Michele Schmidt - Academia.edu (original) (raw)

Papers by Michele Schmidt

Research paper thumbnail of Through the Looking Glass: An Intersectional Lens of South African Education Policy

Springer eBooks, 2019

This chapter explores South African education policies by using an intersectionally informed appr... more This chapter explores South African education policies by using an intersectionally informed approach to policy processes. It focuses on curriculum and school fee policies as a platform for discussion of the unique approach the government employed to modify their adoption of democracy and transformation. Unfortunately, many scholars reluctantly concede that South Africa’s ambitious policy initiatives fail to provide social justice in schools. With a political ideology of democracy emerging, one would think that democratic educational structures would act to diminish race, class, and gender inequalities; however, this has not been a pervasive result. By advancing a case for intersectionality when undertaking policy processes, policymakers are recommended to understand what foregrounds the policy in regard to complex contexts, class, gender, and race. Intersectionality reveals a variety of multi-level overlapping social locations, forces, factors, and power structures that shape and influence South African life and education. This chapter challenges the normative approach towards policy processes by introducing an intersectionally policy-informed approach to examine policy processes. Intersectionally developed public policy is significant because it is a means by which societies regulate themselves and attempt to channel human behaviour. In this way, policies have profound and pervasive effects on individuals and populations.

Research paper thumbnail of The Experiences of Female Principals in the Gauteng Province

American Journal of Educational Research, Jun 6, 2015

Gender bias towards South African female principals remains a problem and compelling issue. The S... more Gender bias towards South African female principals remains a problem and compelling issue. The South African Constitution addresses gender equality, yet women still do not experience equal rights in practice. Using a theory of intersectionality, this study highlights the experiences of three Coloured South African female principals and how they negotiated various challenges and obstacles that they were faced with in their day-today running of their schools. Using openended questionnaires and semi-structured interviews, it was found that the principals' strong upbringing and family support, and sound educational background paved the way for them to become effective leaders despite numerous challenges. The results provide a significant contribution to the small body of literature employing intersectionality theory as well as the literature around female principals' experiences in South Africa. Sub-intersectional themes emerged providing a deeper understanding of their experiences, challenges and successes. These contextual themes examine the impact of social networks that include family and friends as well as professionally and types of discrimination and stereotyping on their experiences as principals.

Research paper thumbnail of Teacher attitudes in shaping the culture of South African public schools

In this paper we investigated the attitudes of teachers in shaping the culture of schools. In the... more In this paper we investigated the attitudes of teachers in shaping the culture of schools. In the 21st century, schools face new challenges within increasingly diversified environments. Emphasis is now placed on the need for school leaders and teachers to continually and explicitly create, understand, and nurture school culture so that schools become adept at innovating within the pervasive context of educational diversity and renewal. We examined the culture of two schools in order to gain a better understanding of teacher attitudes of each school's cultural setting. Data were sourced from focus group interviews and observations. The major finding of this research revealed that the culture of schools not only have a significant impact on the conditions of both teaching and learning, but also on the extent to which values, beliefs and norms of connectedness, belonging, and identity are fostered. There is thus a critical need for principals and teachers to focus on the cultural e...

Research paper thumbnail of South African Indian female principals in the Gauteng province

International Journal of Leadership in Education, Dec 1, 2021

Research paper thumbnail of Troubling Intersectionality for Visible Leadership

The Palgrave Handbook of Educational Leadership and Management Discourse

Research paper thumbnail of South African Indian female principals in the Gauteng province

International Journal of Leadership in Education, Dec 1, 2021

Research paper thumbnail of Does School Size Matter? A Social Capital Perspective

... Students in small schools are more satisfied with their school experience, and are less likel... more ... Students in small schools are more satisfied with their school experience, and are less likely to drop out than those in large and comprehensive schools (Putman & Haughwout, 1987; Fowler & Walberg, 1991). ... (Putman, 2000, p. 19). ...

