Educational Administration Quarterly最新文献_第5页

Tempering Applied Critical Leadership: The Im/Possibilities of Leading for Racial Justice in School Districts 强化应用批判性领导力：在学区领导种族正义的可能性

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2022-11-15 DOI: 10.1177/0013161X221137877

Vidya Shah, N. Aoudeh, Gisele Cuglievan-Mindreau, J. Flessa

{"title":"Tempering Applied Critical Leadership: The Im/Possibilities of Leading for Racial Justice in School Districts","authors":"Vidya Shah, N. Aoudeh, Gisele Cuglievan-Mindreau, J. Flessa","doi":"10.1177/0013161X221137877","DOIUrl":"https://doi.org/10.1177/0013161X221137877","url":null,"abstract":"How do leaders make the impossible choice between harm enacted on racially oppressed students and families, and harm enacted on them as advocates for racial justice in systems steeped in whiteness? How do they negotiate multiple harms in Black and Brown bodies? Purpose: Situated in between the literature on tempered radicalism and Applied Critical Leadership (ACL), this study explores the experiences of six Black and Brown mid-level and senior-level district leaders in Greater Toronto Area, in Ontario, Canada. Research Methods/Approach: We draw on counter-narrative methodologies including in-depth oral history interviews and ongoing communication with participants to explore the impossibilities and possibilities of leading for racial justice. Findings: Impossibilities include complicities and complexities, accountabilities and alliances, and different metrics, different expectations. Possibilities include present and future hopes, personal power and voice, and joy and fulfillment. Implications for Research and Practice: This study adds to the literature on critical race-tempered radicalism by offering three important shifts in perspectives about leading for racial justice that blur revolutionary leadership and ACL. These include challenging a politics of representation and the necessary change in metrics, accountability measures, and systemic necessary to demonstrate the readiness for anti-racist leadership; anti-racist leadership as messy, ambiguous, and contextual that make space for complicities and complexities of this work; and anti-racist leadership beyond anti-racist leaders, which recognizes leadership beyond any one person, role, location, or generation.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"59 1","pages":"179 - 217"},"PeriodicalIF":3.3,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41976735","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

Toward Decolonizing Our Scholarship and Discourses: Lessons From the Special Issue on Decoloniality for EAQ 走向我们的学术和话语的非殖民化——EAQ非殖民化特刊的启示

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2022-11-14 DOI: 10.1177/0013161X221136729

T. Bainazarov, Alounso A. Gilzene, Taeyeon Kim, Gerardo R. López, Lawrence Louis, Soon-young Oh, Emma K. Taylor

引用次数: 1

Match or Mismatch? Assistant Principals’ Roles and Their Perceptions of the Evaluation System 匹配还是不匹配？助理校长的角色及其对评价体系的认识

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2022-11-08 DOI: 10.1177/0013161X221137047

Anna Moyer, Ellen B. Goldring

{"title":"Match or Mismatch? Assistant Principals’ Roles and Their Perceptions of the Evaluation System","authors":"Anna Moyer, Ellen B. Goldring","doi":"10.1177/0013161X221137047","DOIUrl":"https://doi.org/10.1177/0013161X221137047","url":null,"abstract":"Purpose: We examine the extent to which assistant principals’ time spent in different leadership roles (instructional leadership, student affairs, and school management) is associated with their perceptions of the evaluation system. We focus on this outcome because individuals are more likely to engage with evaluation feedback if they have positive perceptions of their evaluations. Research Method: We use survey data from assistant principals in Tennessee, where assistant principals are evaluated using a state-wide leadership evaluation system. We use regression analysis to determine the relationship between assistant principals’ roles and their perceptions of this evaluation system. Findings: On average, assistant principals in our sample spend 29% of their time on instructional leadership, 46% of their time on student affairs, and 25% of their time on school management. Those that spend more time on instructional leadership have more positive perceptions of the evaluation system. Perceptions of the evaluation system are also related to previous evaluation scores, the principal–assistant principal relationship, and novice assistant principal status. Implications: Our work raises important questions about the potential misalignment between assistant principals’ roles and their evaluations. This misalignment has potential implications for assistant principals’ development and career advancement. States and districts might consider if assistant principals’ evaluation systems are well-aligned with assistant principals’ roles and developmental needs. Further research is needed on the topic of assistant principals' evaluation systems.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"59 1","pages":"40 - 71"},"PeriodicalIF":3.3,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41622609","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

