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“Blessed is the man who trusts
in the LORD, and whose hope
is the LORD.”
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through my whole site using any
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listen to the same teaching topic in
text below.
الذى فى الاعلى
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My YouTube Channel: Click: :( Mr. /Girgis H. H).
My Researching
Project
in
Educational leadership
Research Content
The vision is (Developing our Education system)..
It has been known for decades that teachers
can have a profound effect on the students they teach.
Education policies can make a significant difference
in a teacher’s work, which in turn affects their students.
When expert
teachers are actively engaged in the
development of education policy and
initiatives,
achieving the intended outcomes and avoiding
unintended consequences is more likely.
The reason for doing such research is that I and
The teachers worked individually without any
collaboration with their
managers or school leaders.
Teachers didn't like change. They used traditional
method of teaching like the GTM method.
Learners were just listeners or stores waiting
for being filled with some information that were
learnt by heart.
Learners knew nothing about any critical thinking
like practice, analysis, synthesis, evaluation,
imagination, creation or innovation. They didn't use
technology in learning. There were no meeting
areas between the organization managers and
the people who
working with them.
The organizations had managers of instructions
and orders not leaders that could lead the education
process forward through the leading skills that the
leader should practice and apply.
How do organizational leadership, and communication
The Policy Studies track prepares
teachers and
other professional to serve as leaders in organizations
-
including federal and state education agencies,
school districts, and
nonprofits - that implement
education policies and programs.
In addition to leadership, policy, legal, economic,
and research skills, the track
emphasizes the data
analysis and performance management skills needed
to administer education programs and policies.
Why Leadership and Policy?
Improving student outcomes, particularly in chronically
under performing schools that serve poor and minority
students, is a
national priority. To address this
imperative, state and national education reform efforts
are increasingly focused on improving the
professional
knowledge base and preparation of educational
leaders, as
catalysts of improvement.
This researching study is designed to develop
thoughtful and highly skilled educators, administrators,
policy analysts, and academic practitioners. A
combination of theory and practice will enable students
to tackle the
complex challenges of current education
policies and procedures.
This program prepares students with the skills,
knowledge, and
real-world experiences to provide
direction within a dynamic educational
landscape as
superintendents or executive leaders.
This study prepares graduates for many types of
school-based leadership roles including the principal-
ship,instructional coach, data and
evaluation specialist,
or program developer. We also prepare graduates
for
leadership careers outside of schools in roles such as
policy
analyst, social advocate, or educational
entrepreneur.
Learners will :
Understand the complexity of the educational system,
including the
historical, cultural, economic, and social
conditions that may affect
student learning.
Policy leadership and social change
An investigation of
leadership for school improvement
and student achievement would be
incomplete if it did
not attend to the role of the states.
Over the past three decades, the states have played
an increasingly active role in
promulgating policies to
promote change in the education systems for
which
they have constitutional responsibility.
In addition, policy
makers and educators have viewed
policy initiatives in light of their
obligation to foster
economic growth and social goals.
But in matters of
K- 12 education, the United States
has a long tradition of local
autonomy, and muscular
new efforts to launch systemic reform have not
always
been received with enthusiasm by schools and districts.
Leadership at the state level entails dealing with
policies and
practices that may seem far removed from
people whose interest in
schools is immediate and
concrete—individual students and parents, for
example.
State-level leaders are charged with formulating policies
that
will frame practice in districts and schools more
broadly, according to the public interest, and to provide
incentives and sanctions for local implementation of
those policies. Tensions have been inevitable in these
efforts, which have left no state untouched.
How might these efforts be characterized? Scholarship
about the relationship between
policy leadership and
complex social change presents three main images.
A
technical policy perspective is found in most policy
analysis texts; it is generally associated with rational
choice models. Policy leaders should, according to this
perspective, focus on rational choices to be made once
a policy issue is on the agenda. Another image
emphasizes a
political perspective, focusing on a
naturalistic explanation of how policies are made.
The indeterminate nature of leadership in the course
of policy making, and the slippage that occurs
as
policy refinements accrue during implementation,
help to explain how policies succeed or fail. Particular
instruments used to reformulate policy are less
important, according to this perspective, than
understanding how a particular
policy issue got the
governor‘s or the legislative
committee‘s attention
in the first place.
A third image, the
practitioner perspective, emerges
from studies of public sector administrators; it examines
the tendency of administrators
to seek flexibility and
autonomy in interpreting policies, and ways in
which
this tendency affects the broader process of change.
In order to find out the answer to the research question
The purpose of the discussion is to interpret and
describe the significance of our findings in light of
what was already known about the research problem
being investigated and to explain any new
understanding or
insights that emerged as a result of
our study of the problem.
DISCUSSION provides the explanation and
interpretation of results or
findings by comparing with
the findings in prior studies. Then, I can
say that:
compared to the previous study about (Educational
leadership and policy), I say that my research is different .
My research recommended the following:
Implications for Practice
The empirical results reported herein
should be considered in the light of some
limitations.”
1-Time constraints
Just as researchers have deadlines to turn in their
class papers, academic researchers also must meet
the deadline for submitting a research manuscript
to a journal. Therefore, the time available to study
a research problem and to measure change over
time is
constrained by the deadline of my
“assignment.”
I should have Made sure I choose a research
problem that I will be able to complete well before
the assignment’s deadline. If time constraints
negatively impacted my study in any way,
acknowledge this impact by mentioning a
need for a
future study.
2-Conflicts arising from cultural bias and
other personal issues
Researchers might be biased views due to their
cultural backgrounds or perspectives of certain
phenomena, and this can affect a study’s
legitimacy.
Also, it is possible that researchers will have
biases toward data and results that only support
their hypotheses or arguments.
In order to avoid these problems, the author(s) of
a study should examine whether the way the
problem was
stated and the data-gathering
process were carried out appropriately.
I found a difficulty , but I did it .
3-More study:
In conclusion, I provide a brief conclusion that ties
