Sharon Tindall‐Ford
Biographic Data
| ID | 6689147 |
|---|---|
| NAME | Sharon Tindall‐Ford |
| GIVEN NAMES | Sharon |
| FAMILY NAME | Tindall‐Ford |
| SIGNATURE | FORD S T |
| AFFILIATIONS | University of Wollongong |
| ORCID | 0000-0002-1451-020X |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
The impact of educational leadership on student learning practices: Tracing the flow of influence
This article examines the dynamic flow of influence from leading to student’s learning practices in schools, reconceptualising leadership as a multifaceted complex of interrelated and ecologically integrated practices. Rather than privileging any single leadership role, it conceptualises leading as a coordinated social ensemble in which leaders work interdependently to shape the professional and educational conditions that support teaching and le…
A repertoire of middle leading practices: A large‐scale investigation of middle leadership in schools
This article presents findings from an Australian study investigating the practices of middle leaders responsible for facilitating school development. Despite middle leaders being increasingly recognised as essential in the development of teaching and learning in schools, middle leadership remains under‐researched and comparatively overlooked within the broader educational leadership field. Framed by the theory of practice architectures, which at…
Investigating the roles of middle leaders in New South Wales public schools: Factor analyses of the Middle Leadership Roles Questionnaire
This article reports on factor analyses of the Middle Leadership Roles Questionnaire – School Edition (MLRQ-SE) that were conducted to test a theoretical model. This work was completed as part of a larger study that investigated the roles of formal middle-leadership positions in public schools of New South Wales, Australia. Quantitative data from an adapted version of the MLRQ-SE, which was completed by 2608 employees in formal middle leader posi…
Middle Leadership and Social Emotional Intelligence: A Scoping Review and Empirical Exploration
Middle leaders are acknowledged as important leaders within schools to support and improve teaching and learning. While middle leaders’ (MLs) knowledge and skills are foundational for contributing to school improvement, social emotional intelligence (SEI) has been identified as a crucial capability for developing and maintaining trusting relationships and collaborative teams, both of which are essential for leading school improvement, a central f…
An investigation of the practices of middle leaders in Australian schools
The role of middle leaders in Australian schools as influencers on classroom practice has been the focus of increased attention in recent years. Although there is recognition of the importance of middle leaders, there are gaps in what we understand about their practices and the nuances of practice that occur due to site-based conditions, or practice architectures, within each individual school context. This paper explores the self-reported practi…
School middle leadership: Aspirations, identification, appointment, development and advancement
Purpose While current research is reporting on a crisis in school leadership aspirations and appointments, this research sheds light on the mediating factors that school middle leaders (MLs) attribute to their appointment as a leader and their aspirations to senior leadership positions. Design/methodology/approach Qualitative data from a larger, mixed-method, research project were collected using an online survey completed by 2,608 MLs in a large…
Inclusive course design for online education: Investigating mature-age, international and rural/remote students’ perspectives of online learning
Understanding School Middle-Leading Practices: Developing a Middle-Leading Practice Model
School systems in Australia, and internationally, are focused on improving classroom teaching and learning to enhance student outcomes. Middle leaders (MLs) are increasingly required to lead school-based development initiatives to improve classroom practices. Informed by previous research on middle-leading and the theory of practice architectures, a survey instrument was created to understand who Australian school MLs are (n = 199) and ascertain …
Enhancing Teaching Strategies through Cognitive Load Theory: Process vs. Product Worked Examples
Based on Cognitive Load Theory (CLT), learning by studying worked examples, that is, step-by-step solutions, has been shown to reduce cognitive load and enhance learning outcomes more than learning by solving conventional problems. Two types of worked examples that have been predominantly used in well-structured learning domains include product-oriented worked examples (ProductWEs) which provide strategic information and process-oriented worked e…
School middle leadership: A systematic review
School middle leadership is a complex and increasingly important school leadership position, with research showing the significance of middle leadership to school improvement and teacher development. The purpose of this article is to identify and analyse empirical peer reviewed articles on middle leadership from 2006 to 2020, to understand how middle leaders are defined, the responsibilities they hold, the impact and professional development they…
Middle leaders’ facilitation of teacher learning in collaborative teams
There is an increased focus on schools and school systems to develop teaching teams to improve school teaching and learning practices. As such, effectual school leadership has become synonymous with creating the conditions for teachers to work collaboratively to improve school teaching and learning. Middle leaders, teachers who are formally appointed to a leadership role, operate between senior leaders and teachers, are often responsible for lead…
Establishing an evidence-base for supporting middle leadership practice development in schools
Amidst ongoing calls for teaching improvement, there has been growing interest in the work of middle leaders in leading school-based curriculum and professional development. Research and policy initiatives have acknowledged that these leaders in schools are well placed to successfully drive educational change that leads to improved educational outcomes for students. This has led to an increase in development programmes for middle leaders, but the…
Universities and teacher professional learning in the new policy context of teacher accreditation
All teachers in Australia must now achieve and maintain certification through mandatory accreditation processes that include specified professional learning hours. While key policies that outline teacher professional learning in Australia and New South Wales make no specific reference to a role for universities, this discussion paper proposes that the new teacher accreditation landscape provides opportunities for universities to work collaborativ…
Middle leading in Australian schools: Professional standards, positions, and professional development
In Australia, there is a national education agenda for school improvement with an increasing focus on how school leaders can fulfil this agenda. As school principals are arguably faced with increasing demands, the importance of school middle leaders is increasing. This article presents the initial findings from a larger project on middle leadership in Australian schools, the first phase of which is a documentary analysis of significant texts incl…
No prominent works on this page.
