Educational Administration Quarterly最新文献_第2页

Principals or Agents? How State Education Agencies Build Trust to Balance Support and Accountability in Turnaround Policy Implementation 校长还是代理？州教育机构如何建立信任，以平衡转机政策实施中的支持与问责

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2024-02-24 DOI: 10.1177/0013161x241234329

A. Chris Torres

{"title":"Principals or Agents? How State Education Agencies Build Trust to Balance Support and Accountability in Turnaround Policy Implementation","authors":"A. Chris Torres","doi":"10.1177/0013161x241234329","DOIUrl":"https://doi.org/10.1177/0013161x241234329","url":null,"abstract":"In recent years, policymakers and scholars argued that state education agencies (SEAs) should move away from simply acting as compliance monitors and take on more prominent roles as providers of technical support to schools and school districts. Scholars find that SEAs have struggled to do so, yet there is little empirical work to explain what SEAs do or why they struggle. This study looks at Michigan's Partnership model for School and District turnaround, which began in 2018 and includes the Michigan Department of Education (MDE) as a formal partner in building the capacity of school districts to craft and meet ambitious student learning targets. Analyzing interviews with MDE “liaisons” and turnaround leaders, I find that Partnership leaders reported a deeper sense of trust with the SEA compared to prior years because liaisons were more focused on support and understanding individual school/district contexts. However, supports were generally “passive” (e.g., sending standardized emails with resources/links; helping navigate compliance issues) rather than targeted technical assistance that helped Partnership leaders build capacity. I argue that this was in part due to the SEA's conflicting role as both accountability monitor and technical assistance provider. I show how SEAs navigated this dynamic and provide suggestions for how SEAs can balance district autonomy with support through trust building, ideas of “controlled autonomy,” and “flexible specificity,” which recommends highly specific technical guidance paired with ongoing processes of feedback and experimentation from implementers so that guidance matches context.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139947130","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: 0

Beyond a Transformative Approach and Deep Understanding: External Factors and Mid-Level Leaders’ Policy Implementation to Expand Equity for English Learners 超越变革方法和深刻理解：外部因素与中层领导实施政策以扩大英语学习者的公平性

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2024-02-23 DOI: 10.1177/0013161x241230296

Caroline Bartlett, Rebecca Callahan, Madeline Mavrogordato

{"title":"Beyond a Transformative Approach and Deep Understanding: External Factors and Mid-Level Leaders’ Policy Implementation to Expand Equity for English Learners","authors":"Caroline Bartlett, Rebecca Callahan, Madeline Mavrogordato","doi":"10.1177/0013161x241230296","DOIUrl":"https://doi.org/10.1177/0013161x241230296","url":null,"abstract":"Purpose: We examine the ways state education agency (SEA) and local education agency (LEA) leaders interpret and use educational policy to guide the provision of services for multilingual students classified as English learners (ELs) in their contexts. Our inquiry focuses on the external factors leaders describe that either enable or constrain their ability to interpret and implement policies designed to expand equity for EL students. Research Method: We conduct semi-structured interviews with 17 SEA and LEA leaders across three states. We use an interview-based approach to understand how educational leaders leverage policy to guide EL services in their states and districts. Findings: Three external factors (resources to serve EL students, networks to share EL expertise, and concrete policy monitoring and guidance from the state) interact with leaders’ individual understandings of and approaches to policy implementation to shape the ultimate degree to which equity is enabled or constrained for EL students in their contexts. Implications: Educational policy intends to provide SEA and LEA leaders with guidance to expand equity for ELs. However, our study suggests that the degree to which these policies expand equity for ELs in practice depends not only on the leader's understanding of the policy, but also their access to resources, human capital, and professional networks. SEA and LEA leaders that take a deep, transformative approach to implementation may partner to assess how SEAs can create external conditions that help to expand equity for ELs.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139947196","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: 0

Multiple Logics of Curriculum Leadership: How a Large Public School District Manages Institutional Complexity 课程领导的多重逻辑：大型公立学区如何管理机构的复杂性

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2023-12-11 DOI: 10.1177/0013161x231217987

