The role of dialogue and modes of study educational leaders engage with on a Masters degree provided by a UK and a Russian Higher Education Institution.
46 28
Keywords:
higher education, dialogue, modes of study, educational leadership, cultural dimensions, knowledge transfer, knowledge co-construction,Abstract
The purpose of this research is to further understanding of educational leaders’ preferred modes of study of an English and Russian Masters-level module in Educational Leadership.We present perceptions of educational leaders’ from Schools, Colleges, Universities and a Ministry o Education regarding one module of the degree, gathered through semi-structured interviews from four different iterations of the course module in England and Russia. Findings reveal that educational leaders id entified lectures, presentations, workshops, and distance learning as modes of study that offered opportunities to examine alternative ways of knowing, acting and being. Reading the evidence through Dimmock and Walker’s (2008) six dimensions society/regional/local culture. The evidence revealed that the Russian and International educational leaders from the four iterations of the module preferred didactic pedagogies where they took a more passive role in the communication. Power was concentrated in the few pedagogues and the leaders potentially replicated these kinds of pedagogies in their professional practice. English educational leaders preferred a more pro-active role in the dialogue where the power was more distributed between the pedagogue and the leaders. These findings have implications for first, the design and provision of international multicultural educational leadership programmes within international spaces and frameworks such as the Bologna process, and second, how educational leaders are inducted into the programmes.References
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13 Bourdieu, P. (2000) Pascalian Meditations. Cambridge: Polity Press.
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45 Kraevski, V. (2008) Pedagogical Language in the context of the modern scientific knowledge: The materials of methodology
conference seminar. Volgograd: Krasnodar.
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Ethics and Critical Philosophy, 3.
47 Leicester, U. o. (2008). University of Leicester Ethics Code of Practice. Leicester: University of Leicester.
48 Leontiev, A. (1977) The Consciousness. The Personality. Moscow: Politisdat.
49 Lerner, I. (1974) Problem-based education. Moscow: Knowledge.
50 Lunt, I. (2002) Integrating Academic and Professional Knowledge: Constructing the Practitioner-Researcher. Retrieved 3 4,
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51 Mahrous, A.A., Ahmed, A.A., (2009) «A Cross-Cultural Investigation of Students’ Perceptions of the Effectiveness of Pedagogical
Tools. The Middle East, the United Kingdom, and the United States». Journal of Studies in International Education
Online First, published on May 11.
52 Moos, L and Kofod, K. (2009) «Sustained successful school leadership in Denmark», Journal of Educational Administration,
47 (6), 709 – 718.
53 Olson, K., & Clarke, C. (2009) «A Signature Pedagogy in Doctoral Education: The Leader Scholar Community». Educational
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54 Pring, R. (2000) Philosophy of Educational Research. London: Continuum.
55 Pring, R. (2007) «The Common School». Journal of Philosophy of Education 41 (4) 503–522.
56 Quality Assurance Agency (2010) Master’s Degree Characteristics. Gloucester: Quality Assurance Agency.
57 Rayner, S., Gunter, H. M., & Powers, S.(2002) Professional Development Needs for Leaders in Special Education. Journal
of In-Service Education, 28 (1), 79-93.
58 Ribbins, P., & Gunter, H. (2002) «Mapping leadership studies in education: towards a typology of knowledge domains».
Educational Management and Administration, 30 (4), 359-386.
59 Russian Education - 2020: A Model of Education for an Economy based on Knowledge in Russian. (2008). Moscow.
60 Salmon, G. (2007) E-Moderating: the key to teaching and learning online. London: Taylor and Francis.
61 Saran, R., and Neisser, B. (2004) Enquiring Minds. Stoke-on-Trent: Trentham Books.
62 Schedrovitski, G. (1995) Selected Works. Moscow: Moscow School.
63 Schulman, L., Golde, C., Conklin, B., &Garabedian, K. (2006) «Reclaiming Education’s Doctorates: A critique and a proposal
». Educational Researcher, 25, 25-32.
64 Shields, C. (2010) «Leading Justly in a Complex World». In Tooms, A., and Boske, C. (eds) Bridge Leadership. North Carolina:
Information Age Publishing Inc.
65 Taysum, A. (2010). Evidence Informed Leadership. London: Continuum.
66 Thrupp, M. (2005) «The National College for School Leadership a critique». Management in Education, 19 (2), 13-19.
67 Vygotsky, L. (1956) Selected Psychological Studies. Moscow: Moscow.
68 Wikeley, F., & Mushamp, Y. (2004) Pedagogical implications of working with doctoral students at a distance. Distance Education,
25 (1), 125-142.
69 Zankov, L. (1957) Pedagogika. Moscow: Moscow.
Improving Schools, 9 (3), 192-202.
2 Asmolov, A. (2003) «Practical psychology and designing the variant education in Russia: from conflict paradigm to tolerancy
paradigm». Questions to Psychologies, 4, 3-4.
3 Asmolov, A. (2007) The Psychology to personalities, Cultural-history understanding the development of the person. Moscow:
Moscow Academy.