Middle leading in Australian schools: Professional standards, positions, and professional development
In Australia, there is a national education agenda for school improvement with an increasing focus on how school leaders can fulfil this agenda. As school principals are arguably faced with increasing demands, the importance of school middle leaders is increasing. This article presents the initial findings from a larger project on middle leadership in Australian schools, the first phase of which is a documentary analysis of significant texts incl…
Universities and teacher professional learning in the new policy context of teacher accreditation
All teachers in Australia must now achieve and maintain certification through mandatory accreditation processes that include specified professional learning hours. While key policies that outline teacher professional learning in Australia and New South Wales make no specific reference to a role for universities, this discussion paper proposes that the new teacher accreditation landscape provides opportunities for universities to work collaborativ…
School middle leadership: A systematic review
School middle leadership is a complex and increasingly important school leadership position, with research showing the significance of middle leadership to school improvement and teacher development. The purpose of this article is to identify and analyse empirical peer reviewed articles on middle leadership from 2006 to 2020, to understand how middle leaders are defined, the responsibilities they hold, the impact and professional development they…
Middle leaders’ facilitation of teacher learning in collaborative teams
There is an increased focus on schools and school systems to develop teaching teams to improve school teaching and learning practices. As such, effectual school leadership has become synonymous with creating the conditions for teachers to work collaboratively to improve school teaching and learning. Middle leaders, teachers who are formally appointed to a leadership role, operate between senior leaders and teachers, are often responsible for lead…
Establishing an evidence-base for supporting middle leadership practice development in schools
Amidst ongoing calls for teaching improvement, there has been growing interest in the work of middle leaders in leading school-based curriculum and professional development. Research and policy initiatives have acknowledged that these leaders in schools are well placed to successfully drive educational change that leads to improved educational outcomes for students. This has led to an increase in development programmes for middle leaders, but the…
Understanding School Middle-Leading Practices: Developing a Middle-Leading Practice Model
School systems in Australia, and internationally, are focused on improving classroom teaching and learning to enhance student outcomes. Middle leaders (MLs) are increasingly required to lead school-based development initiatives to improve classroom practices. Informed by previous research on middle-leading and the theory of practice architectures, a survey instrument was created to understand who Australian school MLs are (n = 199) and ascertain …
Enhancing Teaching Strategies through Cognitive Load Theory: Process vs. Product Worked Examples
Based on Cognitive Load Theory (CLT), learning by studying worked examples, that is, step-by-step solutions, has been shown to reduce cognitive load and enhance learning outcomes more than learning by solving conventional problems. Two types of worked examples that have been predominantly used in well-structured learning domains include product-oriented worked examples (ProductWEs) which provide strategic information and process-oriented worked e…
Middle Leadership and Social Emotional Intelligence: A Scoping Review and Empirical Exploration
Middle leaders are acknowledged as important leaders within schools to support and improve teaching and learning. While middle leaders’ (MLs) knowledge and skills are foundational for contributing to school improvement, social emotional intelligence (SEI) has been identified as a crucial capability for developing and maintaining trusting relationships and collaborative teams, both of which are essential for leading school improvement, a central f…
An investigation of the practices of middle leaders in Australian schools
The role of middle leaders in Australian schools as influencers on classroom practice has been the focus of increased attention in recent years. Although there is recognition of the importance of middle leaders, there are gaps in what we understand about their practices and the nuances of practice that occur due to site-based conditions, or practice architectures, within each individual school context. This paper explores the self-reported practi…
School middle leadership: Aspirations, identification, appointment, development and advancement
Purpose While current research is reporting on a crisis in school leadership aspirations and appointments, this research sheds light on the mediating factors that school middle leaders (MLs) attribute to their appointment as a leader and their aspirations to senior leadership positions. Design/methodology/approach Qualitative data from a larger, mixed-method, research project were collected using an online survey completed by 2,608 MLs in a large…
Inclusive course design for online education: Investigating mature-age, international and rural/remote students’ perspectives of online learning
The impact of educational leadership on student learning practices: Tracing the flow of influence
This article examines the dynamic flow of influence from leading to student’s learning practices in schools, reconceptualising leadership as a multifaceted complex of interrelated and ecologically integrated practices. Rather than privileging any single leadership role, it conceptualises leading as a coordinated social ensemble in which leaders work interdependently to shape the professional and educational conditions that support teaching and le…
A repertoire of middle leading practices: A large‐scale investigation of middle leadership in schools
This article presents findings from an Australian study investigating the practices of middle leaders responsible for facilitating school development. Despite middle leaders being increasingly recognised as essential in the development of teaching and learning in schools, middle leadership remains under‐researched and comparatively overlooked within the broader educational leadership field. Framed by the theory of practice architectures, which at…
Investigating the roles of middle leaders in New South Wales public schools: Factor analyses of the Middle Leadership Roles Questionnaire
This article reports on factor analyses of the Middle Leadership Roles Questionnaire – School Edition (MLRQ-SE) that were conducted to test a theoretical model. This work was completed as part of a larger study that investigated the roles of formal middle-leadership positions in public schools of New South Wales, Australia. Quantitative data from an adapted version of the MLRQ-SE, which was completed by 2608 employees in formal middle leader posi…
Teacher Education and Leadership Studies (10 works) · Political science (8 works) · Public relations (8 works) · Pedagogy (7 works) · Education Systems and Policy (6 works) · Educational leadership (6 works) · Middle management (6 works) · Psychology (6 works) · Sociology (6 works) · Collaborative Teaching and Inclusion (4 works)