Jonathan W. Cooney, Michael Ian Cohen

{"title":"Multiple Logics of Curriculum Leadership: How a Large Public School District Manages Institutional Complexity","authors":"Jonathan W. Cooney, Michael Ian Cohen","doi":"10.1177/0013161x231217987","DOIUrl":"https://doi.org/10.1177/0013161x231217987","url":null,"abstract":"Purpose: This study contributes to a growing literature focused on institutional complexity, or the phenomenon of competing institutional logics, in PK-12 public education. Responding to calls for more nuanced characterizations of district-level administration, our purpose was to identify the logics of curriculum leadership in one large school district in the Western U.S. and examine how district leaders made sense of their multiple demands. Research Methods: Employing case study methods, we collected curricular documents and conducted 21 interviews of district-level curriculum leaders, principals, and teachers. We used inductive coding to identify patterns in the district's culture of curriculum leadership and then drew upon institutional theory to associate these patterns with particular institutional logics. Findings: We found three coexisting logics of curriculum leadership in the school district: a logic of uniformity, which called for teachers’ fidelity to a prescriptive curriculum; a logic of participation, which valued teacher voice and shared leadership; and a logic of performance, which placed a premium on measurable student achievement. These logics were often incompatible or contradictory, producing mixed messages and an institutional complexity that remained largely unacknowledged among leaders. Implications: Tensions among logics of curriculum leadership may not always result in open contestation, yet if leaders do not resolve them at the district level, teachers may be unsupported in their efforts to reconcile competing demands in their classroom practices. Identifying specific logics of curriculum leadership and considering their interactions may help leaders make sense of conflicting values and better support teachers in their classroom decision making.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139010318","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: 0

School Leaders and Transphobia: Interrupting Direct, Facilitative, Accommodative, and Resistant Forms of Gender-Based Bullying 学校领导与变性人恐惧症：阻止直接、便利、迁就和抵制形式的性别欺凌

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2023-12-06 DOI: 10.1177/0013161x231217747

Mollie T. McQuillan, Cris Mayo

{"title":"School Leaders and Transphobia: Interrupting Direct, Facilitative, Accommodative, and Resistant Forms of Gender-Based Bullying","authors":"Mollie T. McQuillan, Cris Mayo","doi":"10.1177/0013161x231217747","DOIUrl":"https://doi.org/10.1177/0013161x231217747","url":null,"abstract":"Purpose: If PK12 administrators aspire to interrupt bias-based bullying, they need to understand their role in perpetuating structural and social inequality. The purpose of this study was to examine administrators’: 1) awareness of gender-based bullying, 2) initial intentions to address bullying, and 3) actions that interrupted or perpetuated gender-based bullying. Methods: This qualitative study used a purposeful sample U.S. court cases and 36 interviews with administrators and policy consultants to explore PK12 leaders’ understanding of gender-based bullying and actions to disrupt bullying. Findings: Our findings provide a more expansive definition of administrative bullying and brings attention to the personal complicity of educational leaders in perpetuating gender-based bullying. Administrators in this study modeled support for bullying through each of these four types of bullying – by direct action, facilitated support, accommodating external stakeholders, and resisting efforts to educate themselves or others on issues related to gender-based bullying. All of these approaches allow bias and bullying to continue. The study also reveals how some leaders interrupt bullying by collaborating with students, parents, and community-based organizations. Implications: Policymakers, leadership preparation instructors, and PK12 administrators may be interested in how administrative behaviors perpetuate gender-based bullying. A lack of knowledge about leaders’ personal complicity in bullying and about gender-diversity fundamentally interrupts two of the main roles of PK-12 leaders: implementing policies and leading instructional practices. The results of the study suggest the need for additional policies, procedures, and training to support leaders committed to interrupting gender-based bullying.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138594891","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: 0

A Discussion Surrounding EAQ's Distinctive Contributions to the Field, 1965–2020 1965-2020年EAQ在该领域的独特贡献

2区教育学

Educational Administration Quarterly Pub Date : 2023-11-09 DOI: 10.1177/0013161x231213487

Gerardo R. López

引用次数: 0

Dueling Roles in Dual Language Education: Exploring Leader Identity Development in Dual Language Strands 双语教育中的角色对决:双语背景下领导者认同发展的探索

2区教育学

Educational Administration Quarterly Pub Date : 2023-11-06 DOI: 10.1177/0013161x231211869

Colleen E. Chesnut, Trish Morita-Mullaney

{"title":"Dueling Roles in Dual Language Education: Exploring Leader Identity Development in Dual Language Strands","authors":"Colleen E. Chesnut, Trish Morita-Mullaney","doi":"10.1177/0013161x231211869","DOIUrl":"https://doi.org/10.1177/0013161x231211869","url":null,"abstract":"Purpose: Building on research in educational leadership, dual language leadership, and leader identity development, this study examines how principals of schools with dual language immersion (DLI) strands perceive and enact their leadership roles and identities. As DLI strands proliferate in schools and districts, this research contributes to understandings of principals’ leader identities as they implement these programs. Research Methods/Approach: We used an embedded single case study design, with the phenomenon of Indiana school leadership in DLI strands as the case and principals as the embedded units of analysis, and we conducted semistructured interviews with over 80% of Indiana DLI strand principals ( n = 26). We conceptualized this as a single case, due to the common policy context of state legislation related to DLI and school choice. Findings: The DLI strand principals described their leadership work through primarily instructional and distributed leadership dimensions, drawing upon their historic, epistemic, and political understandings of their roles. Principals draw less upon the emotional and narrative dimensions of their leader identities, which are more apparent in teacher identity literatures. Implications for Research and Practice: Principals of new DLI strands often have limited expertise related to DLI models and have not considered how their roles should accommodate leading “two schools in one.” We provide recommendations for both practitioners and researchers in leadership preparation to encourage school leaders’ deeper engagement in reflective work across the dimensions of leader identity development. We furnish a matrix of questions to guide this work.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135681980","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: 0