Time Demands and Emotionally Draining Situations Amid Work Intensification of School Principals 校长强化工作中的时间需求与情感流失

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2022-10-26 DOI: 10.1177/0013161X221132837

Fei Wang, Katina Pollock, Cameron Hauseman

引用次数: 1

Is Role Change Enough? District Organizational Supports for Principal Supervision 角色转换够了吗？区域组织对主要监督的支持

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2022-10-01 DOI: 10.1177/0013161X221081828

Laura K. Rogers

{"title":"Is Role Change Enough? District Organizational Supports for Principal Supervision","authors":"Laura K. Rogers","doi":"10.1177/0013161X221081828","DOIUrl":"https://doi.org/10.1177/0013161X221081828","url":null,"abstract":"Background and Purpose: District school improvement efforts have increasingly focused on improving the quality of support principals receive from the central office. This study uses the theoretical lens of recoupling to examines efforts by one urban district in the midst of change to revise the role of principal supervisors. Analysis focuses on how district organizational structures and systems supported (or did not support) principal supervisors' work in the new role. Research Methods: This qualitative study draws upon semi-structured interview data from 31 principals, principal supervisors, and central office leaders. Data were analyzed using an iterative, multi-round coding process that identified emergent themes. Findings: District central office structures, systems, and roles shape principal supervisors' ability to effectively develop principal leadership. System-wide changes to support principal supervisors' new work appeared to be at odds with existing district context and structure, limiting their effectiveness. Additionally, three organizational barriers emerged that limited principal supervisors' ability to meet the new role expectations: misaligned central office expectations, overlapping responsibilities between supervisors and other central office administrators, and an incoherent district definition of instructional leadership. Implications: Findings provide guidance for districts seeking to build central office capacity for school support by highlighting the importance of implementing district-level structural supports and other system considerations in addition to changing administrator roles.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"58 1","pages":"527 - 560"},"PeriodicalIF":3.3,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46364484","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: 2

Organizing Schools for Collaborative Learning: School Leadership and Teachers’ Engagement in Collaboration 组织学校进行协作学习:学校领导与教师参与协作

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2022-06-21 DOI: 10.1177/0013161X221107628

S. Patrick

{"title":"Organizing Schools for Collaborative Learning: School Leadership and Teachers’ Engagement in Collaboration","authors":"S. Patrick","doi":"10.1177/0013161X221107628","DOIUrl":"https://doi.org/10.1177/0013161X221107628","url":null,"abstract":"Purpose: Collaborative workgroups can be particularly fruitful sites for teachers to learn and improve. Prior research has illustrated how teachers' engagement in collaboration differs across school contexts. However, this research offers little guidance for leaders hoping to encourage collaborative learning among teachers in their school. Research Methods: Using survey and administrative data from teachers across Tennessee, this study examines the extent to which teachers in a large statewide sample (N = 9889) report engaging in collaborative learning opportunities and how these opportunities are distributed across and within schools. Using a series of multilevel models, I examine whether organizational conditions of schools influenced by school leaders are associated with the teacher-reported frequency and helpfulness of collaborative learning opportunities. Findings: I find significant variation in frequency across context (e.g., school level, geographic context, district size) and find that collaborative planning time consistently predicts how often teachers collaborate. Once accounting for frequency, teachers rate their collaboration as more helpful in schools with higher ratings of the professional climate/leadership and lower ratings of administrative oversight over collaboration. These relationships vary somewhat across contexts, with stronger negative relationships between oversight and helpfulness in schools with weak professional climates and large schools. Implications: Leaders should consider how to structure their schedules to allow for regular collaboration during the school day but should be cautious in mandating how teachers spend large portions of this collaborative time without shared decision-making with teachers.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"58 1","pages":"638 - 673"},"PeriodicalIF":3.3,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43003753","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: 2

