School Leadership & Management最新文献_第5页

Ambiguity, befuddlement, contestation: competing values in district leaders’ navigation of the COVID-19 pandemic 模棱两可、困惑不解、争论:地区领导应对新冠疫情的价值观竞争

IF 5.2

School Leadership & Management Pub Date : 2023-01-09 DOI: 10.1080/13632434.2022.2162873

Jeff Walls, K. Louis

引用次数: 2

Leading professional networks: different perspectives 领先的专业网络:不同的视角

IF 5.2

School Leadership & Management Pub Date : 2023-01-01 DOI: 10.1080/13632434.2023.2175564

Michelle Jones, Cecilia Azorín, C. Chapman, A. Harris

{"title":"Leading professional networks: different perspectives","authors":"Michelle Jones, Cecilia Azorín, C. Chapman, A. Harris","doi":"10.1080/13632434.2023.2175564","DOIUrl":"https://doi.org/10.1080/13632434.2023.2175564","url":null,"abstract":"In education, professional networks and collaborative enquiry among professionals are far from new. Recently, however, the creation of diverse networks between schools and those involved in the wider community have been a central feature of reform and improvement in many countries (Barrero, Mula, and Domingo 2023; Calderón-Almendros et al. 2020; Jones and Harris 2020). The centrality of collaboration and networking within the current educational discourse about school reform and improvement, has raised levels of interest within policy circles interest and research communities alike. In this editorial, therefore, we bring together different examples of professional networks with the aim of considering how these networks are led and function within different contexts (i.e., Wales, Spain, and Chile). There is insufficient scope in this editorial to offer more than just a summary of these extensive networking activities, hence the country-specific commentaries are brief. Through these accounts we underline the centrality of distributed leadership, and the strength of the connections between networks, to maintain and sustain them, even when the conditions are not ideal. We also note that a ‘one-size-fits-all’ model of professional networking, ultimately fits no-one and may even suppress the professional buy-in that is needed to generate meaningful innovation and change. The existing evidence underlines that at the heart of any functioning professional network must be ownership from within, accompanied by a strong sense of collective autonomy and collaborative agency (Rincón-Gallardo 2020). It is also argued that the development of effective networking requires connected autonomy and high levels of reciprocal trust. As Fullan, Spillane, and Fullan (2022) propose:","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"18 1","pages":"1 - 7"},"PeriodicalIF":5.2,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75135807","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: 2

Sustaining reform implementation: a systematic literature review 持续改革实施:系统文献综述

IF 5.2

School Leadership & Management Pub Date : 2023-01-01 DOI: 10.1080/13632434.2023.2171012

Felicity I. McLure, Jill M. Aldridge

引用次数: 1

What do school management teams do to make their schools inclusive? 学校管理团队如何使学校更具包容性?

IF 5.2

School Leadership & Management Pub Date : 2022-12-30 DOI: 10.1080/13632434.2022.2144201

Beatriz Barrero Fernández, M. J. León Guerrero, F. Fernández-Martín, José Luís Arco Tirado, Rubén Moreno Arrebola

{"title":"What do school management teams do to make their schools inclusive?","authors":"Beatriz Barrero Fernández, M. J. León Guerrero, F. Fernández-Martín, José Luís Arco Tirado, Rubén Moreno Arrebola","doi":"10.1080/13632434.2022.2144201","DOIUrl":"https://doi.org/10.1080/13632434.2022.2144201","url":null,"abstract":"ABSTRACT The aim of this study is to describe the actions carried out by school management to promote inclusion and the learning of all students, from the perspective of teaching staff (members of management teams and teachers), and to find out whether these initiatives are determined by the school environment, the educational stages taught, and the positions held by the members of the management teams. The questionnaire, ‘Liderando la Educación Inclusiva en Centros de Educación Obligatoria (LEI-Q)-Equipo Docente’ (‘Leading Inclusive Education in Compulsory Education Schools – Teaching Staff’) was answered by 420 teaching-staff members. The psychometric properties of the questionnaire have been confirmed using exploratory and confirmatory factorial analysis. Descriptive analysis and nonparametric regression have also been carried out. The results show that in the schools analysed, the management teams are undertaking actions in favour of educational inclusion, with the most implemented being those aimed at managing the teaching-learning processes and professional development, and the least implemented being those that aim to make the school an inclusive community. These actions are influenced by the educational stages taught in the school, the district where they are located, and the position held by the school leaders.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"39 1","pages":"50 - 69"},"PeriodicalIF":5.2,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77059249","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

Resilience in the context of multiple adverse circumstances? Leadership capacity and teachers’ practice during COVID-19 at schools serving disadvantaged communities 多重不利环境下的适应力?为弱势社区服务的学校在COVID-19期间的领导能力和教师实践

IF 5.2

School Leadership & Management Pub Date : 2022-12-28 DOI: 10.1080/13632434.2022.2137727

