Educational Administration Quarterly最新文献_第6页

Black Women Principals in American Secondary Schools: Quantitative Evidence of the Link Between Their Leadership and Student Achievement 美国中学黑人女校长:她们的领导能力与学生成绩之间联系的定量证据

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2022-01-28 DOI: 10.1177/0013161X211068415

S. Jang, N. Alexander

{"title":"Black Women Principals in American Secondary Schools: Quantitative Evidence of the Link Between Their Leadership and Student Achievement","authors":"S. Jang, N. Alexander","doi":"10.1177/0013161X211068415","DOIUrl":"https://doi.org/10.1177/0013161X211068415","url":null,"abstract":"Purpose: This study aims to provide quantitative knowledge concerning the leadership of Black women principals in American secondary schools. We examined (1) the demographic composition of the schools in which Black women principals serve, (2) these principals’ instructional leadership behaviors, (3) the collective responsibility among teachers in those schools, and (4) the association between their interacting identities and the math achievement scores of the 9th graders at the schools they led. Research Design and Methods: We used a critical quantitative intersectionality framework along with the base-year data from the High School Longitudinal Studies 2009 provided by the National Center for Education Statistics. Multiple regression analysis and linear mixed-effect modeling were used to examine how the convergence of principals’ race or ethnicity and gender is associated with the variables of interest. Findings: The results showed that on average, Black principals served schools with relatively higher percentages of students who were eligible for free or reduced-cost lunch and relatively higher percentages of students of color. We found that Black women principals were associated with a higher level of teachers’ collective responsibility as perceived by teachers and higher math achievement scores among students. There was a positive association between the principals’ instructional leadership behaviors perceived by teachers and female principals. Implications for Research and Practice: The importance of understanding the multiplicative influences of race or ethnicity and gender in research and principal preparation programs are discussed. We suggest that policymakers prepare intersectionality-informed policy interventions that specifically support leadership by Black women principals.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"58 1","pages":"450 - 486"},"PeriodicalIF":3.3,"publicationDate":"2022-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64707597","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: 5

The Deep Roots of Inequity: Coloniality, Racial Capitalism, Educational Leadership, and Reform 不平等的深层根源:殖民主义、种族资本主义、教育领导和改革

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2022-01-17 DOI: 10.1177/0013161X211029483

James S. Wright

{"title":"The Deep Roots of Inequity: Coloniality, Racial Capitalism, Educational Leadership, and Reform","authors":"James S. Wright","doi":"10.1177/0013161X211029483","DOIUrl":"https://doi.org/10.1177/0013161X211029483","url":null,"abstract":"Purpose: This article is a critical analysis of educational leadership and administration’s historically privileged Eurocentric epistemologies, research methodologies, and intellectual norms, shaping the field through conceptions of coloniality. The purpose of this article is toward decolonizing educational leadership. Problem: Dominant, Eurocentric knowledge systems are epistemically imposing. Racialized and ethnic critiques of Eurocentric epistemologies and educational leadership norms are relatively new in dominant knowledge production institutions such as University Council of Educational Administration and peer-review journals such as Education Administration Quarterly. Questions: Why are BIPOC (Black, Indigenous, and People of Color) epistemologies a critical issue in educational leadership, research, practice, and leadership preparation? In what ways have educational leadership research, practice, and training represented BIPOC epistemologies? Conceptual Framework: This article refines and advances theories of coloniality by a concept that I coined Coloniality Racial-Capitalism and Modernity. Coloniality, the darker side of modernity, is highlighted in educational leadership practices and reform for perpetuating epistemicide in the service of racial capitalism. Contributions to the Field: This article reconnects the struggles of Blackamericans to a global struggle, such as the progenitors in the Blackamerican struggle understood. Furthermore, placing coloniality in conversation with other critical work in educational leadership around coloniality’s articulations of racism and inequity is useful for BIPOC and their allies in fights for educational justice for BIPOC children.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"58 1","pages":"693 - 717"},"PeriodicalIF":3.3,"publicationDate":"2022-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41355281","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

Who Leads Turnaround Schools? Characteristics of Principals in Tennessee's Achievement School District and Innovation Zones 谁领导转型学校?田纳西州成就学区和创新学区校长的特点

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2021-12-29 DOI: 10.1177/0013161X211055702

