Index
Orly Shapira-Lishchinsky
(Bar-Ilan University, Israel)
The Power of Team-Based Simulations in Educational Systems
ISBN: 978-1-80262-190-7, eISBN: 978-1-80262-189-1
Publication date: 5 July 2023
This content is currently only available as a PDF
Citation
Shapira-Lishchinsky, O. (2023), "Index", The Power of Team-Based Simulations in Educational Systems, Emerald Publishing Limited, Leeds, pp. 97-100. https://doi.org/10.1108/978-1-80262-189-120231010
Publisher
:Emerald Publishing Limited
Copyright © 2023 Orly Shapira-Lishchinsky. Published under exclusive licence by Emerald Publishing Limited
INDEX
ADHD
, 49–50
Adult learning
, 68
Authentic leadership
, 2–3, 33
dimension
, 34
Balanced processing
, 33–34
Behavioral skills
, 18
BRiTE online modules
, 11
Caring
, 34
Climate justice
, 2–3, 61, 71
Cognitive narrative
, 21
Collective traumatic events
, 51
Community
, 2
dimension
, 39
layer
, 37
Connor–Davidson Resilience Scale (CD-RISC)
, 31–32
Coordinator
, 7
COVID-19
, 48, 73
challenges
, 3
consequences
, 20
outbreak
, 13
pandemic
, 1
spread and dangers
, 41
Crises
, 1, 8–9
Curriculum coordinator
, 7
Debriefing
, 18, 68
Decision-making process
, 4–5
Distribution rules
, 43
Distributive justice
, 42
DNA
, 11–12
Economic naturalist approach
, 20
Economic naturalist writing assignment
, 20
Education system
, 3–4, 41
challenges emerging from learning difficulties during routine periods and crisis periods
, 49–50
challenges emerging from parental involvement and intervention
, 47–49
challenges emerging from social-economic difficulties
, 50–55
characteristics of characters
, 58–60
gender aspects
, 55–60
scenarios
, 57–60
Educational leadership
, 7
Educational policy
, 2–3
Educational systems
, 20
Educational teams
, 53
Educators
, 3–4, 7
social and systemic expectations
, 14
Effectiveness
, 1, 22–23
Emancipation
, 21
Emotional commitment
, 9, 25, 27, 29–30
Emotional Commitment Questionnaire
, 29–30
Emotional resilience
, 13
Emotional well-being
, 13
Empowerment
, 4, 28–29
Entrepreneur
, 63–64
Entrepreneurial behavior
, 62
Entrepreneurial mentoring
, 61–62
Entrepreneurial process
, 68–69
Entrepreneurial-directed approach
, 67–69
Entrepreneurship
, 2–3, 17–18, 62
Entrepreneurship education
, 61, 63, 72
experiential learning in
, 69–72
Equality
, 41–43, 74
demonstration
, 44
Equity
, 41–42, 74
assessments
, 42–43
basic problems of equity theory
, 43
demonstration
, 45
interpretation
, 43
Ethical challenges
, 4–5
for midlevel leaders in schools
, 7–16
Ethical decision-making
, 34
Ethical dilemmas
, 8
Ethical judgment
, 42
Ethical scenarios
, 8
Ethics
, 2–3
Evaluation
, 27, 48–49
Exact sciences
, 11
Experiential learning
in entrepreneurship education
, 69–72
model
, 68–69
Face-to-face learning
, 1–2
Face-to-face simulations
, 25–26
Face-to-face team simulations
, 2
Fairness
, 43
Flexible expertise objectives
, 18
Freeloaders
, 53
Gender aspects
, 55–60
Gender equality
, 55
Global Measure of Teachers’ Resilience
, 31
Hybrid platform
, 74
Hybrid simulations
, 25–26
Individual layer
, 36–37
Individual learning
, 69
Individual online simulations
, 23–24
Inequality
based on learning difficulties during routine periods
, 50
based on learning difficulties in periods
, 50
based on parental involvement/intervention
, 49
based on socioeconomic gaps
, 52
based on socioeconomic gaps during periods of routine
, 51
based on socioeconomic gaps related to need for social distancing in pandemics
, 51–52
Inequity in educational systems
, 43
Injustice
, 71
Innovations
, 23
Insight-learning objectives
, 18
Intent to leave
, 9, 25, 27, 30
Internalized moral perspective
, 33–34
Interpersonal dimension
, 38
Interpersonal layer
