Educational Administration Quarterly最新文献_第6页

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

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

Understanding Charter School Leaders' Perceptions of Competition in Arizona. 了解亚利桑那州特许学校领导对竞争的看法

IF 2.4 2区教育学

Educational Administration Quarterly Pub Date : 2021-12-01 Epub Date: 2021-10-01 DOI: 10.1177/0013161x211037337

Benjamin Creed, Huriya Jabbar, Michael Scott

{"title":"Understanding Charter School Leaders' Perceptions of Competition in Arizona.","authors":"Benjamin Creed, Huriya Jabbar, Michael Scott","doi":"10.1177/0013161x211037337","DOIUrl":"10.1177/0013161x211037337","url":null,"abstract":"Purpose: School choice policies are expected to generate competition leading to improvement in school practices. However, little is known about how competition operates in public education-particularly in charter schools. This paper examines charter-school leaders' competitive perception formation and the actions taken in response to competition.Research methods: Using Arizona charter-school leaders' responses to an original survey, Arizona Department of Education data, and the Common Core of Data, we examined the factors predicting the labeling of a school as a competitor. We estimated fixed effects logistic regression models which examine factors predicting the labeling of competitor schools and of top competitors. We used logistic regression models to understand charter-school leaders' responses to competition.Findings: We find charter-school leaders in Arizona perceived at least some competition with other schools, and their perceptions vary by urbanicity. While distance between schools mattered generally for labeling a school as a competitor, distance did not factor into labeling \"top competitor\" schools. Student outcomes did not predict competition between schools, but student demographics were associated with labeling a school a competitor. Charter-school leaders responded to competition through changes in outreach and advertising rather than curriculum and instruction. Competitive responses were related to the respondent school's quality and the level of perceived competition.Implications for research and practice: We found charter-school leaders perceive competition and respond by changing school practices. Responses typically focus on marketing activities over productive responses. The novel state-level analysis allows us to test the effects of local market conditions typically absent in the literature.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11364353/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47657579","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

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