LaTanya L. Dixon, L. D. Pham, G. Henry, S. Corcoran, R. Zimmer

{"title":"Who Leads Turnaround Schools? Characteristics of Principals in Tennessee's Achievement School District and Innovation Zones","authors":"LaTanya L. Dixon, L. D. Pham, G. Henry, S. Corcoran, R. Zimmer","doi":"10.1177/0013161X211055702","DOIUrl":"https://doi.org/10.1177/0013161X211055702","url":null,"abstract":"Purpose: While previous research has examined the impact of school turnaround models, less is known about the principals who lead these turnaround schools. This study examines the personal demographics, experience, educational background, prior school performance, salaries, and turnover of principals who led two turnaround models in Tennessee's lowest performing schools: a state-run Achievement School District (ASD) that has not yielded positive nor negative effects and local Innovation Zones (iZones) that averaged positive effects on student achievement over six years. Methods: We analyze longitudinal, administrative data from the Tennessee Department of Education from 2006–2007 to 2017–2018 to compare pre- and post-reform means and trends in principal characteristics between ASD, iZone, and similarly low-performing comparison schools. Results: ASD schools had higher principal turnover rates and lost principals whose schools performed higher while iZone schools retained more principals and lost principals whose schools performed lower. Moreover, iZone schools employed more experienced principals, more Black principals, and principals with higher graduate degree attainment and paid their principals more than ASD schools. Salary differences between ASD and iZone schools were not explained by principals’ characteristics, such as years of experience. Implications: Our findings reveal differences in leadership characteristics between iZone and ASD schools that were consistent with differences in the effectiveness of the two turnaround approaches.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"58 1","pages":"258 - 299"},"PeriodicalIF":3.3,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47139172","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: 5

Computer Science Trends and Trade-offs in California High Schools 加州高中的计算机科学趋势与权衡

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2021-12-03 DOI: 10.1177/0013161X211054801

P. Bruno, Colleen M. Lewis

{"title":"Computer Science Trends and Trade-offs in California High Schools","authors":"P. Bruno, Colleen M. Lewis","doi":"10.1177/0013161X211054801","DOIUrl":"https://doi.org/10.1177/0013161X211054801","url":null,"abstract":"Purpose: We aim to better understand the curricular, staffing, and achievement trade-offs entailed by expansions of high-school computer science (CS) for students, schools, and school leaders. Methods: We use descriptive, correlational, and quasi-experimental methods to analyze statewide longitudinal course-, school-, and staff-level data from California, where CS course taking has expanded rapidly. Findings: We find that these rapid CS course expansions have not come at the expense of CS teachers’ observable qualifications (namely certification, education, or experience). Within-school course taking patterns over time suggest that CS enrollment growth has come at the expense of social studies, English/language arts (ELA), and arts courses, as well as from other miscellaneous electives. However, we find no evidence that increased enrollment of students in CS courses at a school has a significant effect on students’ math or ELA test scores. Implications: Flexible authorization requirements for CS teachers appear to have allowed school leaders to staff new CS courses with teachers whose observable qualifications are strong, though we do not observe teachers’ CS teaching skill. Increasing CS participation is unlikely to noticeably improve school-level student test scores, but administrators also do not need to be overly concerned that test scores will suffer. However, school leaders and policymakers should think carefully about what courses new CS courses will replace and whether such replacements are worthwhile.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"58 1","pages":"386 - 418"},"PeriodicalIF":3.3,"publicationDate":"2021-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41985082","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

How Conceptions of Equity Inform Principal Data Use: A Purposeful Examination of Principals From Four School Districts 公平的概念如何影响校长的数据使用:对四个学区校长的有目的的考察

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2021-11-29 DOI: 10.1177/0013161X211056084

Rachel Roegman, Ruqayyah Perkins-Williams, Matt Budzyn, Olivia Killian-Tarr, David Allen

引用次数: 3

Student Assignment Policies and Racial and Income Segregation of Schools, School Attendance Zones, and Neighborhoods 学生分配政策与学校、学区和社区的种族和收入隔离

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2021-11-22 DOI: 10.1177/0013161X211024720

