International Journal of Education Policy and Leadership最新文献

{"title":"The Encouragement and Constraint of Distributed Leadership Via Education Policy Reform in Nova Scotia, Canada: A Delicate Balancing Act","authors":"Monica G. Williams, David Young","doi":"10.22230/ijepl.2022v18n1a1157","DOIUrl":"https://doi.org/10.22230/ijepl.2022v18n1a1157","url":null,"abstract":"This article examines how recent policy reforms in Nova Scotia, Canada, encouraged and constrained distributed leadership in the provincial public education system. The study found the language of newly enacted legislation and policies encouraged distributed leadership by endorsing collaborative team processes for school improvement and special education/inclusive education. However, distributed leadership was constrained by the elimination of elected school boards, the reduced authority of school advisory councils, the altered duties of educational leaders, and the failure to enact essential supports for distributed leadership. Overall, this analysis found that recent policy reforms strengthened the control of the provincial ministry of education at the expense of local, democratic participation in education. The need for new organizational structures and processes for citizen participation in twenty-first century education was identified.\u0000Résumé Cet article examine la manière dont la réforme de politiques récentes en Nouvelle-Écosse (Canada) a à la fois encouragé et restreint le leadership partagé dans le système d’éducation publique de la province. Cette étude a trouvé que le langage de nouvelles législations et politiques a motivé le leadership partagé en encourageant des processus de travail en équipe axés sur l’amélioration des écoles et sur une éducation spécialisée et inclusive. Cependant, l’étude a aussi trouvé que des contraintes ont été imposées sur le leadership partagé par l’élimination de conseils scolaires élus, l’autorité réduite des commissions consultatives scolaires, la modification des responsabilités de leaders éducationnels, et l’incapacité d’offrir des appuis essentiels pour le leadership partagé. Cette analyse a conclu que la réforme de politiques récentes a augmenté le pouvoir du ministère de l’Éducation néo-écossais aux dépens d’une participation démocratique locale en éducation. Cet article a identifié le besoin d’établir de nouveaux processus et structures organisationnels afin d’assurer une meilleure participation citoyenne en éducation au 21e siècle.\u0000Keywords / Mots clés : distributed leadership, policy reform, school improvement / leadership partagé, réforme de politiques, amélioration des écoles","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127898397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Una Faccia, Una Razza: Similarities, Differences, and Parallels in Adult Education Policy Development in Greece and Italy","authors":"G. Koulaouzides, A. Romano","doi":"10.22230/ijepl.2022v18n1a1203","DOIUrl":"https://doi.org/10.22230/ijepl.2022v18n1a1203","url":null,"abstract":"There is little evidence about the origin of the phrase una faccia, una razza (one face, one race). However, its use signifies numerous shared elements in the cultures of Italy and Greece. In both countries, adult education emerged within the critical paradigm whereas vocationalism is currently the leading force of adult education policy development. The purpose of this article is to discuss the paths of adult education policy evolution over the last 40 years in both countries. Acknowledging Europeanization, neoliberalism, and vocationalism as the forces of policy change, the article provides a detailed critical review, a synthesis, and a proposal about future steps in adult education policy.\u0000Keywords: adult education, policy development, vocationalism, neoliberalism, collaborativeinterpretive inquiry\u0000 ","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121810750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"School Leadership and the Experience of Education Under Oppression","authors":"Kevin Deitle, Daniel Lee","doi":"10.22230/ijepl.2021v17n12a1143","DOIUrl":"https://doi.org/10.22230/ijepl.2021v17n12a1143","url":null,"abstract":"Background: This qualitative study examined apartheid-era South Africa, from 1948 to 1994, which established social and administrative policies that deliberately curtailed the education of Indigenous and other South Africans as a means of oppressing non-European ethnic groups.\u0000Analysis: In lieu of face-to-face interviews, the experience of education under apartheid is examined through stories and interviews submitted to the Apartheid Archives Project, curated by the University of the Witwatersrand, in Johannesburg, South Africa. The central question asks how the personal experiences of an oppressive school system, as interpreted through the framework of Freirean education, informs school leaders.