Research paper thumbnail of Toward teacher inquiry when implementing classroom assessment

The study examines the process teachers use to ttiink about and inquire into the subtleties of cl... more The study examines the process teachers use to ttiink about and inquire into the subtleties of classroom assessment currently applied to schools in Ontario. My study is intellectually grounded in the philosophy of Habermas and applies his levels of knowledge and hurnan interests (technical, practical, emancipatory) theory as its conceptual framework. In doing so, this study advances the concept of the teacher as reflective practitioner and conceptualizes the teacher as an inquiring practitioner. A qualitative methodology was used in this study to investigate assessment from the perspectives of eight elementary teachers. The study uses a multi-paradigm approach to analyze challenges teachers experienced. The key findings reveaied that teachers' actions were frequently confiied to fulfilling external mandates. In addition, teachers were infiuenced by external classroom factors such as students' behavior, subject matter, school tunetable; their own lack of assessment literacy; ...

Research paper thumbnail of Through the Looking Glass: An Intersectional Lens of South African Education Policy

The Palgrave Handbook of Intersectionality in Public Policy

This chapter explores South African education policies by using an intersectionally informed appr... more This chapter explores South African education policies by using an intersectionally informed approach to policy processes. It focuses on curriculum and school fee policies as a platform for discussion of the unique approach the government employed to modify their adoption of democracy and transformation. Unfortunately, many scholars reluctantly concede that South Africa’s ambitious policy initiatives fail to provide social justice in schools. With a political ideology of democracy emerging, one would think that democratic educational structures would act to diminish race, class, and gender inequalities; however, this has not been a pervasive result. By advancing a case for intersectionality when undertaking policy processes, policymakers are recommended to understand what foregrounds the policy in regard to complex contexts, class, gender, and race. Intersectionality reveals a variety of multi-level overlapping social locations, forces, factors, and power structures that shape and influence South African life and education. This chapter challenges the normative approach towards policy processes by introducing an intersectionally policy-informed approach to examine policy processes. Intersectionally developed public policy is significant because it is a means by which societies regulate themselves and attempt to channel human behaviour. In this way, policies have profound and pervasive effects on individuals and populations.

Research paper thumbnail of South African Indian female principals in the Gauteng province

International Journal of Leadership in Education

Research paper thumbnail of The Experiences of Female Principals in the Gauteng Province

American Journal of Educational Research, 2015

Research paper thumbnail of DOES SCHOOL SIZE MATTER? A SOCIAL CAPITAL PERSPECTIVE

Research paper thumbnail of South African Principalship, Agency Intersectionality Theory

Comparative and International Education

Gender bias towards South African female principals remains a problem and compelling issue for re... more Gender bias towards South African female principals remains a problem and compelling issue for research. The Constitution policy addresses gender equality, yet women still do not experience equal rights in practice. This study uses a theory of intersectionality to examine two Black South African women’s leadership experiences in their roles as principals in two South African schools. The goal of the paper is to examine how these women negotiate obstacles in their work that may constrain their agency as leaders in South African schools. The project involves semi-structured interviews and the results provide a significant contribution to the small body of literature around female principals experiences in the role of the principalship in South Africa. The following themes emerged to illustrate the challenges these women face and the actions they take with which to negotiate these challenges: gender discrimination; lack of respect by parents; stereotyping of the women in motherhood rol...

Research paper thumbnail of A case for small schools: A social capital perspective

Research paper thumbnail of Role theory, emotions, and identity in the department headship of secondary schooling

Teaching and Teacher Education, 2000

This paper traces the emotions of 29 Canadian secondary school department heads as they engage wi... more This paper traces the emotions of 29 Canadian secondary school department heads as they engage with their own and others' educational purposes, with the power relationships of secondary schooling and with their relationships with other individuals around them who are a!ected by and have expectations for their role. Such interactions have embedded within them a range of emotions which point to internal ambiguities about power and position, in middle management in particular and within educational administration more widely, which seemed perpetuated by normative educational administrative practices. The "ndings revealed tensions between teaching and leading, experiences of loneliness, emotional misunderstanding and the resentment that comes from feelings of powerlessness.