Kendra Taylor, Erica Frankenberg

{"title":"Student Assignment Policies and Racial and Income Segregation of Schools, School Attendance Zones, and Neighborhoods","authors":"Kendra Taylor, Erica Frankenberg","doi":"10.1177/0013161X211024720","DOIUrl":"https://doi.org/10.1177/0013161X211024720","url":null,"abstract":"Purpose: This article examines the relationship between educational and residential segregation in three school districts with differing approaches to student assignment. Racial and income segregation within school districts is often only examined at the school level, even as school patterns are often related to residential and attendance zone segregation depending on integration policies aimed at decoupling these relationships. Research Method/Approach: Using an innovative data set, the School Attendance Boundary Survey, along with Census and Common Core of Data data, this analysis examines racial and income segregation at the neighborhood, school zone, and school levels in three districts with varied student assignment policies to explore the relationship between districts’ diversity policies and school, attendance zone, and residential segregation. Findings: We find that, despite high residential segregation, educational segregation varies in these three districts. In the two districts that sought to increase diversity in their student assignment policies, educational segregation was lower than in the third district that did not consider diversity, despite similar levels of residential segregation. The findings suggest that district leaders’ use of diversity-focused student assignment policies may be one way to disrupt the link between residential and school segregation. Conclusions: Understanding the segregation of educational boundaries within school districts, and the relationship between school zone segregation and segregation at other geographic scales, offers insights into how district leaders could utilize student assignment policies to reduce racial and income segregation.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"57 1","pages":"747 - 775"},"PeriodicalIF":3.3,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47734454","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: 5

From Compliance to Improvement: How School Leaders Make Sense of Institutional and Technical Demands When Implementing a Continuous Improvement Process 从服从到改进:学校领导在实施持续改进过程时如何理解制度和技术要求

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2021-11-20 DOI: 10.1177/0013161X211053597

Maxwell M. Yurkofsky

{"title":"From Compliance to Improvement: How School Leaders Make Sense of Institutional and Technical Demands When Implementing a Continuous Improvement Process","authors":"Maxwell M. Yurkofsky","doi":"10.1177/0013161X211053597","DOIUrl":"https://doi.org/10.1177/0013161X211053597","url":null,"abstract":"Purpose: A recurring frustration in educational research is the tendency for school leaders to implement reforms in ways that prioritize compliance over more substantive improvements to practice. Drawing on new institutional theory and sensemaking theory, this article explores the different ways leaders respond to continuous improvement (CI) reforms and why they frequently privilege external compliance over the perceived needs of their schools. Methods: This study used interviews, observations, and artifacts to analyze how six leaders across two midwestern school districts led the implementation of a CI method. Data analysis involved an iterative process of identifying emergent themes, refining themes based on existing research, and evaluating their usefulness in explaining differences within and across school leaders, in order to understand the different ways leaders responded to CI and what factors caused them to prioritize compliance over substantive improvement. Findings: Findings illuminate six different responses to CI that vary across three dimensions: whether leaders prioritize bridging or buffering, the form or the function of reform, and concerns for external legitimacy or internal improvement. Leaders’ professional identities, their beliefs about the usefulness of CI, and their perception of district regulation contributed to whether they implemented CI in a way that prioritized concerns for legitimacy over improvement. Implications: These findings trace the shallow reach of recent reform efforts to the ways leaders make sense of the complex institutional and technical demands of their role, offer an integrative typology of leaders’ different approaches to implementation, and identify factors that support more productive responses to district reform.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"58 1","pages":"300 - 346"},"PeriodicalIF":3.3,"publicationDate":"2021-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45159935","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: 9

“If I Ever Leave, I Have a List of People That Are Going With Me:” Principals’ Understandings of and Responses to Place Influences on Teacher Staffing in West Virginia “如果我离开，我有一个和我一起走的人的名单:”校长对西弗吉尼亚州教师人员配备的地方影响的理解和反应

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2021-11-15 DOI: 10.1177/0013161X211053590

Erin McHenry-Sorber, M. Campbell, D. Sutherland

{"title":"“If I Ever Leave, I Have a List of People That Are Going With Me:” Principals’ Understandings of and Responses to Place Influences on Teacher Staffing in West Virginia","authors":"Erin McHenry-Sorber, M. Campbell, D. Sutherland","doi":"10.1177/0013161X211053590","DOIUrl":"https://doi.org/10.1177/0013161X211053590","url":null,"abstract":"Purpose: Schools across the predominately rural state of West Virginia are experiencing widespread teacher shortages, though recruitment and retention difficulties are unevenly distributed across place. Using spatial in/justice as our framework, we explore how principals define place, how place influences principal perceptions of teacher recruitment and retention, and how principals respond to these staffing challenges given their leadership experiences, relationship to school community, and understandings of place affordances and disadvantages. Research Methods/Approach This research utilized interviews with eight principals across six school districts in West Virginia over a four-month time frame. We inductively coded interview transcripts in iterative cycles using our research framework as a guide for emic and etic codes. Findings: We find principals’ understanding of place influences on staffing to be specific to the unique attributes of each community and the placement of their leadership experiences – as community returners, seasoned though not originally from the community, and new-to-place. Their understandings of spatial in/justice as it relates to teacher staffing shape ideas of place affordances and disadvantages and recruitment and retention practices. These findings complexify the teacher staffing picture across geographically diverse rural places and the responses available to leaders given their leadership experience and relationship to place. Implications for Research and Practice The place-specific influences on teacher staffing problematize statewide policy mechanisms for ameliorating teacher shortages. The findings also suggest the need for further in-depth qualitative research within districts and across states, with an emphasis on racially diverse rural places.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"59 1","pages":"432 - 464"},"PeriodicalIF":3.3,"publicationDate":"2021-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48152944","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: 7