Laura Beckmann, E. D. Klein

{"title":"Resilience in the context of multiple adverse circumstances? Leadership capacity and teachers’ practice during COVID-19 at schools serving disadvantaged communities","authors":"Laura Beckmann, E. D. Klein","doi":"10.1080/13632434.2022.2137727","DOIUrl":"https://doi.org/10.1080/13632434.2022.2137727","url":null,"abstract":"ABSTRACT Building and sustaining capacity for organisational learning appears to be a prerequisite for organisational resilience. For schools, organisational learning in crisis situations, such as COVID-19, requires that they have certain learning capacities. Using quasi-longitudinal data, the paper analyses how schools’ leadership capacity (as perceived by educators) at schools serving disadvantaged communities (SSDC) at the beginning of the COVID-19 pandemic predicted the educators’ practice about a half year after returning to face-to-face-teaching (objectives and expectations regarding student performance and the staff’s willingness to innovate). We used data from two standardised surveys of the staff from 35 SSDC in North Rhine-Westphalia, Germany, conducted at the beginning of 2020, and at the end of 2021. The results of multilevel regression analyses showed that a higher leadership capacity at the start of the pandemic predicted a stronger orientation towards performance objectives during distance learning. No associations were found, however, between schools’ leadership capacity and the educators’ expectations regarding student performance as well as between schools’ leadership capacity and the staff’s willingness to innovate. Our findings help strengthen our knowledge about the antecedents of successful school improvement in challenging locations during times of crisis.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"328 1","pages":"145 - 166"},"PeriodicalIF":5.2,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77384591","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: 2

Leading and supporting: principals reflect on their task as pedagogical leaders of Swedish school-age educare 领导和支持:校长反思他们作为瑞典学龄教育教学领导者的任务

IF 5.2

School Leadership & Management Pub Date : 2022-10-27 DOI: 10.1080/13632434.2022.2137725

B. Haglund, Lena Glaés-Coutts

{"title":"Leading and supporting: principals reflect on their task as pedagogical leaders of Swedish school-age educare","authors":"B. Haglund, Lena Glaés-Coutts","doi":"10.1080/13632434.2022.2137725","DOIUrl":"https://doi.org/10.1080/13632434.2022.2137725","url":null,"abstract":"ABSTRACT Principals in Sweden face leadership challenges as pedagogical leaders of School-age educare Centers (SAECs). This study examines how principals identify both professional development needs as well as challenges they face in supporting the SAEC teachers. The empirical data is based on reflections from 29 principals and vice-principals from four different municipalities in Sweden, which were analyzed using a framework for successful school leadership (Leithwood, K., A. Harris, and D. Hopkins. 2020. “Seven strong claims about successful school leadership revisited.” School Leadership & Management 40 (1): 5–22) and thematic analysis. Within the key areas for development three main themes were found: personal professional understanding of SAEC, building collaborative cultures within and between SAEC departments, and increasing student participation and engagement. The participants further identified specific challenges in supporting the SAEC teachers: building a culture of collaboration between SAEC and the compulsory school, structuring planning and collaboration, and improving assessment practices in SAEC.The results highlight how by not prioritizing the work in SAECs has impacted their ability to lead the program; they emphasize their need to improve and develop the SAECs and their desire to change their leadership priorities.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"20 1","pages":"8 - 27"},"PeriodicalIF":5.2,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84910147","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

Supporting beginning principals to survive and thrive in the role: a systematic review of literature 支持初任校长在角色中生存和发展:对文献的系统回顾

IF 5.2

School Leadership & Management Pub Date : 2022-10-24 DOI: 10.1080/13632434.2022.2137726

J. Watts

{"title":"Supporting beginning principals to survive and thrive in the role: a systematic review of literature","authors":"J. Watts","doi":"10.1080/13632434.2022.2137726","DOIUrl":"https://doi.org/10.1080/13632434.2022.2137726","url":null,"abstract":"ABSTRACT This review provides a synthesis of research from the past decade on beginning principals and the professional supports they access to cope with role-related demands. The synthesis is based on empirical research studies conducted from the perspectives of beginning principals and contributes to the knowledge base on principal wellbeing and retention. Findings indicate that this field is still emerging with only 45 articles included in the final repository. Studies mostly focussed on formal mentoring and coaching by experienced or retired principals within USA using qualitative interview methodologies. Notably, accessing professional support yielded positive outcomes for beginning principals in the areas of leadership, management, and personal and social capabilities. Conversely, the absence of professional support increased feelings of isolation, burnout, and attrition. In characterising effective professional support, three broad themes emerged: (1) opportunities to learn from other principals; (2) developing positive relationships with mentors; and (3) exercising personal agency to create professional support networks. Findings suggest that mentoring needs to take more of a team-oriented approach rather than traditional dyadic arrangements. Thus, although the review confirms the importance of professional support, future research needs to move beyond formal induction programmes and examine how beginning principals informally learn from colleagues and supervisors.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"336 1","pages":"28 - 49"},"PeriodicalIF":5.2,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75790702","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

