Sharon Friesen
Dados Biográficos
| ID | 5167530 |
|---|---|
| NOME | Sharon Friesen |
| PRENOMES | Sharon |
| SOBRENOME | Friesen |
| ASSINATURA | FRIESEN S |
| AFILIAÇÕES | University of Calgary |
| ORCID | 0000-0001-9402-2363 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 13 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 13 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2000 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 0 |
Scenario Planning in Educational Leadership
This AI-assisted integrative literature review, grounded in complexity theory, examines how existing scholarship conceptualizes the potential of scenario planning to support future-ready mindsets, shared language, symbolic anchors, and adaptive capacity in educational leadership. Using the Consensus AI-assisted research synthesis platform, peer-reviewed literature was identified, ranked for semantic relevance, and screened in relation to three gu…
The leadership of innovation in education
Although innovation is widely promoted as essential to educational transformation, definitional ambiguity and a persistent disconnect between policy rhetoric and implementation realities leave educational leaders without the conceptual clarity or systemic support necessary to enact meaningful change. This article presents findings from a global environmental scan that explores how innovation in education is defined, enacted, and constrained throu…
Conceptualising innovation in education
School leadership is increasingly recognised as a critical lever for driving innovation in education, yet the concept of innovation itself remains conceptually ambiguous and inconsistently enacted across contexts. This scoping review examines how innovation is conceptualised in the school leadership literature and explores its relationship to leadership and change. Drawing on 63 peer-reviewed studies published between 2014 and 2025, the review fo…
Alberta’s Professional Practice Standards as a Coherence Framework
Professional practice standards have become central policy instruments in contemporary education systems, yet comparative scholarship has largely examined teacher standards, leadership standards, and system leadership standards as role-specific domains rather than as structured policy architectures. This commentary argues that Alberta’s three professional practice standards, the Teaching Quality Standard (TQS), the Leadership Quality Standard (LQ…
Four supervisory mentoring practices that support online doctoral students’ academic writing
Academic writing in both face-to-face and online environments is often fraught with tension, emotion, and challenge. The quality of doctoral students’ online academic writing experiences can be a difference maker in the successful completion of programs. This study examines how mentoring practices support online doctoral students’ academic writing, building on prior research that identified five enabling factors of effective online doctoral super…
Stages of teaching expertise from routine to adaptive
This cross-sectional study evaluated the implementation of a professional practice standard for teaching over four years in a top-performing Canadian education system with 62 school districts and approximately 35,000 teachers in the system. Using a convergent mixed methods research design, quantitative data were generated from online surveys with 5536 teachers and qualitative data were gathered through focus group interviews with teachers ( n = 1…
Knowledge brokering pivotal in professional learning
Educational networks and knowledge brokering play a critical function in supporting educators to keep abreast of scholarly literature and contemporary research that inform practice and policy in schools and districts. In this article, we leverage a quality use of research-evidence framework within a design-based study to elucidate the pivotal role of knowledge brokering in how teacher leaders utilized research during their participation in a prof…
Educational leaders and school-based mental health
This study examines the relational dynamics of knowledge brokerage among educational leaders in implementing multi-tiered systems of support (MTSS) for mental health promotion in schools. Recognizing the critical link between student mental health and academic achievement, schools are increasingly expected to provide comprehensive mental health supports. Utilizing social network analysis (SNA), this research explores the information-seeking behav…
The Side Effects of Universal School-Based Mental Health Supports
A challenge with universal school-based mental health supports is the limited understanding of potential unintended or unanticipated outcomes. In this review, we examined 47 academic and gray literature sources to address the question, “What are the side effects of universal school-based mental health supports?” We discuss how universal supports can positively impact student mental health, enhance school staff’s knowledge and attitudes in address…
Supporting New Teachers as Designers of Learning
The aim of this study was to examine a professional learning intervention designed to support new teachers with implementing professional practice competencies. Partners from a school authority joined researcher-practitioners from a university to engage in designing a professional learning series for new teachers. A design-based research approach using quantitative (pre- and post-surveys) and qualitative data (artifacts of learning, field notes, …
Examining the Efficacy of Inquiry-based Approaches to Education
Educational jurisdictions around the world have introduced curricular initiatives that emphasize the need for students to engage in inquiry-based education. This shift, has been met by significant public opposition, particularly in the Canadian context. Results from this study indicate that criticisms of inquiry-based approaches to education are largely directed at discovery learning, which has limited educational value. We note the significant a…
Back to Basics
Description d'un projet de recherche visant a reflechir au concept d'education de base. Les grandes lignes et orientations de cette etude sont expliquees en rapport avec les recherches et autres courants pedagogiques et philosophiques de l'education anterieurs.
