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Childhood cognitive development in the wake of the COVID-19 pandemic, social isolation, and prenatal stress: Establishing a prenatal cohort in East Tennessee ...
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ИНОЯЗЫЧНАЯ VS НАЦИОНАЛЬНАЯ ТЕРМИНОЛОГИЯ: ЛИНГВОКОНФЛИКТОГЕННЫЙ ВЫЗОВ СОВРЕМЕННОЙ ГЕОПОЛИТИКИ ... : FOREIGN VS NATIONAL TERMINOLOGY: A LINGUO-CONFLICTOGENIC CHALLENGE OF MODERN GEOPOLITICS ...
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Why are political communities so often aligned on linguistic boundaries? A transaction costs approach of nationalism and ethnicity ...
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IPM Study 2- Validating the Mechanism of Acceptance and Change in The Informative Process Model ...
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Validating the Mechanism of Acceptance and Change in The Informative Process Model ...
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Cultivating Empathy Through Bilingual Education: How Experiencing the Other Through Their Language Builds Perspective-taking Skills, And Why It Matters ...
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: University of Virginia, 2021
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ЛИНГВОКОНФЛИКТОГЕННОСТЬ СОВРЕМЕННОГО МАССМЕДИЙНОГО ДИСКУРСА РОССИИ ... : LINGUO-CONFLICTOGENITY OF MODERN MASS MEDIA DISCOURSE IN RUSSIA ...
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МЕЖЭТНИЧЕСКИЙ КОНФЛИКТНЫЙ МЕДИАДИСКУРС В СОВРЕМЕННОМ ЭЛЕКТРОННО-ИНФОРМАЦИОННОМ ПРОСТРАНСТВЕ ... : INTERETHNIC CONFLICT MEDIA DISCOURSE IN THE MODERN ELECTRONIC INFORMATION SPACE ...
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Headteachers in difficult circumstances: A study of school leaders in post-conflict, post-disaster Nepal
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Dahal, Rupak. - : Edith Cowan University, Research Online, Perth, Western Australia, 2021
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In: Theses: Doctorates and Masters (2021)
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Abstract:
School leadership in developing countries, with a particular focus on post-conflict and post-disaster, is an area of increasing importance to education researchers. However, this research has often been limited to the areas of educational achievement and outcomes, government policies and their impact on school systems, and comparing schools irrespective of their vastly different contexts. This thesis reports on research into school leadership within Nepali government secondary schools, typically referred to as community schools. As a developing country, The Federal Democratic Republic of Nepal (Nepal), faces crucial educational challenges due to its cultural, ethnic, linguistic, and religious diversity, and associated socio-economic disparities exacerbated by national restructuring towards a federal system. Critically, community schools have been further challenged by a decade-long civil war and two catastrophic earthquakes in 2015. Accordingly, secondary school students face inequality in terms of access, participation, and educational achievements. However, recent educational policy frameworks aim to minimise those inequalities by instigating equitable nation-building projects. These frameworks support affirmative, non-discriminatory initiatives in which secondary school headteachers carry out pivotal roles in meeting educational goals. To date, little research has investigated Nepali community school headteachers, their leadership styles, and their perspectives on the roles, responsibilities, priorities, and strategies that are implicit in mitigating the situational challenges in their schools. Through an in-depth investigation, this study aims to address this deficit, by exploring how community school headteachers managed their schools in different and difficult circumstances. This research used a multiple-case study methodology, with the six community school headteachers as case study participants. The theoretical perspective of symbolic interactionism underpinned the research, from the development of the research question, through to data-generation and data analysis. The findings revealed key historic and contemporary contextual challenges that the Nepali community school headteachers coped with at the individual and school levels. Given the diversity of their experiences, perspectives, and actions, together with the distinctive circumstances of their schools, three of the headteachers were found to be demotivated, ineffective, unenthusiastic, and under-resourced. Conversely, the remaining three were committed, highly effective, optimistic, and resourceful. The headteachers who demonstrated a better understanding of the historic educational contexts were more effective school leaders, recognising and responding to these challenges with more successful strategies. The study and its findings are significant, shedding light on the management approaches that Nepali community headteachers used, along with their perspectives in relation to their schools, their students, parents, and the wider community that included school committees and local government agencies. The thesis concludes by identifying and discussing the important leadership implications for Nepali government community school headteachers and the ramifications for local municipal governments and key stakeholder groups.
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Keyword:
Community schools; Developing countries; Education; Educational leadership; Nepal; Post-conflict; Post-disaster; School leadership; Symbolic interactionism
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URL: https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=3488&context=theses
https://ro.ecu.edu.au/theses/2486
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| 30 |
Epistemic Evidence in Strategic-Persuasive Communication: On the Effects of Investing in the Truthfulness of NGOs’ Strategic Crisis and Conflict Communications
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In: International Journal of Communication; Vol 15 (2021); 19 ; 1932-8036 (2021)
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| 31 |
Conflict resolution in Spanish bilinguals and monolinguals ...
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Unkn Unknown. - : University of Edinburgh. College of Arts, Humanities & Social Sciences. School of Philosophy, Psychology and Language Sciences, 2021
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Englisch und die Sprachen Algeriens: Vorschläge für eine neue Sprachpolitik ... : English and the Languages of Algeria: Suggestions towards a New Language Policy ...
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"You made me feel this way": Investigating Partners' Influence in Predicting Emotions in Couples' Conflict Interactions using Speech Data ...
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Shared Language Erosion: Rethinking Immigrant Family Communication and Impacts on Youth Development
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In: Human Development and Family Studies Publications (2021)
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The multifacetedness of discursive self-presentation: attitudinal disposition patterns in family dispute resolution exchanges ...
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Overparenting, Parent-Child Conflict and Anxiety among Chinese Adolescents: A Cross-Lagged Panel Study
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In: International Journal of Environmental Research and Public Health ; Volume 18 ; Issue 22 (2021)
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Parochial Linguistic Education: Patterns of an Enduring Friction within a Divided Catalonia
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In: Genealogy ; Volume 5 ; Issue 3 (2021)
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Education, language and conflict in Myanmar’s ethnic minority states
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An invitation to pluricentrism. Notes for the study of a pluricentric language in conflict ; Invitació al pluricentrisme. Notes per a l’estudi d’una llengua pluricèntrica en conflicte
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In: Treballs de Sociolingüística Catalana; Núm. 31 (2021): L’estandardologia comparada: teoria i pràctica; 15-30 (2021)
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