\u0000Conclusion: Oppression infiltrates school systems, impinges on the educational process, and robs students of learning opportunities. In recognizing this, educators engage their responsibility as school leaders, and embrace the pivotal role education plays in social reconstruction, liberation, and humanization.","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"129 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122981261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Ministerial Education Councils’ Capacity for Policy Decision-Making in Canada, Germany, and Switzerland: Finding a Balanced Perspective","authors":"Brenton Faubert","doi":"10.22230/ijepl.2021v17n11a1155","DOIUrl":"https://doi.org/10.22230/ijepl.2021v17n11a1155","url":null,"abstract":"Scholars have become increasingly vigilant about leaders, the role of government and wider governance bodies, and their influence on education policy. Councils in Europe and North America, generally, and education councils, specifically, are good examples of influential bodies whose decision-making processes have rightfully come under scrutiny; however, many scholarly assessments have been characterized by rhetorical claims that focus on these bodies’ limited ability to make decisions and address social challenges. This article details a qualitative, comparative case study conducted in 2018 that investigated how Councils of Ministers of Education in Canada, Germany, and Switzerland address national educational issues of collective interest. The resulting dataset is comprehensive, and this research invites colleagues to refine or rethink some of their limiting rhetorical tools and underlying assumptions.","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121757973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Need of the Virtual Principal Amid the Pandemic","authors":"Lee A. Westberry, Tara Hornor, Kent Murray","doi":"10.22230/ijepl.2021v17n10a1139","DOIUrl":"https://doi.org/10.22230/ijepl.2021v17n10a1139","url":null,"abstract":"\u0000\u0000\u0000This mixed-method study evaluates P–12 principals’ and district officials’ experiences during the COVID-19 pandemic amid the abrupt change to virtual leadership. Professional learning needs are identified in relation to the three domains of leadership as seen in literature: school management, instructional leadership, and program administration. The quantitative study instrument, which included an online survey given to 270 principals and district officials in South Carolina, allowed principals and superintendents to rank order their professional development needs to be better prepared for the virtual principalship. The top need expressed across all races, genders, and school settings was virtual instructional leadership. The qualitative measure includes interviews of 10 principals/district officials, and five major themes were identified as administrative struggles/priorities in the virtual principalship during the pandemic: increased presence and communication; projecting calm during uncertainty; displaying flexibility, empathy, and patience; knowledge of technological capabilities; and a systems approach to sustained instructional leadership. The study showed a heightened need for soft skills development. \u0000\u0000\u0000","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123782452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Understanding the Application and Use of Indigenous Research Methodologies in the Social Sciences by Indigenous and Non-Indigenous Scholars","authors":"M. Pidgeon, Tasha Riley","doi":"10.22230/ijepl.2021v17n8a1065","DOIUrl":"https://doi.org/10.22230/ijepl.2021v17n8a1065","url":null,"abstract":"Indigenous research methodologies articulate how researchers and Aboriginal communities engage in research together. These methodologies are informed by Indigenous cultural and ethical frameworks specific to the Nations with whom the research is being conducted. This study explores how such research relationships were articulated in the dissemination phase of research. We carried out an Indigenous qualitative content analysis of 79 peer-reviewed articles published January 1996 to June 2018, predominantly in the fields of social sciences. Our findings show that most articles were written by Indigenous researchers or a research team composed of Indigenous and non-Indigenous researchers. Such collaborations articulated the principles of Indigenous methodology (IM) much clearer than those authored by non-Indigenous scholars or when partnerships with Indigenous communities were less evident with respect to the principles guiding the research process. The principles of IM that were manifest in these research partnerships were relevance, respect for Indigenous knowledges, responsible relationships, wholism, and Indigenous ethics. The findings of this study will help to guide future researchers who work with Indigenous peoples, especially with respect to the need for a deeper understanding of how such research relationships are sustained over time to bring about  meaningful change for Indigenous peoples and their communities.","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"195 