Educational Administration Quarterly最新文献_第4页

The Third Administrator? Perceptions of School Resource Officers in Predominantly White Elementary Schools 第三个管理员?以白人为主的小学对学校资源官员的看法

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2023-05-17 DOI: 10.1177/0013161X231175658

Samantha Viano, F. Curran, Benjamin W. Fisher, A. Kupchik

{"title":"The Third Administrator? Perceptions of School Resource Officers in Predominantly White Elementary Schools","authors":"Samantha Viano, F. Curran, Benjamin W. Fisher, A. Kupchik","doi":"10.1177/0013161X231175658","DOIUrl":"https://doi.org/10.1177/0013161X231175658","url":null,"abstract":"Purpose: While studies of collective leadership tend to focus on administrators and teachers, schools have other staff present that contribute to leadership in ways that affect the students. We focus on school resource officers (SROs), which have become increasingly common in suburban, predominately White schools and elementary schools because, absent law enforcement responsibilities, little is known about SROs in these settings. We examine perceptions of SRO impacts while exploring differences across roles and between White and non-White participants. Methods: The study is mixed methods, drawing on interviews, focus groups, and surveys of SROs, administrators, teachers, students, and parents. The setting is a suburban county with SROs in all elementary schools. Findings: We describe seven domains of SRO impacts ranging from school climate to learning environments. SROs are often seen as providing general assistance similar to a vice principal, with some describing SROs as an auxiliary “third administrator.” In addition, SROs tend to over-estimate their positive effects compared to school-based stakeholders and underestimate their role in student discipline compared to non-White stakeholders. Implications for Research and Practice: Understanding that SROs in elementary schools can be seen as part of schools’ collective leadership helps us to understand the influence they have on students and the school environment. We question the appropriateness of SROs inclusion in collective leadership, suggesting school leaders not rely on SROs for non-law enforcement duties, if at all. The results have implications for future collective leadership studies and understanding why efforts to remove police from schools have often stalled.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45658541","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 Systematic Literature Review of Educational Leadership and U.S. School Shootings: Establishing a Research Agenda 教育领导力与美国校园枪击事件的系统文献综述：建立研究议程

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2023-04-02 DOI: 10.1177/0013161X231166335

Joanne M. Marshall, Brandon Clark

{"title":"A Systematic Literature Review of Educational Leadership and U.S. School Shootings: Establishing a Research Agenda","authors":"Joanne M. Marshall, Brandon Clark","doi":"10.1177/0013161X231166335","DOIUrl":"https://doi.org/10.1177/0013161X231166335","url":null,"abstract":"Background: Educational leadership perspectives are missing from existing literature related to school shootings, which have been dominated instead by experts in criminal justice, law enforcement, and psychology. Purpose: In this article, we systematically review the literature base on educational leadership related to school shootings in the United States to identify gaps and develop an education-specific, leadership-specific research agenda for the United States. Methods: This exploratory-topographical review follows standards for systematic research reviews in educational leadership. Through reviews of 16 core educational leadership journals, and online scholarly search engines for research and keywords, we identify gaps in the current inter-disciplinary literature. Findings: We learned that the research base on school shootings is multidisciplinary, with scholars across seven different fields taking different approaches. Second, we found that while many scholars are addressing the problem of school shootings, the research base on school shootings from education researchers and specifically within the field of educational leadership are limited. Implications: We discuss three ways in which educational leaders and leadership scholars can inform school shooting research via emphasizing relationships, school–community partnerships, and meeting the needs of the marginalized. We propose preliminary recommendations for an education-specific, educational leadership U.S. research agenda, and suggestions for preparation programs.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43452358","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

Publication Notice 发布通知

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2023-04-01 DOI: 10.1177/0013161x231176902

引用次数: 0

Navigating Policy and Local Context in Times of Crisis: District and School Leader Responses to the COVID-19 Pandemic. 在危机时期导航政策和当地环境:地区和学校领导对COVID-19大流行的反应

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2023-04-01 Epub Date: 2023-04-04 DOI: 10.1177/0013161X231163870

