Educational Administration Quarterly最新文献_第10页

School Leadership: Securing Quality Teaching and Learning 学校领导:确保教学质量

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2020-08-04 DOI: 10.4324/9781003115489-16

C. Dimmock

引用次数: 6

Theory in Educational Administration 教育管理理论

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2020-08-04 DOI: 10.4324/9781003115489-1

G. Lakomski, C. Evers

引用次数: 0

Black Male Leaders Care Too: An Introduction to Black Masculine Caring in Educational Leadership 黑人男性领导者也关心:黑人男性关怀在教育领导中的介绍

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2020-08-01 DOI: 10.1177/0013161X19840402

L. Bass

{"title":"Black Male Leaders Care Too: An Introduction to Black Masculine Caring in Educational Leadership","authors":"L. Bass","doi":"10.1177/0013161X19840402","DOIUrl":"https://doi.org/10.1177/0013161X19840402","url":null,"abstract":"Background: This study addresses the leadership of African American male leaders and their operationalization of the ethic of care in their practice by analyzing the educational leadership of African American men through an ethic of care lens. Purpose: The purpose of this article is to simultaneously remind readers of the importance of caring in schools, while discussing the caring styles of Black males in leadership. Research Design: This study examined the lived experiences of 10 African American male administrators to understand their perceptions of caring leadership. The phenomenon of interest was investigated using qualitative, exploratory study methodology to facilitate the collection of rich data that tells the stories of the participants. The themes discovered during the focus group were used during the one-on-one interviews to probe deeper into the issues and evaluate the consistency of the themes. Striking similarities that fit logically into themes emerged in the data from the focus group and the individual interviews. Findings: The themes that emerged from this study did not support the stereotype so often set forth regarding Black male leadership. The major emergent themes were: Black male leaders cared and liked being associated with caring, they felt they had to mask their caring nature because of societal expectations, they view themselves as father figures, they strongly identify and connect with a sense of spirituality, they believe that action must follow caring, and they practice “rough love” as care. Conclusion: The core foundational principles of Black Masculine Caring include a framework that acknowledges Black men have the capacity to care, and often care deeply. Black men’s capacity to care depends on their prior experience as Black men. The caring exhibited by Black men is influenced by their culture, and caring demonstrated by Black men is often misunderstood or misinterpreted.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0013161X19840402","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43316772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 21

Academic, Attendance, and Behavioral Outcomes of a Suspension Reduction Policy: Lessons for School Leaders and Policy Makers 减少停学政策的学术、出勤和行为结果:给学校领导和政策制定者的教训

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2020-08-01 DOI: 10.1177/0013161X19861138

Kaitlin P. Anderson

{"title":"Academic, Attendance, and Behavioral Outcomes of a Suspension Reduction Policy: Lessons for School Leaders and Policy Makers","authors":"Kaitlin P. Anderson","doi":"10.1177/0013161X19861138","DOIUrl":"https://doi.org/10.1177/0013161X19861138","url":null,"abstract":"Background: Exclusionary discipline (e.g. suspension and expulsion) is associated with lower student achievement, drop-out, and involvement in the juvenile justice system. Recently, states and school districts have begun to restrict exclusionary discipline, but there remains much to be learned about the potential impact on students. Research Design: I use a comparative interrupted time series to estimate whether a state policy prohibiting out-of-school suspension as a consequence for truancy affected student achievement, attendance, truancy, or disciplinary referrals. Findings: After testing a variety of specifications checks, I find evidence of slight increases in attendance, particularly for disadvantaged students, with suggestive evidence of improvements in test scores and reductions in disciplinary referrals for some students. Conclusions: These improvements were quite modest relative to what we might expect from an intuitively appealing policy and were likely influenced by incomplete compliance, particularly in areas serving more students from traditionally disadvantaged backgrounds. Implications for policy design and school leadership are discussed.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0013161X19861138","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42032761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 18

Learning From the Experiences and Development of Latina School Leaders 拉丁裔学校领导的经验与发展

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2020-08-01 DOI: 10.1177/0013161X19866491