The Principal-Teacher Churn: Understanding the Relationship Between Leadership Turnover and Teacher Attrition 校长丘恩：理解领导层更替与教师流失的关系

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2021-11-13 DOI: 10.1177/0013161X211051974

David E. DeMatthews, David S. Knight, Jinseok Shin

{"title":"The Principal-Teacher Churn: Understanding the Relationship Between Leadership Turnover and Teacher Attrition","authors":"David E. DeMatthews, David S. Knight, Jinseok Shin","doi":"10.1177/0013161X211051974","DOIUrl":"https://doi.org/10.1177/0013161X211051974","url":null,"abstract":"Purpose: Principals are critical to school improvement and play a vital role in creating inclusive and high-performing schools. Yet, approximately one in five principals leave their school each year, and turnover is higher in schools that serve low-income students of color. Relatedly, high rates of teacher turnover exacerbate challenges associated with unstable learning environments. Our study examines the extent to which principal turnover influences teacher turnover. We build on past work by exploring how the relationship between teacher and principal turnover differs in urban, high-poverty settings and by examining the effects of chronic principal turnover. Research Methods/Approach: We draw on a student- and employee-level statewide longitudinal dataset from Texas that includes all public K-12 schools from school years 1999–2000 to 2016–17. We estimate teacher-level models with school fixed effects, allowing us to compare teacher turnover in schools leading up to and immediately following a principal exit, to otherwise similar schools that do not experience principal turnover. Findings: Teacher turnover spikes in schools experiencing leadership turnover, and these effects are greater among high-poverty and urban schools, in schools with low average teacher experience, and in schools experiencing chronic principal turnover. Implications: Improving leadership stability, especially in urban schools experiencing chronic principal turnover may be an effective approach to reducing teacher turnover. Principal and teacher turnover and their relationship with each other requires further investigation. The field would benefit from qualitative research that can provide important insights into the individual decisions and organizational processes that contribute to principal turnover.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"58 1","pages":"76 - 109"},"PeriodicalIF":3.3,"publicationDate":"2021-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43938423","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

Leadership for Family and Community Engagement: A Qualitative Policy Analysis of State Principal Evaluation Processes 家庭和社区参与领导力：国家主体评价过程的定性政策分析

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2021-11-10 DOI: 10.1177/0013161X211052501

L. Mayger, Kathleen Provinzano

{"title":"Leadership for Family and Community Engagement: A Qualitative Policy Analysis of State Principal Evaluation Processes","authors":"L. Mayger, Kathleen Provinzano","doi":"10.1177/0013161X211052501","DOIUrl":"https://doi.org/10.1177/0013161X211052501","url":null,"abstract":"Purpose: The primary purpose of this policy analysis is to examine how states changed their principal performance evaluation systems since the passage of Every Student Succeeds Act in 2015. In particular, we focus on whether states have capitalized on the flexible policy landscape to make space for meaningful family and community engagement (FCE) in assessing principals’ effectiveness. Research Methods: This study uses document analysis to review the structure of principal evaluation systems in all 50 states and selects 17 revised systems for a deeper review of their approach to leadership for partnering with families and communities. Findings: A plurality of states have not substantively revised their evaluation systems. Several of the revised systems narrowly focused on instructional leadership and student achievement measures and were thus unsupportive of meaningful FCE and federal policy aims for schools to work in partnership with family and community stakeholders. The principal evaluation systems most supportive of authentic family and community engagement allowed for flexible goal setting and explicitly encouraged the use of stakeholder feedback as evidence of principals’ effectiveness. Implications for Research and Policy: The authors discuss the implications of the results in terms of 1.) expanding definitions of educational leadership to include tenets of authentic FCE, 2.) creating coherent yet compendious systems for school improvement, and 3.) planning for and implementing a developmental approach to the evaluation of school leaders.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"58 1","pages":"141 - 177"},"PeriodicalIF":3.3,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48658266","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