Examining the Foundations of Culturally and Linguistically Sustaining School Leadership: Towards a Democratic Project of Schooling in Dual Language Bilingual Education 从文化和语言学角度审视学校领导能力的基础——走向双语教育中的民主办学计划

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2022-06-12 DOI: 10.1177/0013161X221106972

Sandra Leu Bonanno

{"title":"Examining the Foundations of Culturally and Linguistically Sustaining School Leadership: Towards a Democratic Project of Schooling in Dual Language Bilingual Education","authors":"Sandra Leu Bonanno","doi":"10.1177/0013161X221106972","DOIUrl":"https://doi.org/10.1177/0013161X221106972","url":null,"abstract":"Purpose: Building upon the positive findings from culturally sustaining pedagogical studies, this paper explores how culturally sustaining approaches might operate on an organizational level. Examined in the context of dual language bilingual education (DLBE), this paper proposes a conceptually and empirically-guided culturally and linguistically sustaining school leadership approach (CLSL) as one option for researchers and practitioners to reimagine schools to be more affirming and sustaining for Students of Color (SOC). Research Methods: This project employed a constant comparative analysis across case studies to describe and compare culturally and linguistically sustaining mindsets and practices of DLBE principals in the state of Utah ( Miles et al., 2014). Data collection involved participant methods and data analysis was completed through cycles of inductive and deductive qualitative coding. Findings and Implications: The study unveiled four leadership dimensions – cultivating critical consciousness for self and community, fostering a culturally and linguistically sustaining school climate, supporting culturally sustaining pedagogies, and enacting democratic structures—that operated in tandem to configure a culturally and linguistically sustaining school leadership. The themes bridge existing literature to define culturally sustaining tenets represented in the leadership role by describing ways principals reimagined schools to benefit SOC rather than solely responding to students’ identities and maintaining assimilative student outcomes.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"59 1","pages":"72 - 111"},"PeriodicalIF":3.3,"publicationDate":"2022-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45310780","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

Humans in Hierarchies: Intergroup Relations in Education Reform 层次中的人：教育改革中的群体关系

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2022-04-27 DOI: 10.1177/0013161X221098072

Renée Rinehart Kathawalla, Jal Mehta

{"title":"Humans in Hierarchies: Intergroup Relations in Education Reform","authors":"Renée Rinehart Kathawalla, Jal Mehta","doi":"10.1177/0013161X221098072","DOIUrl":"https://doi.org/10.1177/0013161X221098072","url":null,"abstract":"Purpose: Existing research on loosely coupled educational systems has largely ignored the social and affective dimensions of such systems. Drawing on literature from organizational behavior, this study examines how “human” factors, including role identity dynamics, power dynamics, and stereotyping, shape the implementation of state-led education reforms. Research Method/Approach: This study draws on interviews and focus groups with 77 actors from different organizational levels in two states and uses a grounded theory analytical approach. Findings: Our findings indicate that stereotyping is ubiquitous across contexts, that the way actors stereotype and perceive each other depends on their positions in the system, and that stereotypes of higher ups often persist even as higher ups are aware of them and try unsuccessfully to mitigate them. We theorize about the reasons for these outcomes and their consequences for efforts at systemic change. Implications for Research and Practice: This study underscores the importance of social and emotional factors in education reform efforts, which have been under-theorized to this point. It demonstrates that reforms could be more successful when higher ups and lower downs have more frequent and meaningful interactions, which facilitate opportunities to break down social and emotional barriers to successful implementation.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"58 1","pages":"597 - 637"},"PeriodicalIF":3.3,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42018645","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