Research paper thumbnail of Emotions in Educational Administration: An Unorthodox Examination of Teachers’ Career Decisions

Second International Handbook of Educational Leadership and Administration, 2002

This chapter explores the emotions involved in teachers’ development or teachers’ career commitme... more This chapter explores the emotions involved in teachers’ development or teachers’ career commitments in times of flux. More specifically, it explores the emotions of secondary and elementary male and female teachers who have been asked about their administrative leadership aspirations. The sociology of knowledge reveals certain shifting definitional parameters with notions of gender and emotions. This seems to be due

Research paper thumbnail of Five Key Factors in Supporting Comprehensive School Reform

Springer International Handbooks of Education, 2005

The purpose of this chapter is to discuss five key factors that contribute to supporting the succ... more The purpose of this chapter is to discuss five key factors that contribute to supporting the successful implementation of comprehensive school reform. We discuss the effects of various systemic and school factors including: (1) the reform selection process; (2) leadership at site and district levels; (3) design team support and professional development; (4) fiscal resources to support reform; and (5)

Research paper thumbnail of Chapter 8 Exit exams and organizational change in a vocational high school

Research in the Sociology of Education, 2008

ABSTRACT This chapter examines one vocational high school's response to a state exit exam... more ABSTRACT This chapter examines one vocational high school's response to a state exit exam. Many states now require high school students to pass an exit exam before graduating, a key element of standards-based accountability reforms. Little is known about how educators and students inside vocational schools respond to these exams which typically emphasize literacy and academic skills. We examine how one such school attempted to respond to demands linked to the exit exam and the state's labeling the school as underperforming. While teachers reported support for state intervention and placing stronger demands on the school, one remedy involved becoming more selective in terms of new students admitted. As a result, tensions arose between academic subject and vocational teachers. Deep frustrations were voiced by several teachers and students about whether preparation was sufficient to ensure a reasonable pass rate. We employ a critical public policy framework to illuminate how this policy shock spurred positive action while penalizing students for years of insufficient preparation in the public schools.

Research paper thumbnail of A Review Of Educational Policy Literature

Research paper thumbnail of The emotional imperative in administrative and leadership education

Journal of Educational Administration, 2010

... The emotionless – usually rational – organisational pattern is bureaucratisation, deemed by W... more ... The emotionless – usually rational – organisational pattern is bureaucratisation, deemed by Weber (1930) to be: ... A bureaucratised organisation is one staffed by technical experts, whom Weber (1930, p. 182) regarded as: “specialists without spirit, sensualists without heart ...

Research paper thumbnail of Through the Looking Glass: An Intersectional Lens of South African Education Policy

Springer eBooks, 2019

This chapter explores South African education policies by using an intersectionally informed appr... more This chapter explores South African education policies by using an intersectionally informed approach to policy processes. It focuses on curriculum and school fee policies as a platform for discussion of the unique approach the government employed to modify their adoption of democracy and transformation. Unfortunately, many scholars reluctantly concede that South Africa’s ambitious policy initiatives fail to provide social justice in schools. With a political ideology of democracy emerging, one would think that democratic educational structures would act to diminish race, class, and gender inequalities; however, this has not been a pervasive result. By advancing a case for intersectionality when undertaking policy processes, policymakers are recommended to understand what foregrounds the policy in regard to complex contexts, class, gender, and race. Intersectionality reveals a variety of multi-level overlapping social locations, forces, factors, and power structures that shape and influence South African life and education. This chapter challenges the normative approach towards policy processes by introducing an intersectionally policy-informed approach to examine policy processes. Intersectionally developed public policy is significant because it is a means by which societies regulate themselves and attempt to channel human behaviour. In this way, policies have profound and pervasive effects on individuals and populations.

Research paper thumbnail of The Experiences of Female Principals in the Gauteng Province

American Journal of Educational Research, Jun 6, 2015

Gender bias towards South African female principals remains a problem and compelling issue. The S... more Gender bias towards South African female principals remains a problem and compelling issue. The South African Constitution addresses gender equality, yet women still do not experience equal rights in practice. Using a theory of intersectionality, this study highlights the experiences of three Coloured South African female principals and how they negotiated various challenges and obstacles that they were faced with in their day-today running of their schools. Using openended questionnaires and semi-structured interviews, it was found that the principals' strong upbringing and family support, and sound educational background paved the way for them to become effective leaders despite numerous challenges. The results provide a significant contribution to the small body of literature employing intersectionality theory as well as the literature around female principals' experiences in South Africa. Sub-intersectional themes emerged providing a deeper understanding of their experiences, challenges and successes. These contextual themes examine the impact of social networks that include family and friends as well as professionally and types of discrimination and stereotyping on their experiences as principals.