, 37
Justice
, 41–42, 74
demonstration
, 46
Kolb’s experiential learning cycle
, 70
Leadership
, 1
Learner-centered education (LCE)
, 21–22
Learning (see also Experiential learning)
, 17
objectives in simulations
, 18
process
, 36, 38, 67–68
Learning-based naturalist approach
, 21
Media-lab simulations
, 23
Mentee
, 9–10
Mentor
, 9–10, 24–25
Mentoring
, 2–3, 9, 16
in educational systems
, 9
for entrepreneurship education
, 61–63
focus
, 62–63
lack of literature on
, 10
of midlevel educational leaders
, 5
model
, 61
processes
, 2–3
Metacognitive and deliberative processing objective
, 18
Mid-level leaders
, 7, 34–36
ethical challenges for midlevel leaders in schools
, 7–16
model for midlevel leaders’ entrepreneurial mentoring
, 66–67
Midlevel educational leaders
, 1, 4, 14–15, 19–20, 50–51, 73
Midlevel educators
, 74
Midlevel leadership
, 7
Ministry of Education
, 47
Model for Resilience Mentoring (MRM)
, 11–12
Multidimensional Teachers’ Resilience Scale (MTRS)
, 31–32
Natural inequalities
, 42
Naturalist approach
, 20
Nurturance
, 53
Objective orientation
, 62–63
Observers
, 19
Online simulations
, 25–26
Online team simulations
, 24
Organization
, 9
Organizational dimension
, 38–39
Organizational layer
, 37
Pandemics
, 1–2, 73
Parental intervention
, 8–9
Parents
, 27
Pedagogical coordinators
, 7, 27, 45–46
Pedagogical practices
, 21
Pedagogical process
, 20
Personal Resilience Questionnaire
, 31–32
Pink profession
, 55
Policy
, 5
Policymakers
, 42, 48
Post-COVID period
, 5
Preparation
, 21
Psychological empowerment
, 9, 25, 27–29
Psychological Empowerment Questionnaire
, 29
Public policy
dimension
, 39
layer
, 37–38
Quality learning
, 1–2
Relational transparency
, 33–34
Resilience
, 2–3, 9–10, 25, 30, 32
mentoring
, 11
of midlevel leaders
, 10–11
resilience-building interventions
, 11
Retention of educational teams
, 53
Role players
, 19
Role-play
, 18
Role-playing
, 47
Routine
, 1
Scale
, 28
School–Parent Council
, 48–49
Schools
closures
, 38, 49
ethical challenges for midlevel leaders in
, 7–16
leadership
, 14
principals
, 7
Self-awareness
, 33–35
Self-efficacy
, 9, 25, 27–28
Simulations
, 4, 8, 14, 17, 21, 34, 75
advantages
, 23
effectiveness
, 22–23
emotional commitment
, 29–30
intent to leave
, 30
for midlevel educational leaders
, 9
psychological empowerment
, 28–29
resilience
, 30–32
self-efficacy
, 27–28
styles
, 22
Social distancing
, 27, 51
regulations
, 38
Social inequalities
, 42
Social isolation
, 74–75
Social sciences
, 11
Socioecological model (Bronfenbrenner)
, 2, 4–5, 8, 35
in context of midlevel leadership
, 36
Socioeconomic status (SES)
, 38
Students
, 27
Subject coordinators
, 7, 46
Superintendents
, 7
Sustainable development
, 71
Sustainable development goals (SDGs)
, 71
Task-specific procedural knowledge
, 18
Teachers
, 1, 3
Teaching disciplines
, 11
Team management members
, 46–47
Team-based simulations (TBS)
, 2, 12–13, 17, 20–21, 35, 61, 75
advantages
, 26
narratives
, 21
Technology
, 23
Traditional teaching methods
, 67–68
Two-dimensional conception
, 62–63
Values
, 28
Vice principals
, 7
Virtual classes
, 41
Well-being
, 13
Year-level coordinator
, 7
Zoom
, 73
- Prelims
- 1 Introduction
- 2 Mentoring Midlevel Educational Leaders During the Pandemic and Postpandemic Eras
- 3 Simulations in the Context of Midlevel Educational Leadership
- 4 Midlevel Leaders as Authentic Leaders in the Context of the Socioecological Model
- 5 Aspects of Equality, Equity, and Justice in Education Systems During the Pandemic and in the Postpandemic Era
- 6 Promoting Entrepreneurship Education and Climate Justice Through Team-based Simulations
- 7 Summary and Conclusions
- References
- Index