26 SES 13 B, Diversity, Citizenship and Gender
Current trends in the globalized environment we live in, and especially the persisting burden of the global economic crisis, require school principals to adopt a broader set of roles and tasks. In fact, principals need to create the conditions for the development of active and responsible students who will be prepared to undertake their role as future citizens. To date, no previous study attempted to explore the association between school leadership and student citizenship outcomes in quantitative terms. Although case studies provide evidence of the contribution of the principal to student active citizenship (Pashiardis et al., 2009; Scheerens, 2009; 2011) there is still a need to establish a quantitative linkage between leadership and citizenship outcomes.
Towards this direction, the current study seeks to explore the relationship between School Leadership and Student Citizenship Outcomes in Cyprus middle schools. Both direct and indirect relationships between School Leadership and Student Citizenship Outcomes (cognitive, affective, behavioural) were investigated. In the case of indirect leadership effects the mediating role of School Academic Optimism and Instructional Quality was examined.
This study adopts a comprehensive perspective of leadership by utilizing the Pashiardis-Brauckmann Holistic Leadership Framework (Brauckmann & Pashiardis, 2011; Pashiardis, 2014; Pashiardis & Brauckmann, 2008). The specific framework has been developed and implemented in seven European countries (UK, Norway, Germany, Slovenia, Hungary, Italy, The Netherlands) within the context of the European funded LISA (Leadership Improvement for Student Achievement) project. According to this framework, school principals’ behavior is operationalized in terms of five leadership styles: the Instructional, Participative, Structuring, Entrepreneurial, and Personnel Development Styles.
Furthermore, we are interested in investigating through which intermediate variables school leaders can have an effect on student citizenship outcomes. A number of variables suggested by the literature are identified at this mediating level. At the school level, a new latent construct labeled School Academic Optimism (Hoy et al., 2006; McGuigan,& Hoy, 2006) is used. School Academic Optimism represents a schoolwide belief that students will learn and it is made up of three dimensions: academic emphasis, faculty trust in students and parents, and teacher collective efficacy. At the classroom level, a comprehensive set of instructional quality indicators is utilized. The instructional quality factors emerge from the dynamic model of educational effectiveness of Creemers and Kyriakides (2008) and relate to structuring, orientation, teaching modelling, application, questioning techniques, assessment, management of time and classroom as a learning environment. These factors are measured through five dimensions: frequency, stage, focus, quality, and differentiation.
Student citizenship outcomes (cognitive, affective, behavioural) form the dependent variable at the end of the leadership effects chain. A strong impetus to citizenship outcomes is linked to the 2000 Lisbon Objectives in education and training (Commission of the European Communities, 2006). Specifically, civic competence was identified as one of the key competences required in order to respond to globalization and the knowledge-based economies. More recently, the Council of the European Union developed a strategic framework for European cooperation in education and training referred to as “Education and Training 2020” (Council of the European Union, 2009). One of the strategic objectives set in this framework was to promote equity, social cohesion and active citizenship. Specifically, it is highlighted that education and training should promote active citizenship, democratic values and intercultural competences. Further attention to the nature and measurement of citizenship outcomes is also reflected in international studies such as the Civic Education Study (CIVED) and the International Civic and Citizenship Education Study (ICCS) (Torney-Purta et al., 2001; Schulz et al., 2010).
Brauckmann, S., & Pashiardis, P. (2011). A Validation Study of the Leadership Styles of a Holistic Leadership Theoretical Framework. International Journal of Educational Management, 25 (1), 11-32. Commission of the European Communities. (2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on Key Competences for Lifelong Learning. Official Journal of the European Union. 30 December 2006/L394. Council of the European Union (2009). Council conclusions of 12 May 2009 on a strategic framework for European cooperation in education and training (‘ET 2020’) (2009/C 119/02). Official Journal of the European Union, C119/2-C119-10. Creemers, B. P.M., & Kyriakides, L. (2008). The Dynamics of Educational Effectiveness. A Contribution to Policy, Practice and Theory in Contemporary Schools. New York: Routledge. Hoy, W.K., Tarter, C.J., & Woolfolk Hoy, A.W. (2006). Academic optimism of schools:a force for student achievement. American Educational Research Journal, 43 (3), 425-446. Kyriakides, L., & Creemers, B.P.M. (2009). The Effects of Teacher Factors on Different Outcomes: Two Studies testing the Validity of the Dynamic Model. Effective Education, 1 (1), 61-85. McGuigan, L., & Hoy, W.K. (2006). Principal leadership: creating a culture of academic optimism to improve achievement for all students. Leadership and Policy in Schools, 5 (3), 203-229. Pashiardis, P., & Brauckmann, S. (2008, November). Introduction to the LISA Framework from a Social System’s Perspective. Paper presented at the LISA Conference, Budapest, Hungary. Pashiardis, P. (Ed.). (2014). Modeling School Leadership Across Europe. In search of New Frontiers. The Netherlands: Springer. Pashiardis, P., Georgiou, M., & Georghiou, M. (2009). In J. Scheerens (Ed.) Informal Learning of Active Citizenship at School. An International Comparative Study in Seven European Countries (pp.51-74). The Netherlands: Springer. Scheerens, J. (2009). Aims and Scope of the Study. In J. Scheerens (Ed), Informal Learning of Active Citizenship at School. An International Comparative Study in Seven European Countries (pp.1-10). The Netherlands: Springer. Scheerens, J. (2011). Indicators on informal learning of active citizenship at school. Educational Assessment, Evaluation and Accountability, 23 (3), 201-222. Schulz, W., Ainley, J., Fraillon, J., Kerr, D., & Losito, B. (2010). ICCS 2009 International Report: Civic Knowledge, Attitudes and Engagement among Lower-Secondary School Student in 38 Countries. The Netherlands: International Association for the Evaluation of Educational Achievement. Torney-Purta, J., Lehmann, R., Oswald, H., & Schulz, W. (2001). Citizenship and Education in Twenty-Eight Countries: Civic Knowledge and Engagement at Age Fourteen. Amsterdam, The Netherlands: IEA.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.