Melissa A. Martinez, M. Rivera, J. Marquez

{"title":"Learning From the Experiences and Development of Latina School Leaders","authors":"Melissa A. Martinez, M. Rivera, J. Marquez","doi":"10.1177/0013161X19866491","DOIUrl":"https://doi.org/10.1177/0013161X19866491","url":null,"abstract":"Purpose: With the rise of the Latinx student population in the United States and the urgency to meet the needs of this diverse community, there has been an increased concern and interest in preparing more Latinx educators and school leaders. This study contributes to this knowledge base by centering the voices and experiences of four Latina school leaders in the United States. All of the school leaders were current or former school principals and/or assistant principals at the time of the study, with three being from Texas and one from California. Research Approach: Drawing on the methodological tenets of testimonio, this study asked: What are Latina school leaders’ professional experiences like, both positive and negative, given the intersectionality of their social identities? Utilizing intersectionality as a theoretical framework provided the means to analyze and understand Latina school leaders’ multiple social identities and the role that such identities played in their professional roles and career trajectories as school leaders within the larger context of educational politics and systemic inequities. Findings: Testimonios of participants centered on four themes related to how they confronted gender roles and expectations of motherhood, the criticality of mentorship, how they confronted and addressed racism and sexism, and harnessed bilingualism to empower self and others. Implications: Findings help inform those seeking to meet the needs of our growing Latinx student population, including school district administrators, current and upcoming school leaders, and those working to prepare a more diverse school leadership pipeline.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0013161X19866491","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41500949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Tight, Loose, or Decoupling? A National Study of the Decision-Making Power Relationship Between District Central Offices and School Principals 紧密、松散还是解耦？区委与校长决策权关系的全国性研究

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2020-08-01 DOI: 10.1177/0013161X19851174

Jiangang Xia, Jianping Shen, Jingping Sun

{"title":"Tight, Loose, or Decoupling? A National Study of the Decision-Making Power Relationship Between District Central Offices and School Principals","authors":"Jiangang Xia, Jianping Shen, Jingping Sun","doi":"10.1177/0013161X19851174","DOIUrl":"https://doi.org/10.1177/0013161X19851174","url":null,"abstract":"Do school district central offices and school principals have the same level of influence on school decisions? What does the district–principal power relationship look like? These two questions are discussed but are rarely examined in the literature. Based on a nationally representative sample from the 2007-2008 Schools and Staffing Survey data, we explored these two questions. Specifically, we applied the paired samples t test to compare the district central offices’ and school principals’ influences and applied the multilevel modeling method to estimate the power relationship. We found that (a) on average, districts and principals had the same level of influence on establishing curriculum, whereas school principals had higher influence on the other six decision areas examined (performance standards, teachers’ professional development programs, evaluating teachers, hiring teachers, discipline policies, and school budget), and (b) a tight coupling power relationship between district central offices and school principals was identified for the three areas related to the technical core of schools (performance standards, establishing curriculum, and teachers’ professional development programs), a loose coupling power relationship was revealed for the personnel (hiring and evaluating teachers) and budget areas, while a decoupling power relationship was found for discipline policy decisions. Discussions and implications for school leadership and policy were included in this study.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0013161X19851174","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49628353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Diversity Dissonance as an Implication of One School’s Relocation and Reintegration Initiative 从一所学校的搬迁和重返社会举措看多样性失调

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2020-08-01 DOI: 10.1177/0013161X19868511

Deena Khalil, E. Brown

{"title":"Diversity Dissonance as an Implication of One School’s Relocation and Reintegration Initiative","authors":"Deena Khalil, E. Brown","doi":"10.1177/0013161X19868511","DOIUrl":"https://doi.org/10.1177/0013161X19868511","url":null,"abstract":"Purpose: This article describes one charter school’s ‘diversity’ initiative—a relocation to a racially and socioeconomically diverse site—intended to reintegrate minoritized students displaced by gentrification. Research Design: We employ Critical Race Quantitative Intersectionality to frame the descriptive analyses of student enrollment, city census, and parent survey data that narrates the resulting student demographics after a school’s relocation. Our goal in utilizing an anti-racist framework rooted in Critical Race Theory is to a) quantify the racist material impact of “race-neutral” reform through intersectional data mining, b) disrupt the notion of letting “numbers speak for themselves” without critical analysis, and c) taking a transdisciplinary perspective to reveal the hidden patterns of whiteness under the guise of diversity. Findings: Our findings highlight the limits of a school’s agency to implement ‘diversity’ policies aimed at reintegrating minoritized students displaced from opportunity. While the relocation racially diversified the student population, the policy failed to reintegrate the district’s historically minoritized population. This exclusion both limited who had the right to use and enjoy the school and reinforced the school’s status and reputation, thus cementing its whiteness as property. Implications: We conceptualize diversity dissonance as a framework that challenges the unary ahistorical criteria that describe current school demographics, and calls for leaders and policymakers to problematize how the construct of diversity is interpreted when considering minoritized students’ access to programs and schools. Diversity dissonance situates diversity from solely an inclusive rhetoric to an exclusionary one, where limited access reinforces status—mimicking rather than juxtaposing whiteness.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0013161X19868511","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45680876","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

How National Context Indirectly Influences Instructional Leadership Implementation: The Case of Israel 国家背景如何间接影响教学领导的实施——以以色列为例

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2020-07-24 DOI: 10.1177/0013161X20944217