Public School District Characteristics and the Formation of Longitudinal Interdistrict Collaboration Networks 公立学区特征与纵向跨学区协作网络的形成

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2022-03-02 DOI: 10.1177/0013161X221081855

Victor G. Hugg, Michael D. Siciliano, A. Daly

{"title":"Public School District Characteristics and the Formation of Longitudinal Interdistrict Collaboration Networks","authors":"Victor G. Hugg, Michael D. Siciliano, A. Daly","doi":"10.1177/0013161X221081855","DOIUrl":"https://doi.org/10.1177/0013161X221081855","url":null,"abstract":"Purpose: School leaders rely on a number of collaborative policy tools to address fiscal and governance issues. While prior research has examined the dynamics and implications of research-practice and public-private partnerships, this study addresses a third form of collaboration: interdistrict cooperative agreements. Method: We develop a unique data set to study the formation of interdistrict agreements formed among 333 public school districts in the state of Iowa from 2008 through 2017. Aimed at reducing costs and improving student outcomes, these agreements collectively reflect an intergovernmental network that develops through predominantly bilateral agreements. We examine the factors and mechanisms that can facilitate and hinder interdistrict collaboration through a stochastic actor-oriented model for analyzing panels of network observations. Findings: We find both transitivity and popularity to be positively associated with the inclination to form cooperative relationships. Further, school districts are more likely to collaborate with districts that have a: (1) greater number of enrolled students; (2) smaller percentage of students that receive free or reduced-price lunch; (3) higher student-to-teacher ratio; and (4) lower average teacher salary. Propinquity and homophily effects are present as well: between any two given school districts, the likelihood of collaboration improves as geographical distance and the absolute difference in district-level measures decreases. Implications: Understanding the antecedents of education network formation enables examinations of how network characteristics can reduce the cost of providing education or improve student outcomes.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"58 1","pages":"561 - 596"},"PeriodicalIF":3.3,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42920152","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

Negotiating Incomplete Autonomy: Portraits from Three School Principals 协商不完全自治：三位校长的肖像

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2022-02-14 DOI: 10.1177/0013161X221080374

Taeyeon Kim, J. Weiner

{"title":"Negotiating Incomplete Autonomy: Portraits from Three School Principals","authors":"Taeyeon Kim, J. Weiner","doi":"10.1177/0013161X221080374","DOIUrl":"https://doi.org/10.1177/0013161X221080374","url":null,"abstract":"Purpose: This study builds on research scrutinizing school autonomy in policy and school governance by shifting the focus from a formal structural view of autonomy to examining how principals negotiate autonomy in their daily work. Drawing on multiple dimensions of autonomy and street-level bureaucracy, this study examined how principals, as both professionals and bureaucrats, work to expand and strategize their autonomy in practice. Research Methods/Approach: We used portraiture to document and interpret the experience and perspectives of three principals at urban, suburban, and rural PK-12 traditional public schools in the Midwest of US during the 2018–2019 school year. Findings: Principals faced a “bounded” or “partial” autonomy in which they had to constantly negotiate their individual autonomy (e.g., how they spent their time on any given day) with institutional autonomy (e.g., the demands of the role via external expectations). The findings show the ways participants utilized institutional autonomy to support individual autonomy and dealt with the boundaries of their autonomy. While these strategies gave them a bit more “control” over decision-making, they also often resulted in overwork and/or conflict with district priorities. Implications for Research and Practice: Detailed portraits offer key insights for rethinking school autonomy with multiple dimensions intersected in leadership practice. Findings yield knowledge regarding how to best support districts and school leaders in creating greater alignment between institutional and individual demands, thus increasing the likelihood that autonomy, as an improvement strategy, can be effective.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"58 1","pages":"487 - 521"},"PeriodicalIF":3.3,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43108489","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: 3