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International Journal of Education Policy and Leadership最新文献

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Self-determination and inclusion: The role of Canadian principals in catalysing inclusive-positive practices 自决和包容:加拿大校长在促进包容积极做法方面的作用
International Journal of Education Policy and Leadership Pub Date : 2021-04-28 DOI: 10.22230/IJEPL.2021V17N2A969
Jeffrey MacCormack, Steve Sider, Kimberly Maich, Jacqueline Specht
{"title":"Self-determination and inclusion: The role of Canadian principals in catalysing inclusive-positive practices","authors":"Jeffrey MacCormack, Steve Sider, Kimberly Maich, Jacqueline Specht","doi":"10.22230/IJEPL.2021V17N2A969","DOIUrl":"https://doi.org/10.22230/IJEPL.2021V17N2A969","url":null,"abstract":"While the placement of students with complex learning needs in Canadian classrooms may be mandated in policy, the development of inclusive-positive practices requires direct, and at times delicate, support and encouragement from principal teams. Without genuine engagement and buy-in from teachers and school staff, students in inclusive classrooms may not find meaningful opportunities in those spaces. Often, it falls on principals to be leaders of attitudes and practices so that inclusive school communities can thrive. Fortunately, the framework of self-determination theory provides a path by which principals can catalyse attitudinal changes (autonomy), best practices (competences), and enriched community relationships (relatedness). This study includes the questionnaire responses of 275 principals (and vice principals) from six provinces in Canada. Of those 275 participants, 46 principals also participated in interviews. The findings of this study suggest that affecting attitudinal changes requires specific and comprehensive practices. Principals also need to model inclusive-positive attitudes in their behaviour and practice. Finally, the careful curation and maintenance of relationships is a necessary for the well-being of the school communities. Implications for principal practice and school well-being are included.","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115316724","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}
引用次数: 4
Loc’d and Faded, Yoga Pants and Spaghetti Straps: Discrimination in Dress Codes and School Pushout 遗失与褪色，瑜伽裤与意大利细肩带:着装规范与学校排挤中的歧视
International Journal of Education Policy and Leadership Pub Date : 2021-01-11 DOI: 10.22230/IJEPL.2020V16N19A1047
Jennifer L. Martin, J. N. Brooks
{"title":"Loc’d and Faded, Yoga Pants and Spaghetti Straps: Discrimination in Dress Codes and School Pushout","authors":"Jennifer L. Martin, J. N. Brooks","doi":"10.22230/IJEPL.2020V16N19A1047","DOIUrl":"https://doi.org/10.22230/IJEPL.2020V16N19A1047","url":null,"abstract":"In this paper, we review the current dress code violations that have made national news. These issues have spotlighted racist and sexist issues embedded within common K-12 dress codes. We also analyze all school dress codes within one county in a mid-western state to examine various racist and sexist issues. We end the paper with an assessment for readers to determine the levels of racism and sexism in their own K-12 district dress codes.","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121954104","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}
引用次数: 4
School Administrator Engagement in Teacher Induction and Mentoring: Findings from Statewide and District-Wide Programs 学校管理者参与教师导入和指导:来自全州和地区项目的调查结果
International Journal of Education Policy and Leadership Pub Date : 2021-01-04 DOI: 10.22230/ijepl.2020v16n18a1019
Benjamin Kutsyuruba
{"title":"School Administrator Engagement in Teacher Induction and Mentoring: Findings from Statewide and District-Wide Programs","authors":"Benjamin Kutsyuruba","doi":"10.22230/ijepl.2020v16n18a1019","DOIUrl":"https://doi.org/10.22230/ijepl.2020v16n18a1019","url":null,"abstract":"Research shows that school administrators’ engagement is vital in creating a structure supportive of induction and mentoring for early career teachers. This article details a mixed-method research study that examined the role and impact of school administrators’ engagement in four teacher induction programs in the United States (two statewide and two district-wide) supported by the New Teacher Center. The results identify administrator role expectations and participants’ perceptions of the programs, and they indicate how vital school administrators’ leadership and commitment are to a successful program. The article concludes with implications for theory, practice, policy, and further research.","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121479870","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}
引用次数: 4
An Inquiry into the Impact of Stress on New School Leaders within a Unique Mentorship Experience 一次独特的师徒经历中压力对新学校领导的影响研究
International Journal of Education Policy and Leadership Pub Date : 2020-12-21 DOI: 10.22230/ijepl.2020v16n17a1013
Jodie Rommel, Donna D. Cooner