Research paper thumbnail of Teacher attitudes in shaping the culture of South African public schools

In this paper we investigated the attitudes of teachers in shaping the culture of schools. In the... more In this paper we investigated the attitudes of teachers in shaping the culture of schools. In the 21st century, schools face new challenges within increasingly diversified environments. Emphasis is now placed on the need for school leaders and teachers to continually and explicitly create, understand, and nurture school culture so that schools become adept at innovating within the pervasive context of educational diversity and renewal. We examined the culture of two schools in order to gain a better understanding of teacher attitudes of each school's cultural setting. Data were sourced from focus group interviews and observations. The major finding of this research revealed that the culture of schools not only have a significant impact on the conditions of both teaching and learning, but also on the extent to which values, beliefs and norms of connectedness, belonging, and identity are fostered. There is thus a critical need for principals and teachers to focus on the cultural e...

Research paper thumbnail of South African Indian female principals in the Gauteng province

International Journal of Leadership in Education, Dec 1, 2021

Research paper thumbnail of Troubling Intersectionality for Visible Leadership

The Palgrave Handbook of Educational Leadership and Management Discourse

Research paper thumbnail of South African Indian female principals in the Gauteng province

International Journal of Leadership in Education, Dec 1, 2021

Research paper thumbnail of Does School Size Matter? A Social Capital Perspective

... Students in small schools are more satisfied with their school experience, and are less likel... more ... Students in small schools are more satisfied with their school experience, and are less likely to drop out than those in large and comprehensive schools (Putman & Haughwout, 1987; Fowler & Walberg, 1991). ... (Putman, 2000, p. 19). ...

Research paper thumbnail of Toward teacher inquiry when implementing classroom assessment

The study examines the process teachers use to ttiink about and inquire into the subtleties of cl... more The study examines the process teachers use to ttiink about and inquire into the subtleties of classroom assessment currently applied to schools in Ontario. My study is intellectually grounded in the philosophy of Habermas and applies his levels of knowledge and hurnan interests (technical, practical, emancipatory) theory as its conceptual framework. In doing so, this study advances the concept of the teacher as reflective practitioner and conceptualizes the teacher as an inquiring practitioner. A qualitative methodology was used in this study to investigate assessment from the perspectives of eight elementary teachers. The study uses a multi-paradigm approach to analyze challenges teachers experienced. The key findings reveaied that teachers' actions were frequently confiied to fulfilling external mandates. In addition, teachers were infiuenced by external classroom factors such as students' behavior, subject matter, school tunetable; their own lack of assessment literacy; ...

Research paper thumbnail of Through the Looking Glass: An Intersectional Lens of South African Education Policy

The Palgrave Handbook of Intersectionality in Public Policy

This chapter explores South African education policies by using an intersectionally informed appr... more This chapter explores South African education policies by using an intersectionally informed approach to policy processes. It focuses on curriculum and school fee policies as a platform for discussion of the unique approach the government employed to modify their adoption of democracy and transformation. Unfortunately, many scholars reluctantly concede that South Africa’s ambitious policy initiatives fail to provide social justice in schools. With a political ideology of democracy emerging, one would think that democratic educational structures would act to diminish race, class, and gender inequalities; however, this has not been a pervasive result. By advancing a case for intersectionality when undertaking policy processes, policymakers are recommended to understand what foregrounds the policy in regard to complex contexts, class, gender, and race. Intersectionality reveals a variety of multi-level overlapping social locations, forces, factors, and power structures that shape and influence South African life and education. This chapter challenges the normative approach towards policy processes by introducing an intersectionally policy-informed approach to examine policy processes. Intersectionally developed public policy is significant because it is a means by which societies regulate themselves and attempt to channel human behaviour. In this way, policies have profound and pervasive effects on individuals and populations.

