Esther Dominique Klein
Biographic Data
| ID | 5122215 |
|---|---|
| NAME | Esther Dominique Klein |
| GIVEN NAMES | Esther Dominique |
| FAMILY NAME | Klein |
| SIGNATURE | KLEIN E D |
| AFFILIATIONS | TU Dortmund University |
| ORCID | 0000-0002-1527-3250 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Leading in times of disruption – preparedness, problems, and possibilities part 3
The International Congress for School Effectiveness and Improvement (ICSEI) provides a global platform for collaborating and exchanging ideas among diverse groups across education. ICSEI demonstrat
Resilience in the context of multiple adverse circumstances? Leadership capacity and teachers’ practice during Covid-19 at schools serving disadvantaged communities
Building and sustaining capacity for organisational learning appears to be a prerequisite for organisational resilience. For schools, organisational learning in crisis situations, such as COVID-19, requires that they have certain learning capacities. Using quasi-longitudinal data, the paper analyses how schools’ leadership capacity (as perceived by educators) at schools serving disadvantaged communities (SSDC) at the beginning of the COVID-19 pan…
Leading in times of disruption – preparedness, problems, and possibilities (Part 1)
link_to_subscribed_fulltext
Leading in times of disruption – preparedness, problems, and possibilities (Part 2)
This special issue series, guest edited by the Educational Leadership Network leaders (ELN) of the International Congress for School Effectiveness and Improvement (ICSEI), on leadership in the cont
Schools’ improvement capacity and responses to the Covid-19 pandemic
The goal of this paper is to analyze the relationship between six different dimensions of school improvement capacity ( SIC ) and schools’ efforts to sustain teaching and learning as well as student well-being during the first lockdown in the context of the COVID-19 pandemic. Based on data from 13 qualitative interviews with principals and data from a standardized teacher survey at schools serving disadvantaged communities in North Rhine-Westphal…
Ready to lead school improvement? Perceived professional development needs of principals in Germany
As a result of reforms in the governance of schools, the role of principals in Germany has changed from a teacher with additional administrative tasks to a leader of school improvement. However, many principals in Germany did not receive any substantial formal training for management and leadership tasks. Using the results of a survey of 1240 principals in nine German states, we investigated in which areas of school improvement German principals …
Mature school cultures and new leadership practices—An analysis of leadership for learning in German comprehensive schools
In international school improvement research, a long-standing theme is that school improvement is shaped to a great extent by principals and their leadership for learning . In contrast to that, this role is comparatively new in German-speaking countries. Since the leadership practices associated with this new role differ from old role expectations, it is reasonable to assume that “mature” school cultures might prevent principals from adopting the…
Die Fortbildung von Schulleiter*innen in Forschung und Praxis – ein Systematisierungsversuch
Th e evolving conceptualization of the role of principals in Germany has created a demand for an eff ective qualifi cation as well as professional development for principals. However, the domain of professional development of principals is so far characterized by a lack of structure, be it on the level of practice or its theoretical and empirical analysis. Against such a backdrop, this contribution aims to give an overview of principal profession…
Transformationale Führung und Daten in Schulen in sozial deprivierter Lage
Schulen in sozial deprivierter Lage (SsdL) sind häufig im Vergleich mit anderen Schulen durch eine geringere Innovationsbereitschaft und Externalisierungsstrategien gekennzeichnet. Der Beitrag fragt, inwiefern eine transformationale Führung mit Daten helfen kann, diese Routinen aufzubrechen. Befunde aus zwei Fallstudien zur Führungspraxis erfolgreicher Schulleiter in SsdL zeigen auf, dass Führung dazu beitragen kann, den Lehrkräften neue Perspekt…
Internationale Diskussions-, Forschungs- und Theorieansätze zur Governance im Schulwesen
Challenges and problems for research in the field of statewide exams. A stock taking of differing procedures and standardization levels
Die Fortbildung von Schulleiter*innen in Forschung und Praxis – ein Systematisierungsversuch
