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This paper examines the school of the future, aiming to identify and aid the implementation of the most desired version of school autonomy in Cyprus. More specifically, the study initially forecasts the areas of financial decisions that the school of the future might autonomously manage, identifies the negative effects that may appear along the way and seeks support measures that could enhance an autonomous school’s efficiency and effectiveness. Moreover, after both the probable and the desired future emerge, the paper proceeds in examining the reasons causing the divergence between them, as well as ways in which the two futures may be better aligned. [ABSTRACT FROM AUTHOR]

Significant changes have taken place in the governance of education systems around the world. Shifts in education policy have led to a focus towards reform through leadership development and away from school management analysis. This shift in policy from management to leadership has fostered a large number of academic studies presenting a universal and decontextualised leadership discourse, which dominates the field of education research to the detriment of issues of school management and head teachers’ capacity to manage schools. This paper examines the domain of headship in the context of North Cyprus. Through the perspectives of head teachers and policy makers, it demonstrates that within the North Cyprus context, leadership, as defined in the dominant discourse, is not yet possible, and management is both difficult and sometimes inadequate. Findings suggest that there is a strong relationship between school leadership and management practices. The context within which head teachers operate influences their leadership and management practices and capacity development. [ABSTRACT FROM PUBLISHER]

This article aims to illustrate a school self-evaluation project implemented in three Cyprus primary schools. The project adopted three theoretical assumptions, namely, an orientation towards school improvement, a participatory school-level approach allowing support from a critical friend and a focus on effective teaching. In line with a seven-stage model, the project employed action-research strategies, involving data collection to inform the development of school plans. To highlight paths towards school improvement in the particular context, the article discusses researchers’ and participants’ perspectives. Repercussions are then drawn for the implementation of similar practices, drawing on the roles of teachers, school leaders and critical friends, as well as appropriate resources, in support of self-evaluative activity. [ABSTRACT FROM PUBLISHER]

Teacher evaluation conducted by school principals is a common worldwide practice. However, there are many reservations about principals’ ability to evaluate teachers reliably. Reservations appearing in the literature include inflated ratings, minimal discrimination of teacher quality, and evaluations influenced by factors irrelevant to teacher effectiveness. This article examines whether principals can distinguish effective and ineffective teachers and whether principals can identify the teacher, principal and school characteristics influencing principals’ evaluations of teacher effectiveness. The sample consists of 80 school principals; data were collected from principals and teachers, combined with a database of teachers’ academic performance as students in a teacher preparation program. Principals rated teachers on a number of dimensions, and data were analyzed with multiple regression techniques. Results suggest that principal ratings contain enough discriminating ability both within teachers and within dimensions of teacher effectiveness. Factors irrelevant to teacher effectiveness do not influence ratings of teachers. Results also demonstrate greater principal involvement in teacher evaluations, especially in educational systems where their role is limited. [ABSTRACT FROM PUBLISHER]

This article presents an overview of the status of gifted education in Cyprus and argues for the need for a culturally relevant approach. First, the history of education in Cyprus is briefly reviewed. Then, past unsuccessful efforts to provide education for academically advanced students in the public elementary schools are critically examined. This is followed by a discussion of the current interest around the issue. Then, the need for a culturally relevant approach is presented as a solution to the paradox demanding special provisions while resisting the foreign educational practices that were introduced for this purpose. The idea of gifts and talents in the Greek culture is explored, presenting a person-centered philosophy that is compatible with the local social ethos. Finally, the current educational reality is examined against this person-centered belief, including a discussion of the inclusion movement and the barriers to the accommodation of the diversity of students' abilities. [ABSTRACT FROM AUTHOR]