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131412609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Psychometric Look at Principal Professional Development","authors":"Lee A. Westberry, Fei Zhao","doi":"10.22230/IJEPL.2021V17N7A1103","DOIUrl":"https://doi.org/10.22230/IJEPL.2021V17N7A1103","url":null,"abstract":"This study evaluates aspects related to P12 principals’ professional development needs in South Carolina regarding the three domains of school leadership: management, instructional leadership, and program administration. A survey to rate principals’ current leadership knowledge, rank order their professional development needs, and provide a confidence rating regarding their abilities was given to over 1,100 principals and 85 superintendents. Through examining relationships with a psychometric model, results derived latent leadership ability scores and self-reported confidence ratings of principals as well as the superintendents’ leadership scores and confidence ratings of their principals. This study found a significant discrepancy between principals’ and superintendents’ confidence ratings and their corresponding leadership ability scores, respectively. A further analysis of the rank-ordered professional development needs highlighted instructional leadership to be the most needed topic for professional development. Finally, atypical response patterns regarding principal’s current leadership knowledge are also identified through person-fit analysis to provide additional information regarding P-12 principals’ professional development needs.","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121918733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Homeward Bound: Educational Leaders’ Perceptions of Hiring Repatriating International Teachers","authors":"Robert C. Mizzi","doi":"10.22230/ijepl.2021v17n6a1087","DOIUrl":"https://doi.org/10.22230/ijepl.2021v17n6a1087","url":null,"abstract":"The purpose of this study was to determine how educational leaders interpret job applications from international teachers who are planning to repatriate. Ten rural and urban educational leaders from the Canadian province of Manitoba were presented with three different fictitious cases to screen and analyze for shortlisting purposes. The findings suggest that international teachers need to clearly communicate their work experiences and explain how acquired intercultural and linguistic competencies would be advantageous for the school community. Educational leaders should apply an international awareness when screening job applications. Recommendations for both leadership development and global teaching careers are offered.","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132858592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Louisiana School Counselors’ Daily Activities and the ASCA National Model: A Complex History and a Hopeful Future","authors":"Wendi Rock, Jennifer R. Curry","doi":"10.22230/ijepl.2021v17n5a1089","DOIUrl":"https://doi.org/10.22230/ijepl.2021v17n5a1089","url":null,"abstract":"This mixed methods, concurrent nested study was designed to explore the extent to which one state’s school counselors report daily activities that align to the ASCA National Model (ASCA, 2005, 2012, 2019). In spite of federal and state legislation, state policy, and a state model supporting best practices for school counseling, a significant number of school counselors in this study (approximately 25%) report barriers to implementing comprehensive, developmental models. These barriers include inordinate amounts of duty, testing, and coordination of specialized services. However, with nearly three out of four school counselors in the sample reporting knowing and implementing pieces of the ASCA National Model (ASCA, 2005, 2012, 2019), we remain hopeful for the future of school counseling in Louisiana.","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133361457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploratory Data Analysis in Schools: A Logic Model to Guide Implementation","authors":"M. Courtney","doi":"10.22230/IJEPL.2021V17N4A1041","DOIUrl":"https://doi.org/10.22230/IJEPL.2021V17N4A1041","url":null,"abstract":"Exploratory data analysis (EDA) is an iterative, open-ended data analysis procedure that allows practitioners to examine data without pre-conceived notions to advise improvement processes and make informed decisions. Education is a data-rich field that is primed for a transition into a deeper, more purposeful use of data. This article introduces the concept of EDA as a necessary structure to be embedded in school activities by situating it within the literature related to data-driven decision making, continuous school improvement systems, and action research methodologies. It also provides a succinct six-part framework to guide practitioners in establishing EDA procedures.","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124122982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}