Sevenoaks School, an independent day school and boarding school in Kent, has published the second edition of its annual academic journal, Innovate.
The publication, led by the school’s Institute for Teaching and Learning, details research-driven projects that explore best practices and policies in schools.
The journal is divided into five sections: learning to learn, wellness, character education, digital learning, and social impact and service.
It includes topics such as inclusion, diversity and gender gaps, adapting lessons to digital broadcasting, and supporting student well-being when educational rites of passage are missed. There are also articles on delivering whole-class feedback, supporting study skills, and the benefits of slow-looking, with featured projects exploring the impact of leadership on students.
Jesse Elzinga, Principal of Sevenoaks School, said: “We are committed to sharing best practice in teaching and learning, giving teachers the opportunity to reflect on their own work and build on the ideas of others. Our teaching and learning institute plays a pivotal role in coordinating this collaboration, helping our school’s professionals and the wider teaching community to connect with big ideas.
We are committed to sharing best practices in teaching and learning, giving teachers the opportunity to reflect on their own work and build on the ideas of others – Jesse Elzinga, Sevenoaks School
An article in the journal details the first major empirical study investigating the positive impact of inclusive leadership on secondary school students.
Sevenoaks School math professor Dr Paul Parham examined the relationship between teacher leadership style and student performance in the math department. A study conducted in collaboration with Gloria Moss of Buckinghamshire New University surveyed nearly 700 students to find a strong positive association between teachers exhibiting inclusive behaviors and improving student performance.
Another article, written by Dr Ceri Sims, psychologist and lecturer at Buckinghamshire New University and Paul Thompson, head of geography at Sevenoaks School, examines the effect of student leadership roles and behaviors on motivation. and well-being.
The quantitative study interviewed nearly 250 students in Grades 9-11, and the results revealed that building a leadership identity through informal activities, including community service and mentoring, is just as important as official roles. In addition to feelings of responsibility, identity and belonging, acquired through traditional “badge roles”, informal leadership positions give students “hope,” which improves overall achievement.
They noted that the findings are particularly relevant as previous research suggests that opportunities for student leadership in secondary education are limited and largely driven by teachers’ selection of individuals for positions such as school leader.
There is a series of other articles written by university professors, teachers, directors and heads of departments.
Innovate is available for reading online.