Professional Identity as an Analytic Lens for Principal Learning in Contexts of Transformation 转型背景下主体学习的专业认同分析镜头

2区教育学

Educational Administration Quarterly Pub Date : 2023-10-03 DOI: 10.1177/0013161x231204883

Alison Fox Resnick

{"title":"Professional Identity as an Analytic Lens for Principal Learning in Contexts of Transformation","authors":"Alison Fox Resnick","doi":"10.1177/0013161x231204883","DOIUrl":"https://doi.org/10.1177/0013161x231204883","url":null,"abstract":"Purpose: Many efforts for educational transformation involve fundamentally new visions of the principal's role. This article examines the potential of an analytic framework for understanding principal learning in such contexts. An adaptation of an analytic approach to studying teacher learning, the framework examines learning as individual professional identity development situated within shifts in local definitions of competence for the role of the principal. Research Approach: Grounded in a sociocultural perspective, the analytic framework is designed for analysis of (a) how individuals develop new professional identities, and (b) how such learning is situated in contexts of shifting, local narratives and expectations about professional roles, responsibilities, and competence. The use of the analytic framework is illustrated through qualitative analysis of a case of a district effort to support four elementary principals to develop fundamentally different leadership practice specific to participation in teacher professional development. Findings: Illustrative findings reveal the gradual and complex development of principal role identities specific to the emerging expectations for practice. For the first part of the year, principals demonstrated evidence of enacting new practice out of compliance. As the year progressed, the analysis indicated that principals began to identify with new expectations for practice and shift their underlying conceptions of student and teacher learning. Implications: The analytic framework has methodological implications for how principal learning for the transformation of practice is conceptualized, studied, and supported in local contexts.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135738966","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: 0

Where Does the Future of an Intellectual Structure of the EAQ Corpus Lie? A Response to Hallinger et al.'s Empirical Reflection EAQ语料库知识结构的未来在哪里?对Hallinger等人的实证反思的回应

2区教育学

Educational Administration Quarterly Pub Date : 2023-10-03 DOI: 10.1177/0013161x231201134

Yinying Wang

引用次数: 0

An Empirical Reflection on Educational Administration Quarterly's Distinctive Contributions to the Field, 1965–2020 《教育管理季刊》1965-2020年在该领域独特贡献的实证反思

2区教育学

Educational Administration Quarterly Pub Date : 2023-09-25 DOI: 10.1177/0013161x231200883

Philip Hallinger

{"title":"An Empirical Reflection on <i>Educational Administration Quarterly</i>'s Distinctive Contributions to the Field, 1965–2020","authors":"Philip Hallinger","doi":"10.1177/0013161x231200883","DOIUrl":"https://doi.org/10.1177/0013161x231200883","url":null,"abstract":"Despite its historical status as the world's leading research journal in the field of educational leadership and management, Educational Administration Quarterly faces the challenge of adapting to a rapidly changing publication environment. This bibliometric review sought to highlight the journal's distinctive contributions and identify future challenges. The review applied bibliometric analyses to 1,357 articles published in the journal from 1965 through 2020. Geographic authorship patterns have remained quite stable across the past six decades, with the national origin of authors highly skewed toward the USA, and to a far greater extent than other leading journals in the field. Document citation analysis supported the conclusion that the journal has been a key channel for the dissemination of programmatic research spanning multiple decades with an emphases on leadership, leadership effects, and social justice. Analysis of the intellectual structure of the journal's corpus identified four schools of thought associated with Leadership for Learning, Teacher Development and School Change, School Culture and Organization, and Social Justice. Journal co-citation analysis found that the content published in Educational Administration Quarterly has been increasingly influenced by research published in the fields of management science, applied psychology, and general education, in addition to educational leadership and management. Based on this review, the author concludes that the journal's caretakers face an urgent and important decision concerning their vision of the journal's future. Do they wish for the journal to remain a prestigious “national” journal, or become an international journal that engages meaningfully with the global community of scholars?","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135817141","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: 0

Edifying the Body: Troubling Notions of Impact When Discussing EAQ's Intellectual Structure 陶冶身体:在讨论EAQ的知识结构时令人不安的影响概念

2区教育学

Educational Administration Quarterly Pub Date : 2023-09-20 DOI: 10.1177/0013161x231201826

Alounso Gilzene

引用次数: 0