{"title":"An Inquiry into the Impact of Stress on New School Leaders within a Unique Mentorship Experience","authors":"Jodie Rommel, Donna D. Cooner","doi":"10.22230/ijepl.2020v16n17a1013","DOIUrl":"https://doi.org/10.22230/ijepl.2020v16n17a1013","url":null,"abstract":"This study aimed to identify the sources of stress new school leaders encounter that may influence their mental health. This study used semi-structured focus groups to elicit thick, rich descriptions of participants’ experiences. The extensive data sets were collected over two years from 16 focus group interviews conducted during Colorado State University School Leadership Institute retreats. Narrative analysis of participants’ responses provided findings on the stress they experienced, including fear of failure or insecurity, pressure to perform, isolation, work-life balance, time constraints, and compassion fatigue. The participants identified that this unique mentorship opportunity allowed for self-reflection, self-care, and reconnecting with their purpose; furthermore, participants shared that the School Leadership Institute offered support and connectedness in a safe, non-evaluative environment. They shared the importance of strong building-level team support, the cathartic nature of the focus group interviews, and the positive progression from year to year in their roles.","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"125 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133482602","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}
引用次数: 0
Podcasting as a Dissemination Method for a Researcher-Practitioner Partnership 播客作为研究人员-从业者伙伴关系的传播方法
International Journal of Education Policy and Leadership Pub Date : 2020-09-08 DOI: 10.22230/ijepl.2020v16n13a923
David B. Naff
{"title":"Podcasting as a Dissemination Method for a Researcher-Practitioner Partnership","authors":"David B. Naff","doi":"10.22230/ijepl.2020v16n13a923","DOIUrl":"https://doi.org/10.22230/ijepl.2020v16n13a923","url":null,"abstract":"Researcher-practitioner partnerships (RPPs) present opportunities to conduct studies that support evidence-based decision-making for participating school divisions (Coburn, Penuel, & Geil, 2013). Doing this work effectively requires ongoing input from key stakeholders, attention to the local impact of the research, and targeted dissemination to audiences who can benefit from the findings (Tseng, 2012). Research dissemination methods typically include written reports, but constantly evolving media platforms show promise for sharing findings in engaging and innovative ways (Voithofer, 2005). This paper discusses the development and apparent impact of a podcast for a metropolitan RPP to disseminate research findings and other information pertinent to the priorities of partnering school divisions, with implications for broader conversations about exploring issues in public, PK-12 education.","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133457455","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}
引用次数: 3
Exploring Teachers’ Conceptual Uses of Research as Part of the Development and Scale up of Research-Informed Practices 探索教师对研究的概念性使用，作为研究知情实践发展和扩大的一部分
International Journal of Education Policy and Leadership Pub Date : 2020-06-16 DOI: 10.22230/ijepl.2020v16n10a927
Christopher R. Brown, J. Flood
{"title":"Exploring Teachers’ Conceptual Uses of Research as Part of the Development and Scale up of Research-Informed Practices","authors":"Christopher R. Brown, J. Flood","doi":"10.22230/ijepl.2020v16n10a927","DOIUrl":"https://doi.org/10.22230/ijepl.2020v16n10a927","url":null,"abstract":"This article examines the idea of research-informed teaching practice (RITP) and how such practice can best be facilitated to improve aspects of teaching and learning. After first exploring RITP as a concept, the paper then engages with Carol Weiss’ seminal typology of research-use, and makes the argument that Weiss’ notion of conceptual research-use is both more likely and more realistic than instrumental research-use. The paper then illustrates how the idea of conceptual research-use aided the design of a small-scale project that sought to help teachers engage with and employ research, such that this engagement might impact positively on teaching and learning. In-depth semi structured interviews were undertaken with 15 project participants to examine whether the approach employed by the project: 1) helped teachers engage with research; 2) helped teachers develop new strategies for teaching and learning; and 3) whether the strategies developed by teachers were thought to impact on practice and student outcomes. Analysis of the interview data indicates that the approach employed has enabled teachers to successfully engage with research and use research to improve teaching and learning. Furthermore, the analysis also provides clues regarding effective ways to replicate research-informed teaching strategies in new settings and contexts.","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"2016 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127262997","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}
引用次数: 1
Principal Influence: A Catalyst for Positive School Climate 校长影响:积极学校氛围的催化剂
International Journal of Education Policy and Leadership Pub Date : 2020-04-27 DOI: 10.22230/ijepl.2020v16n5a961
Page A. Smith, P. Escobedo, W. S. Kearney