4 Ball, S. (2006) Education Policy and Social Class. London: Routledge Taylor and Francis Group.
5 Barnett, R. (2000) Realising the university in an age of supercomplexity. Buckingham: Open University Press.
6 Barnett, R., Coate, K. (2005) Engaging the Curriculum in Higher Education. Maidenhead: Open University Press.
7 Bartram, B., and Bailey, C. (2009) «Different students, same difference?: A comparison of UK and international students’
understandings of ‘effective teaching’». Active Learning in Higher Education, 10, (2), 172-184.
8 Bespalko, V. (1989) Composed pedagogical technologies. Moscow: Pedagogika.
9 Biddle, B., & Saha, L. (2005) The Untested Accusation. USA: Scarecrow Education.
10 Bloom, B. (1956) Taxonomy of educational objectives: The classification of educational goals: Handbook 1 cognitive domain.
New York: Longman.
11 Bohm, D. (1996) On Dialogue (ed. By Lee Nichol). London: Routledge.
12 Bottery, M. (2012) «Leadership, the logic of sufficiency, and the sustainability of education». Educational Management, Administration
and Leadership vol. 40, 4: pp. 449-463.
13 Bourdieu, P. (2000) Pascalian Meditations. Cambridge: Polity Press.
14 British Educational Research Association (2011) Ethical Guidelines for Educational Research. Online Retrieved 15.10.2012
Available at: http://content.yudu.com/Library/A1t9gr/BERAEthicalGuideline/resources/index.htm?referrerUrl=http%25
253A%25252F%25252Fwww.yudu.com%25252Fitem%25252Fdetails%25252F375952%25252FBERA-Ethical-Guidelines-
2011 .
15 Brune, J. P., &Krohn, D. (Eds.) (2005) Socratic Dialogue and ethics. Munster: Lit Verlag.
16 Central Advisory Council for Education (ACE) (1963) Half our Future (The Newsom Report). London: HMSO (Accessed,
July 2008).
17 Cohen, L., Manion, L., & Morrison, K. (2001) Research methods in education. London: Croom Helm.
18 Cribb, A. and Gewirtz, S. (2003) «Towards a sociology of just practices; an analysis of plural conceptions of justice.» In: C.
Vincent (ed) Social Justice Education and Identity. London: RoutledgeFalmer.
19 Davydov, V. (1995) The theory of developmental education. Moscow: Inter.
20 Delanty, G. (2001) Challenging Knowledge The University in the Knowledge Society. Buckingham: SRHE and Open University
Press.
21 Denscombe, M. (2003) The Good Research Guide Second Edition for Small Scale Social Research Projects. Berkshire: Open
University Press.
22 DfE. (2011) Education Act. London: HMSO.
23 Dimmock, C., & Walker, A. (2008) Educational Leadership. Culture and Diversity. London: Sage.
24 Donmoyer, R. (1990) «Generalisability and the single-case study.» In E.Eisner and A. Peskin (Eds) Qualitative Inquiry in
education: The continuing debate. New York: Teachers College Press.
25 Economic and Social Research Council (ESRC) (2010) Framework for Research Ethics (FRE) [online]. Available at: http://
www.esrc.ac.uk/ESRCInfoCentreImagesESRC_Re_Ethics_Frame_tcm6-11291.pdf.
26 Eraut, M. (1994) Developing professional knowledge and competence. Lewes: Falmer Press.
27 Farley-Ripple, E., Raffel, J. and Welch, C. (2012),»Administrator career paths and decision processes», Journal of Educational
Administration, 50 (6), 788 – 816.
28 Furlong, J., & Oancea, A. (2005) Assessing Quality in Applied and Practice-based Educational Research A Framework for
Discussion. Retrieved 4 3, 2006, available at: 1http://www.securewebmail.le.ac.uk/Exchange/ast11/Sent%20Items?RE:%20
MIE%20article-5.EML/Furlong%20and%20Oancea.pdf/C58EA28C-18C0-4a97-9AF2-036E93/Furlong%20and%20Oancea.
pdf?attach=1
29 Galperin, P., &Talysina, N. F. (1985) Modern Theory of the phased shaping mental destiny. Moscow: Moscow State University.
30 Gibson, W., Hall, A., & Callery, P. (2006) «Topicality and the structure of interactive talk in face-to-face seminar discussions:
implications for research in distributed learning media». British Educational Research Journal, 32 (1), 77-94.
31 Giles, L., and Smith, R. (2012) «Negotiating and constructing an educationally relevant leadership programme», Journal of
Educational Administration, 50 (2), 231 – 242.
32 Grint, K (2010) Leadership: The Enemy of the People? The International Journal of Leadership in Public Services.
33 Gunter, H. (2005) Conceptualising research in educational leadership. Educational Management Administration and Leadership,
33 (2), 165-180.
34 Hall, V. (1998) «We are all adult educators now: The implications of Adult Learning Theory for the continuing professional
development of educational leaders and managers». ESRC Seminar Series: Redefining Educational Management. Milton
Keynes, England.
