Educational Administration Quarterly最新文献_第5页

The Rise of the School District Chief Equity Officer: Moving Beyond Mimetic Isomorphism and Promoting Anti-Racist Systemic Change 学区首席公平官的崛起：超越拟态同构，推动反种族主义制度变革

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2023-02-01 DOI: 10.1177/0013161X231153404

Marian Lewis, Marsha E. Modeste, Royel M. Johnson

{"title":"The Rise of the School District Chief Equity Officer: Moving Beyond Mimetic Isomorphism and Promoting Anti-Racist Systemic Change","authors":"Marian Lewis, Marsha E. Modeste, Royel M. Johnson","doi":"10.1177/0013161X231153404","DOIUrl":"https://doi.org/10.1177/0013161X231153404","url":null,"abstract":"Purpose: A growing number of school districts have recently added a position to the superintendent's cabinet, often titled chief equity officer. While the chief equity officer position is still in its early stages, we have an opportunity to examine insights from this work in the higher education context—both to support the adoption and implementation of the position, and the change work the chief equity officer will lead throughout the organization. The following conceptual question guides our analytical review: How can the role of chief equity officer be meaningfully and thoughtfully adapted for K-12 schools and districts in a critical anti-racist manner? Moverover, how might insights from higher education and scholarly knowledge on the nature of educational institutions, change within organizations, leadership practice, and learning inform the development of this role? Proposed Conceptual Argument: While the chief equity officer position was initially developed in response to historic and systemic inequities, over time, as this position becomes standardized through a process scholars call mimetic isomorphism, it runs the risk of becoming symbolic, only serving to signal an organization's commitment to equity-oriented work without meaningfully attending to its structures for learning, policies, or practices. Implications: Chief equity officers have a formal role within the district; however, their work requires an organizational commitment, from educators and educational leaders, for anti-racist systemic change. Structural, financial, and personnel-oriented supports are critical. Training programs for educators and leaders should thoughtfully prepare future chief equity officers, and continue to extend existing efforts to prepare anti-racist, equity-oriented principals, superintendents, teachers, and other educational leaders.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46941935","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

Using Leadership Coaching to Strengthen the Developmental Opportunity of the Clinical Experience for Aspiring Principals: The Importance of Brokering and Third-Party Influence 利用领导力辅导为有抱负的校长增加临床经验的发展机会：经纪人和第三方影响的重要性

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2023-02-01 DOI: 10.1177/0013161X231153812

Shelby Cosner, Craig De Voto

{"title":"Using Leadership Coaching to Strengthen the Developmental Opportunity of the Clinical Experience for Aspiring Principals: The Importance of Brokering and Third-Party Influence","authors":"Shelby Cosner, Craig De Voto","doi":"10.1177/0013161X231153812","DOIUrl":"https://doi.org/10.1177/0013161X231153812","url":null,"abstract":"Purpose: To identify key issues that university-based leadership coaches act upon in work to fortify the developmental opportunity of the clinical experience for aspiring principals, and how leadership coaches act upon these issues. Research: Data include roughly 75 hours of interviews with two cohorts of aspiring principals and 25 hours of interviews with the five leadership coaches assigned to these aspirants (N = 25). Drawing theoretically upon brokering and social networks brokerage, analysis of transcripts used both deductive and inductive coding. Findings: We identified five key issues acted upon by leadership coaches, including: (a) relational issues between the aspirant and the mentor; (b) insufficient time between the aspirant and the mentor; (c) aspirant identification of and engagement with clinical work of developmental importance; (d) aspirant access to and/or authority for clinical work; and (e) the developmental supports provided to aspirants by mentors. Drawing upon theories of brokering, social networks brokerage, and third-party influence as we examined how coaches acted upon aspirant issues, we found that coaches regularly worked as brokers and third-party influencers in these pursuits. The structuring and design of coaching as well as coaching tools proved vital to this work. Conclusion: Leadership coaches tethered to principal preparation programs can play an important role in fortifying the developmental opportunity of the clinical experience. Our findings suggest an assortment of implications for leadership preparation, the deployment and design of university-based leadership coaches, and the development of such coaches tied to principal preparation.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45009102","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

Introduction: Coloniality, Educational Leadership, and White Supremacy: The Other Global Pandemic. 引言:殖民、教育领导和白人至上:另一种全球流行病。

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2022-12-01 DOI: 10.1177/0013161X221136728

Tyson E J Marsh, James Wright, Muhammad Khalifa, Gerardo R López

引用次数: 0

Managing Competing Demands in a Teacher Shortage Context: The Impact of Teacher Shortages on Principal Leadership Practices 在教师短缺的背景下管理竞争需求:教师短缺对校长领导实践的影响

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2022-11-24 DOI: 10.1177/0013161X221140849

Andrene J. Castro

{"title":"Managing Competing Demands in a Teacher Shortage Context: The Impact of Teacher Shortages on Principal Leadership Practices","authors":"Andrene J. Castro","doi":"10.1177/0013161X221140849","DOIUrl":"https://doi.org/10.1177/0013161X221140849","url":null,"abstract":"Purpose: Teacher shortages disrupt multiple aspects of school functioning. Negative effects of shortages are linked to poor outcomes for students, teachers, and organizational climate and culture. However, less attention has been paid to the impact of shortages on principals’ leadership activities. Research Methods/Approach: This study uses qualitative data from 23 principals in four Oklahoma school districts to describe the impact of teacher shortages on principals’ leadership practice and the extent to which principals alter leadership behaviors in relation to shortages. Findings: Findings offer new evidence suggesting teacher supply, principal leadership, and organizational functioning are tightly coupled. Specifically, principals experienced competing managerial demands as they reported stronger impacts of shortages on tasks associated with organizational management, instructional management, and internal relations, while indirect or minor impacts were reported for administrative and external relations tasks. Implications: As teacher shortages increase across the U.S., this study highlights the cumulative impacts of shortages on schools and offers implications for school leadership, policy, and practice.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47091480","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

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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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