Th e evolving conceptualization of the role of principals in Germany has created a demand for an eff ective qualifi cation as well as professional development for principals. However, the domain of professional development of principals is so far characterized by a lack of structure, be it on the level of practice or its theoretical and empirical analysis. Against such a backdrop, this contribution aims to give an overview of principal profession…
Challenges and problems for research in the field of statewide exams. A stock taking of differing procedures and standardization levels
Internationale Diskussions-, Forschungs- und Theorieansätze zur Governance im Schulwesen
Transformationale Führung und Daten in Schulen in sozial deprivierter Lage
Schulen in sozial deprivierter Lage (SsdL) sind häufig im Vergleich mit anderen Schulen durch eine geringere Innovationsbereitschaft und Externalisierungsstrategien gekennzeichnet. Der Beitrag fragt, inwiefern eine transformationale Führung mit Daten helfen kann, diese Routinen aufzubrechen. Befunde aus zwei Fallstudien zur Führungspraxis erfolgreicher Schulleiter in SsdL zeigen auf, dass Führung dazu beitragen kann, den Lehrkräften neue Perspekt…
Mature school cultures and new leadership practices—An analysis of leadership for learning in German comprehensive schools
In international school improvement research, a long-standing theme is that school improvement is shaped to a great extent by principals and their leadership for learning . In contrast to that, this role is comparatively new in German-speaking countries. Since the leadership practices associated with this new role differ from old role expectations, it is reasonable to assume that “mature” school cultures might prevent principals from adopting the…
Die Fortbildung von Schulleiter*innen in Forschung und Praxis – ein Systematisierungsversuch
Th e evolving conceptualization of the role of principals in Germany has created a demand for an eff ective qualifi cation as well as professional development for principals. However, the domain of professional development of principals is so far characterized by a lack of structure, be it on the level of practice or its theoretical and empirical analysis. Against such a backdrop, this contribution aims to give an overview of principal profession…
Schools’ improvement capacity and responses to the Covid-19 pandemic
The goal of this paper is to analyze the relationship between six different dimensions of school improvement capacity ( SIC ) and schools’ efforts to sustain teaching and learning as well as student well-being during the first lockdown in the context of the COVID-19 pandemic. Based on data from 13 qualitative interviews with principals and data from a standardized teacher survey at schools serving disadvantaged communities in North Rhine-Westphal…
Ready to lead school improvement? Perceived professional development needs of principals in Germany
As a result of reforms in the governance of schools, the role of principals in Germany has changed from a teacher with additional administrative tasks to a leader of school improvement. However, many principals in Germany did not receive any substantial formal training for management and leadership tasks. Using the results of a survey of 1240 principals in nine German states, we investigated in which areas of school improvement German principals …
Resilience in the context of multiple adverse circumstances? Leadership capacity and teachers’ practice during Covid-19 at schools serving disadvantaged communities
Building and sustaining capacity for organisational learning appears to be a prerequisite for organisational resilience. For schools, organisational learning in crisis situations, such as COVID-19, requires that they have certain learning capacities. Using quasi-longitudinal data, the paper analyses how schools’ leadership capacity (as perceived by educators) at schools serving disadvantaged communities (SSDC) at the beginning of the COVID-19 pan…
Leading in times of disruption – preparedness, problems, and possibilities (Part 1)
link_to_subscribed_fulltext
Leading in times of disruption – preparedness, problems, and possibilities (Part 2)
This special issue series, guest edited by the Educational Leadership Network leaders (ELN) of the International Congress for School Effectiveness and Improvement (ICSEI), on leadership in the cont
Leading in times of disruption – preparedness, problems, and possibilities part 3
The International Congress for School Effectiveness and Improvement (ICSEI) provides a global platform for collaborating and exchanging ideas among diverse groups across education. ICSEI demonstrat
Political science (10 works) · Pedagogy (6 works) · Sociology (6 works) · Psychology (5 works) · Public relations (5 works) · Medical education (4 works) · Medicine (4 works) · Disadvantaged (3 works) · Educational Assessment and Improvement (3 works) · Engineering (3 works)