Introducing appropriate analytical frameworks into the classroom context represents a crucial step for quality improvement and further learning options. Appropriate leadership and management frameworks are absolutely indispensable in an environment with rigid and well-established hierarchies (Convertino, 2002). Therefore, the notion of structural analysis as a tool for evaluating the nature of power dynamics and the relevant relationships within the target academic environment must incorporate the principles of flexibility and the promotion of participants’ agency.
There are currently several ways to incorporate structural analysis into my practice. The concept of structural analysis can loosely be identified as the assessment of the influence of external and internal factors on the structure of a specific phenomenon (Convertino, 2002). Therefore, to introduce it into the learning context, one will need to consider the process of management as the means of guiding learners through the process of decoding the core information obtained from the process of studying phonetics. Most importantly, the proposed solution implies assessing the changes that each managerial strategy will have on learners’ ability to understand the material and apply the obtained knowledge to their further reading processes.
Since the use of effective leadership allows one to address and examine the nature of relationships between different stakeholders, introducing structural analysis into the specified setting s essential. Namely, the described change allows one to maintain the core structural and hierarchal relationships between the main variables. Therefore, the integration of managerial analysis into the academic context, particularly phonics lessons, must be regarded as critical. With the focus on the inherent characteristics of the relationships within the specified context, one can expect a shift in the relationship dynamics with an emphasis on active learning.
Reference
Convertino, C. (2020). Nuancing the discourse of underrepresentation: A feminist post-structural analysis of gender inequality in computer science education in the US. Gender and Educsation, 32(5), 594-607.