Craig De Voto, Benjamin M Superfine, Marc DeWit

{"title":"Navigating Policy and Local Context in Times of Crisis: District and School Leader Responses to the COVID-19 Pandemic.","authors":"Craig De Voto, Benjamin M Superfine, Marc DeWit","doi":"10.1177/0013161X231163870","DOIUrl":"10.1177/0013161X231163870","url":null,"abstract":"Purpose: To examine how federal/state-level policy guidance and local context have influenced district and school leader responses to the COVID-19 pandemic, as well as how these external/internal factors might provide a window into K-12 crisis leadership and policy sensemaking more broadly. Research: Investigating two districts over two years (2020-2022), data gathered include 39 hours of interviews with K-12 leaders (n = 41) and teachers (n = 18), federal/state-level policy documents (N = 64) governing these districts, and school staff responses to the Comprehensive Assessment of Leaders for Learning survey (N = 111). Drawing theoretically upon sensemaking, crisis leadership/management, law/policy implementation, and organizational theory, these data were analyzed using both inductive and deductive coding over several phases. Findings: In tracing the confluence of federal/state-level guidance and local capacities, we find both influenced K-12 leaders' sensemaking and subsequent responses to COVID-19. However, districts that possessed adequate expertise and organizational resources were better positioned to respond to the crisis, whereas those lacking such capacities experienced increased anxiety/stress. Conclusion: We argue that the COVID-19 pandemic provides a new window into the critical external/internal factors influencing K-12 leader sensemaking and subsequent responses to crises more broadly. We also discuss the potential role intermediate service agencies might play in the development of a stronger crisis response infrastructure for associated districts and schools. Finally, we point out how principal preparation programs and professional development efforts could prospectively address such crisis-related challenges faced by K-12 leaders.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10071182/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42552067","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

Confronting Spatial Injustice: The Role of Leadership in Improving Equitable Rural Educator Recruitment and Retention 面对空间不公平:领导在促进农村教育工作者公平招聘和留用中的作用

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2023-04-01 DOI: 10.1177/0013161X231167168

Henry Tran

{"title":"Confronting Spatial Injustice: The Role of Leadership in Improving Equitable Rural Educator Recruitment and Retention","authors":"Henry Tran","doi":"10.1177/0013161X231167168","DOIUrl":"https://doi.org/10.1177/0013161X231167168","url":null,"abstract":"Introduction “Ruralism” is often applied as a pejorative descriptor, motivated from a deficit perspective, that results in discriminatory action infringing upon equal educational opportunity for rural children (Bassett, 2002). Although an awareness of the challenges facing rural schools is growing among education scholars, there remains a paucity of research on rural teachers and leaders. Furthermore, the vast majority of that research has been constrained to an extremely small number of rural-centric journals. Over one-half of all US school districts and one-sixth of all students are in rural contexts (Johnson et al., 2014), yet these constituents are often left behind or forgotten in debates on important educational issues, resulting in the continual undercutting of support for their teachers and educational investments. The authors of the collective of studies published in this special section of Educational Administration Quarterly (EAQ)-argue that specialized focus in a mainstream and non-rural specific academic journal will serve to validate and affirm the importance of research in this understudied area to a broader audience. Our collective work is motivated by a spatial injustice framework that speaks to the uneven geographic distribution of social, economic, and","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48909543","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

Defying Logic? Exploring the Multiple Network Pathways for Principals’ Institutional Logics 不顾逻辑?探索校长制度逻辑的多重网络路径

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2023-03-28 DOI: 10.1177/0013161X231156874

