Educational Administration Quarterly最新文献_第3页

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

2区教育学

Educational Administration Quarterly Pub Date : 2023-09-20 DOI: 10.1177/0013161x231200884

Philip Hallinger

引用次数: 0

A Critique of Hallinger's “Empirical Reflection”: How Systemic Racism and Systemic Sexism Can Structure Our Research “Choices?” 对哈林格“经验反思”的批判:系统性种族主义和系统性性别歧视如何构建我们的研究“选择”?

2区教育学

Educational Administration Quarterly Pub Date : 2023-09-16 DOI: 10.1177/0013161x231201393

James Joseph Scheurich

引用次数: 0

Motivating Leadership Change and Improvement: How Principal Evaluation Addresses Intrinsic and Extrinsic Sources of Motivation 激励领导变革与改进:主要评价如何处理内在与外在激励来源

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2023-09-04 DOI: 10.1177/0013161x231188706

Madeline Mavrogordato, Peter Youngs, Morgaen L. Donaldson, Hana Kang, Shaun M. Dougherty

{"title":"Motivating Leadership Change and Improvement: How Principal Evaluation Addresses Intrinsic and Extrinsic Sources of Motivation","authors":"Madeline Mavrogordato, Peter Youngs, Morgaen L. Donaldson, Hana Kang, Shaun M. Dougherty","doi":"10.1177/0013161x231188706","DOIUrl":"https://doi.org/10.1177/0013161x231188706","url":null,"abstract":"Purpose: This mixed-methods study examined the association between the degree to which principal evaluation systems include intrinsic and extrinsic sources of motivation and principals’ perceptions of whether their district's evaluation system promotes leadership change and improvement. We also investigated how principals experience intrinsic sources of motivation in the context of principal evaluation. Research Methods/Approach: For our quantitative analysis, we administered surveys to 82 elementary and middle school principals in 21 districts in Connecticut, Michigan, and Tennessee. We used multiple regression analysis to identify factors associated with principals’ perceptions of their district evaluation systems. For our qualitative analysis, we selected six principals from the 82 survey participants. We used the constant comparative method and a consensus approach to coding the interview data; this enabled us to identify linkages between key codes and broader themes. Findings: Our quantitative analyses indicated that principals’ perceptions of whether their evaluation system promoted leadership improvement were strongly associated with the degree to which they reported that their evaluation system included intrinsic sources of motivation. Our qualitative analysis revealed clear differences among principals with regard to their interactions with district administrators, the nature of their principal professional development activities, and their experiences with autonomy, feedback, and district expectations. Implications: Principal evaluation and professional development are under-researched topics. This study identified mechanisms through which principals seem to find evaluation intrinsically motivating. This is one of the first studies to empirically test Firestone's argument that evaluation systems that support intrinsic motivation are more effective than those that emphasize extrinsic motivation.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45830612","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 Leader Apprenticeships: Assessing the Characteristics of Interns, Internship Schools, and Mentor Principals 学校领导学徒制:实习生、实习学校和导师校长的特征评估

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2023-08-30 DOI: 10.1177/0013161x231196502

Kevin C. Bastian, Timothy A. Drake

{"title":"School Leader Apprenticeships: Assessing the Characteristics of Interns, Internship Schools, and Mentor Principals","authors":"Kevin C. Bastian, Timothy A. Drake","doi":"10.1177/0013161x231196502","DOIUrl":"https://doi.org/10.1177/0013161x231196502","url":null,"abstract":"Background: Recent empirical work shows that student teaching in a high-quality learning environment and with a highly effective cooperating teacher predicts the performance and retention of early-career teachers. Little is known about principal internships and their impacts on school leader outcomes. Purpose: To examine the characteristics of principal interns, internship schools, and mentor principals. Setting: Principal preparation programs and K-12 public schools in North Carolina. Sample: A total of 1,135 principal interns from 12 preparation programs in North Carolina over a 4-year period (2015–2016 to 2018–2019). Data: Preparation program data on principal interns and when/where their internship occurred and administrative data from the state of North Carolina, from 2011–2012 to 2018–2019, on all school personnel and schools. Research Methods: Descriptive statistics and multiple regression analyses to compare interns to noninterns, internship schools to noninternship schools, and mentor principals to nonmentor principals. Findings: We find that interns are more likely to be a person of color and have higher evaluation ratings and value-added estimates than teachers in their buildings. Internship schools have lower levels of quality than noninternship schools, particularly for interns of color. Mentor principals are slightly more effective than nonmentors. Conclusions: Our findings suggest that preparation programs and school districts could be working in closer partnership to make placements in high-quality learning environments and with more effective mentor principals. There is a need for future work to assess the geography of placements, the placement process, and the associations between placement schools and mentor principal characteristics and subsequent outcomes for principal interns.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46608297","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