Scenes from Calypso's Cave
In this article we use a series of ordinary classroom events to explore how we might conceive of the classroom as a gift economy and what difference this would make for thinking through the potential globalizing effects of the Internet, especially given the intense current interest in introducing such technologies into the classroom
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Scenes from Calypso's Cave
In this article we use a series of ordinary classroom events to explore how we might conceive of the classroom as a gift economy and what difference this would make for thinking through the potential globalizing effects of the Internet, especially given the intense current interest in introducing such technologies into the classroom
Back to Basics
Description d'un projet de recherche visant a reflechir au concept d'education de base. Les grandes lignes et orientations de cette etude sont expliquees en rapport avec les recherches et autres courants pedagogiques et philosophiques de l'education anterieurs.
Examining the Efficacy of Inquiry-based Approaches to Education
Educational jurisdictions around the world have introduced curricular initiatives that emphasize the need for students to engage in inquiry-based education. This shift, has been met by significant public opposition, particularly in the Canadian context. Results from this study indicate that criticisms of inquiry-based approaches to education are largely directed at discovery learning, which has limited educational value. We note the significant a…
Supporting New Teachers as Designers of Learning
The aim of this study was to examine a professional learning intervention designed to support new teachers with implementing professional practice competencies. Partners from a school authority joined researcher-practitioners from a university to engage in designing a professional learning series for new teachers. A design-based research approach using quantitative (pre- and post-surveys) and qualitative data (artifacts of learning, field notes, …
Knowledge brokering pivotal in professional learning
Educational networks and knowledge brokering play a critical function in supporting educators to keep abreast of scholarly literature and contemporary research that inform practice and policy in schools and districts. In this article, we leverage a quality use of research-evidence framework within a design-based study to elucidate the pivotal role of knowledge brokering in how teacher leaders utilized research during their participation in a prof…
Educational leaders and school-based mental health
This study examines the relational dynamics of knowledge brokerage among educational leaders in implementing multi-tiered systems of support (MTSS) for mental health promotion in schools. Recognizing the critical link between student mental health and academic achievement, schools are increasingly expected to provide comprehensive mental health supports. Utilizing social network analysis (SNA), this research explores the information-seeking behav…
The Side Effects of Universal School-Based Mental Health Supports
A challenge with universal school-based mental health supports is the limited understanding of potential unintended or unanticipated outcomes. In this review, we examined 47 academic and gray literature sources to address the question, “What are the side effects of universal school-based mental health supports?” We discuss how universal supports can positively impact student mental health, enhance school staff’s knowledge and attitudes in address…
Four supervisory mentoring practices that support online doctoral students’ academic writing
Academic writing in both face-to-face and online environments is often fraught with tension, emotion, and challenge. The quality of doctoral students’ online academic writing experiences can be a difference maker in the successful completion of programs. This study examines how mentoring practices support online doctoral students’ academic writing, building on prior research that identified five enabling factors of effective online doctoral super…
Stages of teaching expertise from routine to adaptive
This cross-sectional study evaluated the implementation of a professional practice standard for teaching over four years in a top-performing Canadian education system with 62 school districts and approximately 35,000 teachers in the system. Using a convergent mixed methods research design, quantitative data were generated from online surveys with 5536 teachers and qualitative data were gathered through focus group interviews with teachers ( n = 1…
Scenario Planning in Educational Leadership
This AI-assisted integrative literature review, grounded in complexity theory, examines how existing scholarship conceptualizes the potential of scenario planning to support future-ready mindsets, shared language, symbolic anchors, and adaptive capacity in educational leadership. Using the Consensus AI-assisted research synthesis platform, peer-reviewed literature was identified, ranked for semantic relevance, and screened in relation to three gu…
The leadership of innovation in education
Although innovation is widely promoted as essential to educational transformation, definitional ambiguity and a persistent disconnect between policy rhetoric and implementation realities leave educational leaders without the conceptual clarity or systemic support necessary to enact meaningful change. This article presents findings from a global environmental scan that explores how innovation in education is defined, enacted, and constrained throu…
Conceptualising innovation in education
School leadership is increasingly recognised as a critical lever for driving innovation in education, yet the concept of innovation itself remains conceptually ambiguous and inconsistently enacted across contexts. This scoping review examines how innovation is conceptualised in the school leadership literature and explores its relationship to leadership and change. Drawing on 63 peer-reviewed studies published between 2014 and 2025, the review fo…
Alberta’s Professional Practice Standards as a Coherence Framework
Professional practice standards have become central policy instruments in contemporary education systems, yet comparative scholarship has largely examined teacher standards, leadership standards, and system leadership standards as role-specific domains rather than as structured policy architectures. This commentary argues that Alberta’s three professional practice standards, the Teaching Quality Standard (TQS), the Leadership Quality Standard (LQ…
Psychology (8 obras) · Pedagogy (7 obras) · Computer Science (6 obras) · Mathematics education (6 obras) · Teacher Education and Leadership Studies (5 obras) · Political science (4 obras) · Professional development (4 obras) · Educational Leadership and Innovation (3 obras) · Knowledge management (3 obras) · Medical education (3 obras)