E. Bridwell-Mitchell, Maxwell M. Yurkofsky

{"title":"Defying Logic? Exploring the Multiple Network Pathways for Principals’ Institutional Logics","authors":"E. Bridwell-Mitchell, Maxwell M. Yurkofsky","doi":"10.1177/0013161X231156874","DOIUrl":"https://doi.org/10.1177/0013161X231156874","url":null,"abstract":"Purpose: The increasing complexity of principals’ roles, including focusing both on learning outcomes and equity issues, requires having the flexibility to view novel problems through multiple lenses. In this article, we draw on institutional theory and social network research to understand the factors enabling and constraining the cognitive repertoire principals draw on when solving problems. Methods: The data come from a field simulation of how 52 principals respond to and seek advice for two problem scenarios. Along with principals’ personal and school characteristics, we examine how the characteristics of principals’ professional networks are related to their problem-solving and reliance on institutional logics. Findings: Some imprecision in the model estimates notwithstanding, in this exploratory study intended to illuminate potential patterns for study in future research. We find evidence that principals draw on four institutional logics when solving problems: democratic and family logics, bureaucratic logics, professional logics, and market logics. Principals’ reliance on these institutional logics appears to be related to the closeness of the colleagues in their advice networks as well as the nature of the problem they are solving. Implications: One key contribution is to research is to reveal the subtlety of the social sensemaking involved in interpreting and taking action in institutional environments. The results also highlight which network characteristics might help principals respond more flexibly to new and complex problems in institutional contexts, such as racial equity.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45828115","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

Promoting District-Level Culturally Responsive Practices 促进区级文化响应实践

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2023-03-23 DOI: 10.1177/0013161X231161041

David Aguayo, Madeline Good, Sarah Diem, K. Herman, J. Burke, Trinity Davis, Karen Hall, Carla London, W. Reinke

{"title":"Promoting District-Level Culturally Responsive Practices","authors":"David Aguayo, Madeline Good, Sarah Diem, K. Herman, J. Burke, Trinity Davis, Karen Hall, Carla London, W. Reinke","doi":"10.1177/0013161X231161041","DOIUrl":"https://doi.org/10.1177/0013161X231161041","url":null,"abstract":"Purpose: For culturally responsive practices (CRPs) in schools to be successful, educational leaders must look outside of the school and consider school, district, and system-level policies and practices that influence the sustainability of culturally responsive classrooms. The purpose of our study was to conduct a comparative case study and explore how four district leaders promoted CRPs throughout each of their districts. Research Design: Situated in the Midwest, we used a comparative case study to explore the approaches of four Black women school district leaders. Data included a focus group interview with the leaders; four individual, follow-up interviews; and artifacts or documents provided by the leaders. The data collected was analyzed using the Culturally Responsive School Leadership analytical framework. Results and Discussion: Findings discuss school district leadership's responsibility to promote CRPs; district leaders’ ability to foster trusting relationships with educators; and district-wide efforts to engage in purposeful teacher retention practices. A discussion and conclusion include implications considering how district leadership can influence the implementation of CRPs in schools and classrooms.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46231827","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

Teacher Shortages and Turnover in Rural Schools in the US: An Organizational Analysis 美国农村学校教师短缺与流动性的组织分析

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2023-03-16 DOI: 10.1177/0013161X231159922

R. Ingersoll, Henry Tran

{"title":"Teacher Shortages and Turnover in Rural Schools in the US: An Organizational Analysis","authors":"R. Ingersoll, Henry Tran","doi":"10.1177/0013161X231159922","DOIUrl":"https://doi.org/10.1177/0013161X231159922","url":null,"abstract":"Purpose: The objective of this study is to provide an overall national portrait of elementary and secondary teacher shortages and teacher turnover in rural schools, comparing rural schools to suburban and urban schools. This study utilizes an organizational theoretical perspective focusing on the role of school organization and leadership in the causes of, and solutions to, teacher shortages and staffing problems. Data/Methods: The study entailed secondary statistical analyses of the nationally representative Schools and Staffing Survey, its successor the National Teacher Principal Survey, and their supplement the Teacher Follow-Up Survey, conducted by the National Center for Education Statistics. Findings: The analyses document that, contrast to urban and suburban schools, the student population and teaching force in rural schools has dramatically shrunk in recent decades, that despite this decrease in students, and demand for teachers, rural schools have faced serious difficulties filling their teaching positions, and that these teacher staffing problems are driven by high levels of preretirement teacher turnover. Moreover, the data document that teacher turnover varies greatly between different kinds of schools, is especially high in high-poverty rural schools, and is closely tied to the organizational characteristics and working conditions of rural schools. Implications: Research and reform on teacher shortages and turnover have focused on urban environments because of an assumption that schools in those settings suffer from the most serious staffing problems. This study shows that teacher shortages and teacher turnover in rural schools, while relatively neglected, have been as significant a problem as in other schools.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46800213","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

Exploring Teachers’ Instructional Practice Profiles: Do Distributed Leadership and Teacher Collaboration Make a Difference? 探索教师的教学实践概况:分布式领导和教师协作会产生影响吗?

