Journal of Educational Leadership Policy and Practice最新文献

Storying family experiences in higher education: Surfacing, awakening, and transforming developing leader identity 高等教育中的家庭经历:成长中的领导者身份的浮现、觉醒与转变

Journal of Educational Leadership Policy and Practice Pub Date : 2023-04-01 DOI: 10.2478/jelpp-2023-0002

Maria Cooper, Kiri Gould, Louis J. Gorst

{"title":"Storying family experiences in higher education: Surfacing, awakening, and transforming developing leader identity","authors":"Maria Cooper, Kiri Gould, Louis J. Gorst","doi":"10.2478/jelpp-2023-0002","DOIUrl":"https://doi.org/10.2478/jelpp-2023-0002","url":null,"abstract":"Abstract Storying family experiences provides a means to explore and support leader identity development. The idea of recalling and reflecting on stories about and from families can surface how orientations to lead are learned early on in life. We report on students’ narratives generated during a postgraduate early childhood education leadership course to understand the significance of family storytelling in leader identity development and the awakenings this process encouraged for those involved. Using McCain and Matkin’s (2019) concept of retrospective storytelling, narrative inquiry underpinned our analysis of students’ family-oriented stories and the identification of two themes regarding their orientation to leadership: the influence of families’ hardships, work ethic and selfless actions; and the expectations associated with being the first-born in the family and the assumed responsibilities. Our findings affirm the transformative potential of selecting, telling, and reflecting on family stories to both understand the roots of leadership motivations and develop leader identities. Implications include promoting a narrative-based pedagogy for leadership development that centres on postgraduate students’ retrospective storying of family experiences.","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"37 1","pages":"20 - 38"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42202260","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

Culturally responsive policy development: Co-constructing assessment and reporting practices with First Nation educators in Alberta 文化响应政策发展:与阿尔伯塔省第一民族教育工作者共同构建评估和报告实践

Journal of Educational Leadership Policy and Practice Pub Date : 2023-04-01 DOI: 10.2478/jelpp-2023-0001

S. L. Hill, Paolina Sietz

引用次数: 0

Breaking through the glass ceiling: Experiences of academic women who have advanced to leadership roles in tertiary education in New Zealand 突破玻璃天花板:新西兰高等教育中晋升为领导角色的学术女性的经历

Journal of Educational Leadership Policy and Practice Pub Date : 2023-04-01 DOI: 10.2478/jelpp-2023-0004

M. Dickson

引用次数: 0

Cowboy epistemology: Rural school and district leadership for diversity and social justice 牛仔认识论：农村学校和地区领导对多样性和社会正义的追求

Journal of Educational Leadership Policy and Practice Pub Date : 2023-04-01 DOI: 10.2478/jelpp-2023-0003

W. Holmes

{"title":"Cowboy epistemology: Rural school and district leadership for diversity and social justice","authors":"W. Holmes","doi":"10.2478/jelpp-2023-0003","DOIUrl":"https://doi.org/10.2478/jelpp-2023-0003","url":null,"abstract":"Abstract This qualitative study focuses on the intersectionality of race and rurality by looking at the responses of Wyoming principals and superintendents to the issues of diversity and social justice within Wyoming. The responses are presented and analyzed through a new framework called Cowboy Epistemology, and the Cultural Competency Continuum (Lindsey et al., 2009). It appears that despite double-digit increases in diversity between 2010 and 2018, some Wyoming school and district administrators continue to demonstrate actions and practices congruent with the demographic divide, cultural homophily, and Whiteness along with cultural worldviews that suggest a failure to: (1) value diversity, (2) engage political organizations and individuals in a manner that advocates for the needs of diverse students, (3) implement multicultural instruction beyond superficial means, and (4) engage the community in tolerance for others who are different from the traditional White Wyoming ranching, conservative, materials extraction, isolationist way of life. While outliers and standards for social justice and diversity exist in Wyoming among and for administrators, more needs to be done to prepare and train administrators to engage in culturally proficient and sustaining instructional leadership so that administrators can serve all students, engage in community leadership, and resist the negative influences of Cowboy Epistemology, demographic divide, cultural homophily, and Whiteness. Chief among the more needs to be done for Wyoming administrators is the adoption of culturally responsive school and culturally sustaining instructional leadership practices and training on the culturally proficient continuum.","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"37 1","pages":"39 - 58"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45328002","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

School leaders in England transition through change: Insider and outsider perspectives 英国学校领导在变革中的转型:局内人与局外人的视角

Journal of Educational Leadership Policy and Practice Pub Date : 2021-01-01 DOI: 10.2478/jelpp-2021-0003

Margaret Ritchie, Pamela S. Angelle, I. Potter

引用次数: 0

Women leaders in community secondary schools in rural Tanzania: Challenges and coping strategies 坦桑尼亚农村社区中学的女性领导者：挑战和应对策略

Journal of Educational Leadership Policy and Practice Pub Date : 2021-01-01 DOI: 10.2478/jelpp-2021-0004