H. Shaked, Pascale Benoliel, Philip Hallinger

{"title":"How National Context Indirectly Influences Instructional Leadership Implementation: The Case of Israel","authors":"H. Shaked, Pascale Benoliel, Philip Hallinger","doi":"10.1177/0013161X20944217","DOIUrl":"https://doi.org/10.1177/0013161X20944217","url":null,"abstract":"Purpose: Instructional leadership has been identified as a key responsibility of principals who achieve promising results for school improvement. This study investigated how the national context has influenced the adoption of instructional leadership as a defining role responsibility for Israeli principals. Research Methods: Participants in this qualitative study consisted of a diverse sample of 46 Israeli principals, broadly representative of the larger body of school principals in Israel. Data were collected through both interviews and focus groups. Data analysis proceeded in a four-stage process that involved condensing, coding, categorizing, and theorizing from the interview data. Findings: Findings identified three sociocultural norms that shaped principal adoption of instructional leadership in their role set: low power distance, clan culture, and incomplete identification of principals (and teachers) with their schools’ academic missions. These contextual cohering forces led principals to resist new, formally defined policy expectations of their role as instructional leaders. Implications: This study’s findings reinforce arguments that propose national context as an underserved theoretical lens for understanding differences in principals’ practices across different societies. The findings suggest that despite increasing global acceptance of instructional leadership, its implementation in practice is inevitably shaped by the institutional policies and cultural values of different societies. Even when a “generic” model of instructional or transformational leadership is adopted by policy makers, there will be a process of mutual adaptation during implementation.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2020-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0013161X20944217","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45363991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 18

Toward a Theory of Sympathetic Leadership: Asian American School Administrators’ Expectations for Justice and Excellence 走向同情型领导理论:亚裔美国学校管理者对公正与卓越的期望

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2020-07-17 DOI: 10.1177/0013161X20941915

Daniel D. Liou, J. Liang

{"title":"Toward a Theory of Sympathetic Leadership: Asian American School Administrators’ Expectations for Justice and Excellence","authors":"Daniel D. Liou, J. Liang","doi":"10.1177/0013161X20941915","DOIUrl":"https://doi.org/10.1177/0013161X20941915","url":null,"abstract":"Purpose: This qualitative case study illuminates the leadership practices of four female Asian American administrators in urban schools. Due to their underrepresentation in leadership roles, the need is pressing for research to capture concrete exemplars on beliefs and practices of sympathy based on an asset-oriented approach to school leadership. The study’s research questions include (a) How do Asian American school administrators define their social justice beliefs and expectations for their school community? (b) How do these four Asian American school administrators communicate their expectations through sympathetic leadership to resist deficit models of education? Method: This study includes four research participants from two states. Data collection includes two rounds of in-depth interviews, field observations, reflective memos, and archival sources. Data analysis is guided by inductive approaches. Findings: Research findings demonstrate how Asian American school administrators define social justice through four relational practices with their community: (a) develop intimate knowledge of students and their racialized history, (b) enact asset-based sympathy as a condition of solidarity, (c) form connections based on relational equity to counteract White supremacy, and (d) prepare students for an equitable future through intellectual rigor. Implications: This study contends that leadership must begin with an epistemic shift from racial indifference and deficit thinking to the practice of sympathetic touch. Social justice revolution in schools and society starts when the minds and expectations of the leaders and those they serve become one and the same.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2020-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0013161X20941915","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47175568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

What Is the Role of Emotions in Educational Leaders’ Decision Making? Proposing an Organizing Framework 情绪在教育领导者决策中的作用是什么？提出组织框架

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2020-07-02 DOI: 10.1177/0013161X20938856

Yinying Wang

{"title":"What Is the Role of Emotions in Educational Leaders’ Decision Making? Proposing an Organizing Framework","authors":"Yinying Wang","doi":"10.1177/0013161X20938856","DOIUrl":"https://doi.org/10.1177/0013161X20938856","url":null,"abstract":"Purpose: Emotions have a pervasive, predictable, sometimes deleterious but other times instrumental effect on decision making. Yet the influence of emotions on educational leaders’ decision making has been largely underexplored. To optimize educational leaders’ decision making, this article builds on the prevailing data-driven decision-making approach, and proposes an organizing framework of educational leaders’ emotions in decision making by drawing on converging empirical evidence from multiple disciplines (e.g., administrative science, psychology, behavioral economics, cognitive neuroscience, and neuroeconomics) intersecting emotions, decision making, and organizational behavior. Proposed Framework: The proposed organizing framework of educational leaders’ emotions in decision making includes four core propositions: (1) decisions are the outcomes of the interactions between emotions and cognition; (2) at the moment of decision making, emotions have a pervasive, predictable impact on decision making; (3) before making decisions, leaders’ individual differences (e.g., trait affect and power) and organizational contexts (e.g., organizational justice and emotional contagion) have a bearing on leaders’ emotions and decision making; and (4) postdecision behavioral responses trigger more emotions (e.g., regret, guilt, and shame) which, in turn, influence the next cycle of decision-making process. Implications: The proposed framework calls for not only an intensified scholarly inquiry into educational leaders’ emotions and decision making but also an adequate training on emotions in school leadership preparation programs and professional development.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0013161X20938856","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48577934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10