Research paper thumbnail of South African Indian female principals in the Gauteng province

International Journal of Leadership in Education

Research paper thumbnail of The Experiences of Female Principals in the Gauteng Province

American Journal of Educational Research, 2015

Research paper thumbnail of DOES SCHOOL SIZE MATTER? A SOCIAL CAPITAL PERSPECTIVE

Research paper thumbnail of South African Principalship, Agency Intersectionality Theory

Comparative and International Education

Gender bias towards South African female principals remains a problem and compelling issue for re... more Gender bias towards South African female principals remains a problem and compelling issue for research. The Constitution policy addresses gender equality, yet women still do not experience equal rights in practice. This study uses a theory of intersectionality to examine two Black South African women’s leadership experiences in their roles as principals in two South African schools. The goal of the paper is to examine how these women negotiate obstacles in their work that may constrain their agency as leaders in South African schools. The project involves semi-structured interviews and the results provide a significant contribution to the small body of literature around female principals experiences in the role of the principalship in South Africa. The following themes emerged to illustrate the challenges these women face and the actions they take with which to negotiate these challenges: gender discrimination; lack of respect by parents; stereotyping of the women in motherhood rol...

Research paper thumbnail of A case for small schools: A social capital perspective

Research paper thumbnail of Role theory, emotions, and identity in the department headship of secondary schooling

Teaching and Teacher Education, 2000

This paper traces the emotions of 29 Canadian secondary school department heads as they engage wi... more This paper traces the emotions of 29 Canadian secondary school department heads as they engage with their own and others' educational purposes, with the power relationships of secondary schooling and with their relationships with other individuals around them who are a!ected by and have expectations for their role. Such interactions have embedded within them a range of emotions which point to internal ambiguities about power and position, in middle management in particular and within educational administration more widely, which seemed perpetuated by normative educational administrative practices. The "ndings revealed tensions between teaching and leading, experiences of loneliness, emotional misunderstanding and the resentment that comes from feelings of powerlessness.

Research paper thumbnail of Emotions in Educational Administration: An Unorthodox Examination of Teachers’ Career Decisions

Second International Handbook of Educational Leadership and Administration, 2002

This chapter explores the emotions involved in teachers’ development or teachers’ career commitme... more This chapter explores the emotions involved in teachers’ development or teachers’ career commitments in times of flux. More specifically, it explores the emotions of secondary and elementary male and female teachers who have been asked about their administrative leadership aspirations. The sociology of knowledge reveals certain shifting definitional parameters with notions of gender and emotions. This seems to be due

Research paper thumbnail of Five Key Factors in Supporting Comprehensive School Reform

Springer International Handbooks of Education, 2005

The purpose of this chapter is to discuss five key factors that contribute to supporting the succ... more The purpose of this chapter is to discuss five key factors that contribute to supporting the successful implementation of comprehensive school reform. We discuss the effects of various systemic and school factors including: (1) the reform selection process; (2) leadership at site and district levels; (3) design team support and professional development; (4) fiscal resources to support reform; and (5)

Research paper thumbnail of Chapter 8 Exit exams and organizational change in a vocational high school

Research in the Sociology of Education, 2008

ABSTRACT This chapter examines one vocational high school's response to a state exit exam... more ABSTRACT This chapter examines one vocational high school's response to a state exit exam. Many states now require high school students to pass an exit exam before graduating, a key element of standards-based accountability reforms. Little is known about how educators and students inside vocational schools respond to these exams which typically emphasize literacy and academic skills. We examine how one such school attempted to respond to demands linked to the exit exam and the state's labeling the school as underperforming. While teachers reported support for state intervention and placing stronger demands on the school, one remedy involved becoming more selective in terms of new students admitted. As a result, tensions arose between academic subject and vocational teachers. Deep frustrations were voiced by several teachers and students about whether preparation was sufficient to ensure a reasonable pass rate. We employ a critical public policy framework to illuminate how this policy shock spurred positive action while penalizing students for years of insufficient preparation in the public schools.

Research paper thumbnail of A Review Of Educational Policy Literature

Research paper thumbnail of The emotional imperative in administrative and leadership education

Journal of Educational Administration, 2010

... The emotionless – usually rational – organisational pattern is bureaucratisation, deemed by W... more ... The emotionless – usually rational – organisational pattern is bureaucratisation, deemed by Weber (1930) to be: ... A bureaucratised organisation is one staffed by technical experts, whom Weber (1930, p. 182) regarded as: “specialists without spirit, sensualists without heart ...