{"title":"Principal Influence: A Catalyst for Positive School Climate","authors":"Page A. Smith, P. Escobedo, W. S. Kearney","doi":"10.22230/ijepl.2020v16n5a961","DOIUrl":"https://doi.org/10.22230/ijepl.2020v16n5a961","url":null,"abstract":"This investigation explores the relationships between principal influence and four facets of organizational climate: institutional vulnerability, collegial leadership, achievement press, and professional teacher behavior. Data were collected from 2,033 teachers at 112 elementary schools in two states from the Southern and Midwestern United States. The results of multiple linear regression analyses show that the independent variables of principal influence, SES, and school size combinedto form a significant portion of the variance in organizational climate. The four facets of organizational climate explored in this study provide insight into specific mechanisms through which influential principals can positively affect schools.","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"138 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115255505","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}
引用次数: 4
Gender Differences in Academic Achievement in Saudi Arabia: A Wake-Up Call to Educational Leaders 沙特阿拉伯学术成就的性别差异:给教育领导者的警钟
International Journal of Education Policy and Leadership Pub Date : 2019-12-19 DOI: 10.22230/ijepl.2019v15n15a890
Abdourahmane Barry
{"title":"Gender Differences in Academic Achievement in Saudi Arabia: A Wake-Up Call to Educational Leaders","authors":"Abdourahmane Barry","doi":"10.22230/ijepl.2019v15n15a890","DOIUrl":"https://doi.org/10.22230/ijepl.2019v15n15a890","url":null,"abstract":"Educational leaders must consider equity in education as a priority to make sure all students receive the best education possible. Studies on this topic in Saudi Arabia, however, are still in the embryonic stage. This article, thus, examines whether significant differences in academic achievement exist between male and female students based on gender, subject value, and expectations of education attainment. From a sample study of 3,759 students, the findings showed that female outperformed male students in both math, science, and their domains. Further, the more students value a subject or expect to go far in their education, the higher the score for both students, but female still outperformed male students. Educational leaders should considerthese findings a wake-up call to the persistent academic achievement disparities.","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123910289","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}
引用次数: 10
An Investigation into Educational Decision-Making in a Centralized Education System: Governance Principles and the Case of National Education Councils (Şûras) 中央集权教育体制下的教育决策研究:治理原则与国家教育委员会案例(Şûras)
International Journal of Education Policy and Leadership Pub Date : 2019-10-16 DOI: 10.22230/ijepl.2019v15n11a871
Mustafa Toprak
{"title":"An Investigation into Educational Decision-Making in a Centralized Education System: Governance Principles and the Case of National Education Councils (Şûras)","authors":"Mustafa Toprak","doi":"10.22230/ijepl.2019v15n11a871","DOIUrl":"https://doi.org/10.22230/ijepl.2019v15n11a871","url":null,"abstract":"This study aims to investigate how national education councils are organized inTurkey, shed light on their voting procedures, and examine their perceived chal-lenges, based on data from eight participants of the 18th National Education Council.A qualitative research design was adopted and data were collected through semi-structured interviews. By scrutinizing a particular decision-making convention in acentralized system, the study offers significant evidence on education decision-mak-ing and contributes to the existing body of literature on education decision-makingin accordance with governance principles.","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122708079","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}
引用次数: 0
Gateway Literacy Retention Policies: Perspectives and Implications from the Field 门户扫盲保留政策:来自实地的观点和启示
International Journal of Education Policy and Leadership Pub Date : 2019-08-21 DOI: 10.22230/IJEPL.2019V15N10A845
Jennifer Barrett-Tatum, Kristen E. Ashworth, D. Scales
{"title":"Gateway Literacy Retention Policies: Perspectives and Implications from the Field","authors":"Jennifer Barrett-Tatum, Kristen E. Ashworth, D. Scales","doi":"10.22230/IJEPL.2019V15N10A845","DOIUrl":"https://doi.org/10.22230/IJEPL.2019V15N10A845","url":null,"abstract":"South Carolina’s Read to Succeed Law (RTS) is different than the other 15 states’ literacy-based third grade retention laws. It mandates literacy intervention training for in-service and pre-service teachers. Research indicates academic gains from retention are short-lived, diminishing over time and increasing drop-out rates. Through a statewide survey, this study identifies educators’ perceptions and knowledge of retention and the RTS policy, and examines the relationship between knowledge and perceptions. Educators were not familiar with retention research or RTS specifics, but favored retention. Implications include the need for more teacher training regarding new state policies and the efficacy of their foundations. This study provides evidence that policymakers should consider the means of implementation and shoulder accountability for a structured and equitable support system.","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"188 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116346222","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}
引用次数: 4
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