35 Heckmann, G. (1981) Das sokratischeGespräch: Erfahrungen in philosophischen Hochschulseminaren. Hannover: Schroedel.
36 HESA. (2005) Table 0a - All students by institution, mode of study, level of study, gender and domicile. Retrieved 4 20, 2006,
from http://www.hesa.ac.uk/holidisdocs/pubinfo/student/institution0405.htm»
37 Hodgkinson, C. (1991) Educational Leadership: The moral art. Albany: State University of New York Press.
38 Hofstede, G (1986) Cultural differences in teaching and learning. International Journal of Intercultural Relations, 10 (3), 301-
320.
39 Hofstede, G. (1991)Cultures and Organizations. Berkshire: McGraw-Hill Book Company Europe.
40 Hofstede, G. (1997) Cultures and Organizations: Software of the Mind. McGraw Hill: New York.
41 Hutorski, A. (1998)The Competencies in formation: experience of the designing. Moscow: INEK.
42 Jackson, D. (2000) The School Improvement Journey: perspectives on leadership. School Leadership and Management, 20
(1), 67-78.
43 Kessels, J. (1997) Socrates op de markt: Filosofie in bedrijf. Amsterdam: Boom.
44 Klarin, M. (2007) Education to study: model systematic data acceptance, checking the hypotheses. No.1.
45 Kraevski, V. (2008) Pedagogical Language in the context of the modern scientific knowledge: The materials of methodology
conference seminar. Volgograd: Krasnodar.
46 Leal, F., & Saran, R. (2004) A Dialogue on the Socratic Dialogue, Act Two. (P. Shipley, Ed.) Occasional Working Papers in
Ethics and Critical Philosophy, 3.
47 Leicester, U. o. (2008). University of Leicester Ethics Code of Practice. Leicester: University of Leicester.
48 Leontiev, A. (1977) The Consciousness. The Personality. Moscow: Politisdat.
49 Lerner, I. (1974) Problem-based education. Moscow: Knowledge.
50 Lunt, I. (2002) Integrating Academic and Professional Knowledge: Constructing the Practitioner-Researcher. Retrieved 3 4,
2003, http://www.qut.edu.au/dresa/CPE/ProfDocs/Papers/Scott_paper.doc» Mahmutov, M. (1977) Organization of problemsolving
education in school. Moscow: Enlightenment.
51 Mahrous, A.A., Ahmed, A.A., (2009) «A Cross-Cultural Investigation of Students’ Perceptions of the Effectiveness of Pedagogical
Tools. The Middle East, the United Kingdom, and the United States». Journal of Studies in International Education
Online First, published on May 11.
52 Moos, L and Kofod, K. (2009) «Sustained successful school leadership in Denmark», Journal of Educational Administration,
47 (6), 709 – 718.
53 Olson, K., & Clarke, C. (2009) «A Signature Pedagogy in Doctoral Education: The Leader Scholar Community». Educational
Researcher, 38 (3), 216-221.
54 Pring, R. (2000) Philosophy of Educational Research. London: Continuum.
55 Pring, R. (2007) «The Common School». Journal of Philosophy of Education 41 (4) 503–522.
56 Quality Assurance Agency (2010) Master’s Degree Characteristics. Gloucester: Quality Assurance Agency.
57 Rayner, S., Gunter, H. M., & Powers, S.(2002) Professional Development Needs for Leaders in Special Education. Journal
of In-Service Education, 28 (1), 79-93.
58 Ribbins, P., & Gunter, H. (2002) «Mapping leadership studies in education: towards a typology of knowledge domains».
Educational Management and Administration, 30 (4), 359-386.
59 Russian Education - 2020: A Model of Education for an Economy based on Knowledge in Russian. (2008). Moscow.
60 Salmon, G. (2007) E-Moderating: the key to teaching and learning online. London: Taylor and Francis.
61 Saran, R., and Neisser, B. (2004) Enquiring Minds. Stoke-on-Trent: Trentham Books.
62 Schedrovitski, G. (1995) Selected Works. Moscow: Moscow School.
63 Schulman, L., Golde, C., Conklin, B., &Garabedian, K. (2006) «Reclaiming Education’s Doctorates: A critique and a proposal
». Educational Researcher, 25, 25-32.
64 Shields, C. (2010) «Leading Justly in a Complex World». In Tooms, A., and Boske, C. (eds) Bridge Leadership. North Carolina:
Information Age Publishing Inc.
65 Taysum, A. (2010). Evidence Informed Leadership. London: Continuum.
66 Thrupp, M. (2005) «The National College for School Leadership a critique». Management in Education, 19 (2), 13-19.
67 Vygotsky, L. (1956) Selected Psychological Studies. Moscow: Moscow.
68 Wikeley, F., & Mushamp, Y. (2004) Pedagogical implications of working with doctoral students at a distance. Distance Education,
25 (1), 125-142.
69 Zankov, L. (1957) Pedagogika. Moscow: Moscow.
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2016-01-14
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Psychological and pedagogical problems of professional education
