schools; China + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Lehrerrolle; Ideas; Ideenfindung; Schulkultur; Schulleben; Informationstechnologie; Bildungsreform; Principal; Principals; Stellvertretende Schulleitung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Middle school; Mittelschule; Mittelstufenschule
Abstract	While the development of digital technologies provides generous resources for educational practices, how the use of information and communication technology (ICT) supports instructional reforms in schools still needs further exploration. The purpose of the study is to understand the roles of school leaders and teachers play in an instructional reform supported by ICT as well as how these roles interact with each other. The study selected a Chinese middle-high school that successfully had a school-wide instructional reform supported by ICT as an exemplary case and collected data through document analysis, interviews and observations. The results indicated that the school leadership was critical in the instructional reform. While the executive vice principal was in an essential position as an initiator and strategic planner, the leadership was distributed and stretched over in the school. The school built supporting pedagogical and organizational systems for continuous and collaborative learning and helped the teachers develop four new roles: learners, facilitators to student-centered learning, collaborators and researchers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01