The Effects of Teacher Trust on Student Learning and the Malleability of Teacher Trust to School Leadership: A 35-Year Meta-Analysis 教师信任对学生学习的影响及教师信任对学校领导的延展性:35年的元分析

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2023-08-29 DOI: 10.1177/0013161X231183662

Jingping Sun, Rong Zhang, P. Forsyth

{"title":"The Effects of Teacher Trust on Student Learning and the Malleability of Teacher Trust to School Leadership: A 35-Year Meta-Analysis","authors":"Jingping Sun, Rong Zhang, P. Forsyth","doi":"10.1177/0013161X231183662","DOIUrl":"https://doi.org/10.1177/0013161X231183662","url":null,"abstract":"Purpose: The purposes of this study were to (1) meta-analyze the effects of teacher trust, and of each trust dimension on student learning in aggregate and in each of the six learning subjects; (2) meta-analyze the effect of school leadership, of each leadership domain, and of different leadership styles on teacher trust; and (3) examine whether school level, subjects, trust dimensions, and leadership styles moderate these abovementioned effects. Research Methods/Approach: Standard meta-analysis techniques were used to review 83 studies and examine the multiple relationships between school leadership, teacher trust, and student learning mentioned above. Heterogeneity analysis was conducted to identify moderators. Publication bias in these analysis results was also examined. Findings: The study shows that teacher trust had a moderate effect on student learning. School leadership had a large effect on teacher trust. Teacher trust in students and parents contributed to student learning more than the other dimensions of trust. All five domains of school leadership were related to teacher trust, with the effect sizes being large or moderate. Supportive, collegial types of school leadership had the largest effect on the teachers’ trust. Implications for Research and Practice: To improve student learning, school leaders need to enlist all effective practices in order to build trust in schools and pay equal attention to improving teachers’ trust as they do other efforts to improve instructional programs and teaching practices. More efforts are needed from principals to help build teachers’ trust in parents and students.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45857295","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

Schools as Solutions, Students as Problems: A Critical Discourse Analysis of Institutional Scripts in High School Websites 学校作为解决方案，学生作为问题:高中网站制度脚本的批判性话语分析

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2023-08-16 DOI: 10.1177/0013161X231166664

Taylor N. Allbright, Tasminda K. Dhaliwal, Jacob D. Alonso, James C. Bridgeforth, Monica Santander, Kate E. Kennedy

{"title":"Schools as Solutions, Students as Problems: A Critical Discourse Analysis of Institutional Scripts in High School Websites","authors":"Taylor N. Allbright, Tasminda K. Dhaliwal, Jacob D. Alonso, James C. Bridgeforth, Monica Santander, Kate E. Kennedy","doi":"10.1177/0013161X231166664","DOIUrl":"https://doi.org/10.1177/0013161X231166664","url":null,"abstract":"Purpose: In this study, we used critical discourse analysis to examine what school websites convey about the expected roles of educators and students. Research Design: We analyzed 13 high school websites from a mid-sized urban district that has implemented several market-based reforms and has a centralized school choice model. We employed the concept of scripts from institutional theory to analyze what messages these websites communicate about the roles of different educational actors, how these messages relate to existing societal power dynamics, and how they relate to the school model or school demographics. Findings: For students and educators, the sites expressed that students had an important problem, while the school and educators were offered as the solution. This common framework manifested in four distinct patterns, which we describe as the savior, cultivation, assimilation, and marketplace scripts. Implications: By critically examining school websites and other semiotic materials, leaders and other stakeholders can work to “root out” potentially harmful assumptions and narratives and envision alternatives that offer empowerment and transformation.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47208413","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