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2023-02-27 DOI: 10.1177/0013161X231159092

N. Özdemir, A. Kılınç, Mahmut Polatcan, Selçuk Turan, M. Bellibaş

{"title":"Exploring Teachers’ Instructional Practice Profiles: Do Distributed Leadership and Teacher Collaboration Make a Difference?","authors":"N. Özdemir, A. Kılınç, Mahmut Polatcan, Selçuk Turan, M. Bellibaş","doi":"10.1177/0013161X231159092","DOIUrl":"https://doi.org/10.1177/0013161X231159092","url":null,"abstract":"Purpose: While the literature includes multiple studies on the relationship between school leadership and instructional quality, they often use instructional practice as a continuous variable, assuming that a teacher would perform all sub-dimensions of instructional practice at a similar rate and failing to link distributed leadership to classroom teaching. Addressing these gaps in the literature, this study aims to identify teacher- and school-level latent profiles of teachers’ instructional practices and to investigate how distributed leadership predicts teachers’ membership in different instructional practice profiles, with the mediating role of teacher collaboration. Research Methods/Approach: The study employed a cross-sectional survey design using Türkiye's TALIS data for lower secondary education. Multilevel latent profile analysis with mediation modeling was conducted on data from 3,223 teachers in 192 schools. Findings: This analysis yielded four teacher profiles: laissez-faire, typical, controlling, and versatile; and two school profiles, high controlling and high laissez-faire. Findings indicate that distributed leadership promotes professional collaboration in lessons among teachers, which could, in turn, play a critical role in determining both individual teacher- and school-level profiles. Implications: This study provides practical contributions to understanding the nature of classroom teaching, suggesting that future studies should use instructional practice profiles instead of a single construct of teaching.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41602762","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

Capacity and Control: Superintendent-School Board Relations in Locally Controlled Districts 能力与控制:地方控制地区督学与学校董事会的关系

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2023-02-19 DOI: 10.1177/0013161X231159135

Daniella Hall Sutherland

{"title":"Capacity and Control: Superintendent-School Board Relations in Locally Controlled Districts","authors":"Daniella Hall Sutherland","doi":"10.1177/0013161X231159135","DOIUrl":"https://doi.org/10.1177/0013161X231159135","url":null,"abstract":"Purpose: In the wake of school board protests nationwide, it is essential for educational leaders, policymakers, and researchers to understand locally controlled educational governance. The stability of educational districts depends on superintendents navigating relationships with their school boards, yet little research exists that addresses board–superintendent relationships in locally controlled districts. Using theories of local will and capacity, and community power relationships, I examine what factors shape the extent of local control enacted by school boards, and how these factors affect superintendent–school board relations. Research Methods: The qualitative case study design is bounded as one multi-district union superintendent and three rural school boards. Data collection included semistructured interviews, ethnographic observations, and document collection to understand the relational dynamics of local control. Data analysis included in vivo and a priori coding, and the development of analytic matrices. Findings: All boards demonstrated local will and some local capacity, which explained the dimensions of enactment of local control. Rural board capacity—tenure, expertise, and residency of board members—influenced the extent of local control. Cross-case analysis revealed a relationship between board capacity, community capacity, and board–superintendent relationships. These patterns are theorized as local control school board–superintendent relationships typology, based on board capacity and local community capacity. The relationships include role contestation, confusion, collaboration, and dependence. Implications for Research and Practice: The study expands the theory of local capacity to include community and board dimensions and describes the complexities of superintendent–board relationships. The study concludes with recommendations for practice, policy, and research on locally controlled school boards.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48725764","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