| Popis: |
This chapter describes a middle-out community growth innovation phenomenon that leverages teacher leadership upwards and downwards from observing inquiry-based learning in schools. Based on the evidence of school change in the Singapore context, inquiry-based learning interventions act as the key drivers for change within a systemic perspective. The case examples illustrated involve technology for twenty-first-century learning, and the evidence for change requires the confluence of leadership, teacher learning, and student outcomes to sustain and scale efforts. The leadership from the middle at every level of the system is needed to evolve and propel charge. The tenets and key hypotheses of capability building, community growth, and carryovers of cultural and technological supports are described. In summary, leadership from the middle is thus about micro-level apprenticing/mentoring, meso-layer alignment of ecological fluencies, and macro-level systemic thinking that all cohere in tandem sidewards, upwards, and downwards percolation of expertise, practices, and epistemic beliefs. |