The Politics of School Reopening During COVID-19: A Multiple Case Study of Five Urban Districts in the 2020-21 School Year. 新冠肺炎期间学校重新开放的政治：2020-21学年五个城区的多案例研究

IF 2.4 2区教育学

Educational Administration Quarterly Pub Date : 2023-08-01 Epub Date: 2023-04-11 DOI: 10.1177/0013161X231168397

Jeremy Singer, Julie A Marsh, David Menefee-Libey, Jacob Alonso, Dwuana Bradley, Hanora Tracy

{"title":"The Politics of School Reopening During COVID-19: A Multiple Case Study of Five Urban Districts in the 2020-21 School Year.","authors":"Jeremy Singer, Julie A Marsh, David Menefee-Libey, Jacob Alonso, Dwuana Bradley, Hanora Tracy","doi":"10.1177/0013161X231168397","DOIUrl":"10.1177/0013161X231168397","url":null,"abstract":"Purpose: Nearly all schools in the United States closed in spring 2020, at the onset of the COVID-19 pandemic. We analyze traditional public and charter school reopenings for the 2020-21 school year in five urban districts. We provide a rich and theoretically grounded description of how and why educational leaders made reopening decisions in each of our case districts. Research Methods: We used data from a multiple-case study from March 2020 to July 2021. The research team conducted 56 interviews with school, district, and system-level leaders; triangulated with publicly available data; and also drew on interview data from a subsample of parents and guardians in each of our sites. We analyzed these data through qualitative coding and memo writing and conducted detailed single- and cross-case analyses. Findings: School system leaders in our case sites generally consulted public health authorities, accounted for state-level health and educational guidance, and engaged with and were responsive to the interests of different stakeholders. Districts' adherence to and strategic uses of public health guidance, as well as a combination of union-district relations and labor market dynamics, influenced reopening. Parents, city, and state lawmakers, and local institutional conditions also played a role, helping to explain differences across cases. Implications: In contrast to the \"politics or science\" framing that has dominated research and public discourse on school reopening, we show that local pandemic conditions and local political dynamics both mattered and in fact were interrelated. Our findings have some implications for how educational leaders might navigate future crises.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10186136/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41868801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Moral Distress Amongst District Leaders: Intensity, Dilemmas, and Coping Mechanisms in the Context of Covid-19. 地区领导人的道德困境：新冠肺炎背景下的强度、困境和应对机制

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2023-08-01 Epub Date: 2023-04-27 DOI: 10.1177/0013161X231170226

Jeff Walls, Karen Seashore Louis

{"title":"Moral Distress Amongst District Leaders: Intensity, Dilemmas, and Coping Mechanisms in the Context of Covid-19.","authors":"Jeff Walls, Karen Seashore Louis","doi":"10.1177/0013161X231170226","DOIUrl":"10.1177/0013161X231170226","url":null,"abstract":"Purpose: This study examines the sources and intensity of moral distress among school district leaders during the first full school year of the Covid-19 pandemic and investigates their coping mechanisms for addressing issues that create moral dilemmas for them. Design and Evidence: We draw on semi-structured interviews with 26 school district leaders across 13 school districts in the Northwestern United States. Brief summaries detailing themes in each interview were prepared. Magnitude coding was used to understand the intensity of district leaders' feelings of distress. Open coding and axial coding allowed us to categorize the origins/sources of distress and the approaches/strategies district leaders used to reduce feelings of moral distress. Findings: Reported moral distress ranged from none to moderate but manageable amounts. Three types of problems were described as morally distressing: political problems with the community or unions, staff problems including staff stress, staff resistance, and collaboration amongst staff members, and an inability to meet student needs due to resource, policy, or community/family constraints. Leaders' coping mechanisms included social responses such as team building, but also drew on individual virtues such as persistence and patience. Implications: Within the ranks of district leaders, the extent to which leaders frame their challenges in a moral frame is varied. A sizable group articulated challenges with implications for moral action in primarily technical or political terms. If district leaders engage unevenly with the moral tradeoffs of their decisions, they risk adopting an overly managerialist frame.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10140777/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49588770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Distributed Leadership Promotes Teacher Self-Efficacy in Multicultural Classrooms Through School Capacity Building: A Multilevel SEM Approach Using U.S. Teaching and Learning International Survey 分布式领导通过学校能力建设促进多元文化课堂教师自我效能感:基于美国教与学国际调查的多层次SEM方法