Distributed leadership: taking a retrospective and contemporary view of the evidence base 分布式领导:对证据基础的回顾和当代观点

IF 5.2

School Leadership & Management Pub Date : 2022-10-20 DOI: 10.1080/13632434.2022.2109620

A. Harris, Michelle Jones, Nashwa Ismail

{"title":"Distributed leadership: taking a retrospective and contemporary view of the evidence base","authors":"A. Harris, Michelle Jones, Nashwa Ismail","doi":"10.1080/13632434.2022.2109620","DOIUrl":"https://doi.org/10.1080/13632434.2022.2109620","url":null,"abstract":"ABSTRACT Distributed leadership is one of the most influential and well-discussed ideas to emerge in the field of educational leadership. Prompted by the foundational and seminal work of Spillane et al. (2001) the idea of shared or ‘stretched’ leadership that incorporates both formal and informal leaders, has been of interest to researchers, policy-makers practitioners and educational reformers around the globe. Distributed leadership has captured the attention of many international researchers and as this article will show, has been the focus of a great deal of empirical enquiry. This article looks at the two decades of research that followed the pivotal Spillane et al. (2001) article on distributed leadership. Firstly, it takes a retrospective view by drawing upon selected literature from 2001 to 2011 mapping out the main findings based on this empirical terrain. Secondly, it offers a contemporary view by exploring recently selected literature on distributed leadership from 2011 to 2021. The article does not claim to be a systematic review of the literature but rather, offers some insights into selected evidence over two decades. The article considers how far distributed leadership remains a relevant concept for those working within the field of educational leadership.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"54 1","pages":"438 - 456"},"PeriodicalIF":5.2,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90972789","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: 13

Women’s role in nation building: socialising Saudi female preservice teachers into leadership roles 妇女在国家建设中的作用:将沙特女性职前教师社会化为领导角色

IF 5.2

School Leadership & Management Pub Date : 2022-10-20 DOI: 10.1080/13632434.2022.2137125

S. McGregor, Amani K. Hamdan Alghamdi

{"title":"Women’s role in nation building: socialising Saudi female preservice teachers into leadership roles","authors":"S. McGregor, Amani K. Hamdan Alghamdi","doi":"10.1080/13632434.2022.2137125","DOIUrl":"https://doi.org/10.1080/13632434.2022.2137125","url":null,"abstract":"ABSTRACT This paper is about socialising Saudi female preservice teachers (PSTs) while they are attending university into the role of educational leadership. This leadership role should be broadened to include nation building per the tenets of Saudi Arabia’s national development plan, Vision 2030. After discussing nation building and profiling the Saudi educational context (including educational reform initiatives), and after explaining Islamic understandings of educational leadership (values and traditions), an overview of the intentionally planned professional socialisation process is presented. The paper culminates in ideas around what an aligned curriculum might contain so Saudi female PSTs are exposed to educational leadership for nation building while at university. With intentional socialisation into this role, upon graduation, they should be more inclined to assume a role in nation building by (a) influencing the educational sector, players, and policies to benefit the nation and (b) convincing other sectors of the value of women and the education sector in ensuring an ambitious nation. Insights apply to other nations engaged in nation building including Arab nations.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"38 1","pages":"520 - 542"},"PeriodicalIF":5.2,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88649257","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

Middle leadership practices in secondary schools associated with improved student outcomes 中学中层领导实践与提高学生成绩的关系

IF 5.2

School Leadership & Management Pub Date : 2022-10-20 DOI: 10.1080/13632434.2022.2137126

Camilla Highfield, C. Rubie-Davies

{"title":"Middle leadership practices in secondary schools associated with improved student outcomes","authors":"Camilla Highfield, C. Rubie-Davies","doi":"10.1080/13632434.2022.2137126","DOIUrl":"https://doi.org/10.1080/13632434.2022.2137126","url":null,"abstract":"ABSTRACT This paper describes findings related to the effectiveness of secondary school middle leaders as a contributor to within-school variation in academic results for students at department level in urban high schools. The ‘high-stakes’ academic assessment results for students in 10 urban high schools in New Zealand in English, mathematics and science were collated over three years. The analyses revealed variable subject department performance by 16- to 18-year-old students in the national qualification within these schools. The extent of the effectiveness of the middle leadership practices in these departments was investigated using individual questionnaires for each middle leader and the teachers who reported to them. This paper reports the results of the statistical analyses of the questionnaire compared with the aggregated academic results for students by department and finds specific middle leadership practices that were strongly associated with improved academic results. In schools where students were socially disadvantaged, the statistical significance of the results was greater. This study contributes to the previous schooling improvement literature on department effectiveness by enhancing our understanding of why students in departments in the same high school perform differently and how effective middle leaders can impact positively the student academic outcomes.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"5 1","pages":"543 - 564"},"PeriodicalIF":5.2,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78584050","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