Leadership and Policy in Schools最新文献

{"title":"Exploring Organizational Leadership for English Learner Equity.","authors":"Rebecca M Callahan, Anysia P Mayer, Anthony H Johnson, Claudia Ochoa","doi":"10.1080/15700763.2021.1916539","DOIUrl":"10.1080/15700763.2021.1916539","url":null,"abstract":"<p><p>In this study, we explore leadership practices in a dual-language elementary school led by three leaders of color committed to the ideals of cultural responsiveness. We employ an organizational leadership lens informed by aspects of culturally responsive school leadership (CRSL) and teaching (CRT) to interpret interview and observational data collected during the implementation of an equity-oriented engineering program for English learner (EL) students. In the midst of attempting to implement this school-research partnership, pre-existing tensions between the school's leadership and instructional culture rose to the forefront, offering the opportunity to analyze the data with this particular intersectional lens (organizational leadership and CRSL). Thus, subsequent data analysis focused not on program implementation but rather the existing challenges present in the school. Insights from our data suggest that both school leaders and teachers faced considerable challenges that appeared to stem from disparate understandings of how to achieve equity for their EL students. Ultimately, these challenges prevented leaders' successful enactment of CRSL within the existing organizational infrastructure. We suggest that the lack of explicit processes of critical consciousness defined the school culture and that accountability practices limited leaders' ability to implement CRSL.</p>","PeriodicalId":46638,"journal":{"name":"Leadership and Policy in Schools","volume":"22 1","pages":"99-118"},"PeriodicalIF":1.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10120852/pdf/nihms-1692007.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9394138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Descriptive Evidence on School Leaders’ Prior Professional Experiences and Instructional Effectiveness","authors":"D. Liebowitz, Lorna M. Porter","doi":"10.1080/15700763.2022.2160359","DOIUrl":"https://doi.org/10.1080/15700763.2022.2160359","url":null,"abstract":"Despite empirical evidence suggesting the important influence school leaders have on learning conditions and student outcomes in schools, relatively little is understood about the professional pathways they take into their roles. In this descriptive paper, we document the professional experiences, personal characteristics and instructional effectiveness of Oregon’s principals and assistant principals between 2006 and 2019. We highlight the diversity of roles educators assume prior to entering school leadership. We find that school leaders who have prior teaching experience in tested grades and subjects do not raise student achievement at substantively or statistically meaningful higher rates than their peers. We document that female principals and assistant principals have become more representative of the teaching workforce, but that there have been almost no changes in the racial/ethnic composition of school leaders in Oregon. Finally, we observe minimal differences in female and non-White assistant principals’ time-to-entry into the principalship. Our findings provide insights on potential points of intervention during the educator career trajectory to attract and develop more effective and demographically representative school leaders. *We are grateful to the Oregon Department of Education for access to studentand staff-data; in particular, Brian Reeder, Amelia Vargas and Evan Fuller answered various data-related questions and gave substantive feedback. We thank Aliza Husain, Brendan Bartanen and participants at the 2020 AEFP Conference for their comments. All errors are our own. Correspondence regarding the paper can be sent to David Liebowitz at daviddl@uoregon.edu, Department of Educational Methodology, Policy and Leadership, 5267, University of Oregon, Eugene, OR, 97403. 1 Professional pathways to school leadership School principals play a central role in promoting student learning and supporting teacher development. Despite methodological difficulties in measuring school leaders’ impact on student learning (Grissom et al., 2015; Chiang et al., 2016), credibly causal evidence suggests that principals are important factors in the variability of student learning gains (Branch et al., 2012; Coelli and Green, 2012; Dhuey and Smith, 2014), student attendance rates (Bartanen, 2020), and teacher working conditions (Burkhauser, 2017). However, much remains to be understood about principals’ professional pathways into the role, how they influence teacher, school and student outcomes, and how their influence might vary across different types of students and teachers (Liebowitz and Porter, 2019). For policy makers and educational system leaders interested in attracting and developing more effective and representative school leaders, it is critical to understand the professional experiences and personal characteristics of those who currently become assistant principals and principals.1 Despite the attractiveness of multi-faceted strategies to improve","PeriodicalId":46638,"journal":{"name":"Leadership and Policy in Schools","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48324145","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":"What’s Yours and What’s Mine: Rural Education Governance","authors":"Elizabeth Wargo, I. Lorentzen, W. McCaw","doi":"10.1080/15700763.2022.2160989","DOIUrl":"https://doi.org/10.1080/15700763.2022.2160989","url":null,"abstract":"","PeriodicalId":46638,"journal":{"name":"Leadership and Policy in Schools","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48665177","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":"Missions, Visions, and Goals for School Improvement - A Typology of Estonian Schools","authors":"Kätlin Vanari, Eve Eisenschmidt","doi":"10.1080/15700763.2022.2160360","DOIUrl":"https://doi.org/10.1080/15700763.2022.2160360","url":null,"abstract":"","PeriodicalId":46638,"journal":{"name":"Leadership and Policy in Schools","volume":"1 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41709586","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":"Curriculum and Learning for Climate Action: Toward an SDG 4.7 Roadmap for Systems Change","authors":"Derek M. Lough","doi":"10.1080/15700763.2022.2157739","DOIUrl":"https://doi.org/10.1080/15700763.2022.2157739","url":null,"abstract":"","PeriodicalId":46638,"journal":{"name":"Leadership and Policy in Schools","volume":"22 1","pages":"545 - 548"},"PeriodicalIF":1.1,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47991899","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":"Reimagining Instructional Leadership: Integrated Leadership Functions Predicting Teacher Effectiveness and Teacher Morale","authors":"D. Grant, D. Drew","doi":"10.1080/15700763.2022.2140295","DOIUrl":"https://doi.org/10.1080/15700763.2022.2140295","url":null,"abstract":"","PeriodicalId":46638,"journal":{"name":"Leadership and Policy in Schools","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42208776","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 Relationship between Principals and Teacher Development: Evidence from the District of Columbia Public Schools","authors":"Aliza N. Husain","doi":"10.1080/15700763.2022.2137042","DOIUrl":"https://doi.org/10.1080/15700763.2022.2137042","url":null,"abstract":"","PeriodicalId":46638,"journal":{"name":"Leadership and Policy in Schools","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44007863","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":"Promoting Professional Learning Communities: Discovering Principals’ Support and Leadership Strategies in Malaysian Religious-Based Secondary Schools","authors":"L. Tahir, Ahmad Marzuki Mohammed, M. Musah, Ani Suryani Mohammad, Mohd Fadzli Ali","doi":"10.1080/15700763.2022.2137041","DOIUrl":"https://doi.org/10.1080/15700763.2022.2137041","url":null,"abstract":"","PeriodicalId":46638,"journal":{"name":"Leadership and Policy in Schools","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42047931","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":"Thanks to Reviewers","authors":"","doi":"10.1080/15700763.2022.2133068","DOIUrl":"https://doi.org/10.1080/15700763.2022.2133068","url":null,"abstract":"Published in Leadership and Policy in Schools (Vol. 21, No. 4, 2022)","PeriodicalId":46638,"journal":{"name":"Leadership and Policy in Schools","volume":"15 6","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138512184","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 Dilemmatic Approach to Democratic School Leadership and Governance","authors":"Ariel Sarid","doi":"10.1080/15700763.2022.2137043","DOIUrl":"https://doi.org/10.1080/15700763.2022.2137043","url":null,"abstract":"","PeriodicalId":46638,"journal":{"name":"Leadership and Policy in Schools","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43881632","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}