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2023-07-30 DOI: 10.1177/0013161X231189196

Soobin Choi

{"title":"Distributed Leadership Promotes Teacher Self-Efficacy in Multicultural Classrooms Through School Capacity Building: A Multilevel SEM Approach Using U.S. Teaching and Learning International Survey","authors":"Soobin Choi","doi":"10.1177/0013161X231189196","DOIUrl":"https://doi.org/10.1177/0013161X231189196","url":null,"abstract":"Purpose: This study examines the direct and indirect effects of distributed leadership on teacher self-efficacy in multicultural classrooms (TSMC) through school capacity building, specifically teacher team innovativeness and a feedback network. Research Design: Using data from the Teaching and Learning International Survey 2018, this study employs a 2-2-1 multilevel structural equation modeling to account for the nested data structure (teachers nested within schools). Latent variables are constructed, and their validity is tested, followed by an analysis of the relationships among distributed leadership, teacher team innovativeness, a feedback network, and TSMC. Findings: This study finds that distributed leadership has an indirect-only mediation effect on TSMC via a feedback network but not via teacher team innovativeness. The effect of distributed leadership on TSMC is fully mediated by a feedback network. In addition, the study shows that distributed leadership is positively associated with a feedback network and teacher team innovativeness. Conclusions: This study contributes to our understanding of the role of distributed leadership in fostering school capacity building and promoting TSMC. Given the increasing diversity in schools, it is crucial for school leaders to prepare teachers to teach students in multicultural classrooms. The findings suggest that school leaders can enhance teachers’ efficacy in teaching students from diverse backgrounds by facilitating their participation in school improvement processes and establishing a collective feedback network where teachers receive feedback from various sources. These results emphasize the importance of distributed leadership in equipping teachers for culturally responsive teaching in multicultural classrooms.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44403828","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: 1

What Is Student Voice Anyway? The Intersection of Student Voice Practices and Shared Leadership 学生的声音到底是什么？学生声音实践与共享领导力的交叉点

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2023-06-22 DOI: 10.1177/0013161X231178023

Samantha E. Holquist, Dana L. Mitra, Jerusha O. Conner, N. Wright

{"title":"What Is Student Voice Anyway? The Intersection of Student Voice Practices and Shared Leadership","authors":"Samantha E. Holquist, Dana L. Mitra, Jerusha O. Conner, N. Wright","doi":"10.1177/0013161X231178023","DOIUrl":"https://doi.org/10.1177/0013161X231178023","url":null,"abstract":"Purpose: Educational leadership traditionally has defined school leadership as an adult-only space. An emerging group of scholars is expanding the field to challenge who should be considered an educational leader and whose voices should be centered in change processes. Examining the ways in which students serve as leaders in schools, student voice scholarship has expanded rapidly over the last two decades. However, it has not cohered around a shared understanding of the central components of the practice of student voice in classrooms and schools. Research Methods: Our process drew upon two different data sources in parallel—a systematic literature review and interviews/focus groups with students, teachers, and school leaders. We designed our process in this format to draw upon what has been done before and to understand whether the past still aligns with current practice. We hope that in addition to articulating student voice constructs, this article also can offer methodological contributions as demonstrating ways to understand educational practices based on past and new research. Findings: This article presents a framework of the core components of student voice in classrooms and schools: structures (setting, focus, and intent) and relationships (access, representative, roles, and responsiveness). Implications for Research and Practice: This framework provides a roadmap for students, teachers, school leaders, and academic scholars to understand how leadership at the school and classroom levels can envision and design student voice practices. Further, it offers a starting point for articulating the range of possibilities for student voice in classrooms and schools.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42952432","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