J. Mbepera

{"title":"Women leaders in community secondary schools in rural Tanzania: Challenges and coping strategies","authors":"J. Mbepera","doi":"10.2478/jelpp-2021-0004","DOIUrl":"https://doi.org/10.2478/jelpp-2021-0004","url":null,"abstract":"Abstract In Tanzania, many qualified and capable women teachers are not involved in decision making despite the fact that the Tanzania government has affirmed the promotion of women's participation in the decision-making process. Even those few who are in leadership still face obstacles and challenges especially in a rural context. This paper examines the challenges women leaders face and identifies the coping strategies they use to overcome the challenges in Community Secondary Schools (CSSs) in rural Tanzania. The study involved heads of schools, teachers, the Regional Educational Officer (REO) and the District Education Officer (DEO). Data were obtained through interviews and focus group discussions. The findings reveal that women face multi-level challenges with respect to family, society and the education system, most of which arise from early socialisation. Women leaders work in a patriarchal society that does not accept them due to their sex/femininity and there is a lack of trust from their spouses when they execute leadership roles. It was also observed that women leaders face challenges posed by witchcraft and superstition issues in the rural context. In confronting these challenges, women leaders identified cooperation with staff and the community, sharing challenges with experienced leaders, and being creative as useful coping strategies. The study recommends a number of measures for overcoming such challenges at society, organisational and government levels.","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"36 1","pages":"59 - 77"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49460699","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

Promotion to leadership, not just merit, but insider knowledge: What do school principals say? 晋升为领导，不仅是功绩，还有内部知识：校长们怎么说？

Journal of Educational Leadership Policy and Practice Pub Date : 2021-01-01 DOI: 10.21307/JELPP-2021-001

Kevin S. Steed, John De Nobile, Manjula Waniganayake

{"title":"Promotion to leadership, not just merit, but insider knowledge: What do school principals say?","authors":"Kevin S. Steed, John De Nobile, Manjula Waniganayake","doi":"10.21307/JELPP-2021-001","DOIUrl":"https://doi.org/10.21307/JELPP-2021-001","url":null,"abstract":"Abstract Whilst extensive research has been undertaken concerning educational leadership and management, there is a paucity of scholarship regarding the merit-selection of school leaders other than principals. This is especially true of principal-led merit selection panels convened to recruit middle-level school leaders, namely deputy principals, assistant principals and head teachers. Meritocratic discourse holds that merit-based selection should, ostensibly be an objective, fair and equitable process enabling applicants to compete on a level playing field via a comparative assessment of their capabilities, talents and attitudes. This paper explores the extent to which government school principals in the state of New South Wales Australia, consider the school-based merit selection process they lead is objective and bias-free. Hence, the findings reported here reveal that despite the New South Wales Department of Education (NSWDE) promulgating the primacy of merit in its school-based selection paradigm, non-merit variables (factors having little to do with merit) exert considerable influence over the appointment decisions made by NSWDE principals when assembling their respective school leadership teams.","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"36 1","pages":"1 - 21"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44768471","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 leadership practices during the COVID-19 lockdown COVID-19封锁期间的主要领导实践

Journal of Educational Leadership Policy and Practice Pub Date : 2021-01-01 DOI: 10.21307/JELPP-2021-002

K. Thornton

引用次数: 3

Changing and challenging dimensions of principal autonomy in South Australia: A lived experience phenomenological analysis of the courage to care 南澳大利亚州校长自治的变化和挑战维度:对关怀勇气的生活经验现象学分析

Journal of Educational Leadership Policy and Practice Pub Date : 2021-01-01 DOI: 10.2478/jelpp-2021-0005

Andrew Bills, N. Howard, Michael Bell

{"title":"Changing and challenging dimensions of principal autonomy in South Australia: A lived experience phenomenological analysis of the courage to care","authors":"Andrew Bills, N. Howard, Michael Bell","doi":"10.2478/jelpp-2021-0005","DOIUrl":"https://doi.org/10.2478/jelpp-2021-0005","url":null,"abstract":"Abstract This paper employs critical policy historiography of South Australian public education as a contextual backdrop that speaks to a hermeneutic phenomenological study of the lived experiences of two former public-school principals, who describe how their ongoing social justice schooling agendas in public education met with considerable departmental resistance. Both resigned at the peak of their public education careers to pursue their schooling vision in the federally funded independent school system which traditionally catered for the wealthy, elite schools and forms the third tier of the complex funding arrangements of education in Australia that has festered for years under the label “the funding wars” (Ashenden, 2016). Changes to funding arrangements opened up the system and gave the opportunity for our two principals to pursue a public vision in the independent schooling sector, free from what they described as the “shackles” of bureaucratic command and control. The phenomenological essence of their journeyed leadership narratives reveals the courage to care, driving their narrative reflections. They perceived that increasing demands of departmental compliance took them away from being able to pursue a socially just vision with autonomy and freedom. Stepping into the uncertainty of their new independent schooling aspirations, the principals felt professional relief and found real autonomy. We conclude with an exploration of the phenomenological notion of “the courage to care.”","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"36 1","pages":"78 - 95"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41869867","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

Ko tēnei te wā…. Te Tiriti o Waitangi education, teacher education, and early childhood care and education Ko tēnei the wā....提里提和怀唐伊的教育，教师教育，以及幼儿保育和教育

Journal of Educational Leadership Policy and Practice Pub Date : 2020-01-01 DOI: 10.26686/wgtn.13204826.v1

J. Ritchie

引用次数: 0