Educational Administration Quarterly最新文献_第7页

School Leaders’ Use of Social-Emotional Learning to Disrupt Whiteness 学校领导利用社会情感学习颠覆白人

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2021-11-10 DOI: 10.1177/0013161X211053609

Stephanie Forman, J. Foster, Jessica G. Rigby

{"title":"School Leaders’ Use of Social-Emotional Learning to Disrupt Whiteness","authors":"Stephanie Forman, J. Foster, Jessica G. Rigby","doi":"10.1177/0013161X211053609","DOIUrl":"https://doi.org/10.1177/0013161X211053609","url":null,"abstract":"Purpose: This article examines how school leaders connect Social-Emotional Learning (SEL) with anti-racist practices. Current literature has yet to explain how leaders support race conscious approaches to SEL that promote marginalized students’ well-being, particularly with White teachers who often resist learning about race and Whiteness. Research Approach: We conducted a qualitative study of three leaders in one district in the Puget Sound region of Washington state. The first data collection and analysis phase drew from interviews, observations, and artifacts from a larger study to identify anti-racist SEL intersections and the leaders associated with these intersections. In the second phase, we conducted additional interviews with three leaders and performed a critical frame analysis to characterize the frames used by leaders to shape what SEL means and who it serves. Findings: We describe three anti-racist SEL intersections in which leaders made explicit connections between SEL and broader anti-racist goals within their work with White teachers. We found that leaders framed SEL strategically to address White teachers’ emotions, and as tools teachers might use to understand and address students’ racialized classroom experiences Implications: Findings provide illustrative examples of leadership that connects anti-racist practice with SEL and explore how leaders’ novel understanding of SEL and anti-racism undergirds this leadership approach.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"554 1","pages":"351 - 385"},"PeriodicalIF":3.3,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41271476","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

Toward a Just Leadership Learning Ecology: A CHAT-IT Analysis of the Highlander Idea 走向公正的领导力学习生态：Highlander理念的CHAT-IT分析

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2021-11-06 DOI: 10.1177/0013161X211054835

Ethan Chang, R. Glass

引用次数: 2

Diversity Ideology and School Leadership: Obscuring Inequities for Emergent Bilingual Students in Career and Technical Education 多元意识形态与学校领导:职业技术教育中新兴双语学生的不公平现象

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2021-11-06 DOI: 10.1177/0013161X211052510

Mark R. Emerick

{"title":"Diversity Ideology and School Leadership: Obscuring Inequities for Emergent Bilingual Students in Career and Technical Education","authors":"Mark R. Emerick","doi":"10.1177/0013161X211052510","DOIUrl":"https://doi.org/10.1177/0013161X211052510","url":null,"abstract":"Purpose: The purpose of this article is to examine the ways in which school leaders in career and technical education (CTE) conceptualized diversity and inclusion for emergent bilingual students (EBs) and how their beliefs about diversity manifested in institutional support (or lack thereof) for EBs. Research Method: This study draws on data collected during a year-and-a-half long qualitative case study at a large, nationally recognized CTE center. The primary sources of data were interviews with administrators, teachers, and students; local artifacts, student records, and state-level enrollment data were also used. Findings: CTE administrators adhered to diversity ideology when discussing issues of diversity and EBs' inclusion at their institution and believed that they cultivated an inclusive educational environment. This ideology resulted in superficial diversity and inclusion initiatives that did not ensure that EBs had equitable access to CTE program nor that teachers had a sufficient system of support to ensure EBs’ academic success, despite the administration's stated commitment to equal opportunity and inclusion. Implications: These findings suggest the need for administrators to critically examine their conceptualization of diversity and equity when considering how to support EBs in CTE programs.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"58 1","pages":"223 - 257"},"PeriodicalIF":3.3,"publicationDate":"2021-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44047292","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: 4

Defining Rigor in Justice-Oriented EdD Programs: Preparing Leaders to Disrupt and Transform Schools 在以正义为导向的教育项目中定义严谨性:为颠覆和改造学校的领导者做好准备

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2021-10-29 DOI: 10.1177/0013161X211050926

Jess R. Weiler, Kofi Lomotey

{"title":"Defining Rigor in Justice-Oriented EdD Programs: Preparing Leaders to Disrupt and Transform Schools","authors":"Jess R. Weiler, Kofi Lomotey","doi":"10.1177/0013161X211050926","DOIUrl":"https://doi.org/10.1177/0013161X211050926","url":null,"abstract":"Faculty in practitioner-oriented EdD programs must continually defend the presence of rigor in their programs. The existence of rigor determines the preparedness of our educational leaders to disrupt and transform educational organizations to bring about equitable and socially just outcomes; however, perceptions of rigor by the larger community impact the overall success of these programs and their students. In this conceptual article, we discuss the ways in which the literature defines rigor within and beyond practitioner-oriented EdD programs. We integrate that the literature with the critical need for social justice leadership, and leadership preparation toward that end, to offer a conceptual framework for designing, assessing, improving, communicating, and defending the rigor of EdD programs centered upon social justice. We posit: EdD programs can claim to be rigorous and centered upon social justice if their faculty: (1) collectively envision and construct rigorous student learning outcomes (rigor as a challenge) connected to the learning of critical theory and the demonstration of critical praxis to improve the lives of marginalized/underserved students; and (2) use backward-design to develop and align curriculum and pedagogy with those outcomes, including scholarly learning experiences (rigor in research) and the elicitation of students’ critical thinking (rigor as complexity).","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"58 1","pages":"110 - 140"},"PeriodicalIF":3.3,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44370296","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

Coming to Know and Knowing Differently: Implications of Educational Leadership 认识与差异认识：教育领导力的启示

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2021-10-20 DOI: 10.1177/0013161X211036079

George J. S. Dei (Nana Adusei Sefa Tweneboah), Asna Adhami

{"title":"Coming to Know and Knowing Differently: Implications of Educational Leadership","authors":"George J. S. Dei (Nana Adusei Sefa Tweneboah), Asna Adhami","doi":"10.1177/0013161X211036079","DOIUrl":"https://doi.org/10.1177/0013161X211036079","url":null,"abstract":"Our paper will examine the question of counter-hegemonic knowledge production in the Western academy and the responsibilities of the Racialized scholar coming to know and producing knowing to challenge the particularity of Western science knowledge that masquerades as universal knowledge in academia. We engage the topic from a stance examining the coloniality of knowledge in educational leadership by centering Indigenous knowledge systems in the academy as a means to disrupt Euro-colonial hegemonic knowledging. We ask: How do we challenge the “grammar of coloniality” of Western knowledge and affirm the possibilities of a reimagining of “new geographies” and cartographies of knowledge as varied and intersecting ontologies and epistemologies that inform our human condition as “learning experiences, research, and knowledge generation” practices? The paper highlights epistemic possibilities of multicentricity, that is, multiple ways of knowledge as critical to understanding the complete history of ideas and events that have shaped and continue to shape human growth and development. The paper highlights Indigeneity as a salient entry point to producing counter-hegemonic knowing. The paper concludes pointing to implications for educational “re-search” and African educational futurity.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"58 1","pages":"780 - 809"},"PeriodicalIF":3.3,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44102184","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

The Correlation between Social Justice Leadership and Student Alienation 社会公正领导与学生异化的关系

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2021-10-18 DOI: 10.1177/0013161X211047213

Suzan Canlı, H. Demirtaş

{"title":"The Correlation between Social Justice Leadership and Student Alienation","authors":"Suzan Canlı, H. Demirtaş","doi":"10.1177/0013161X211047213","DOIUrl":"https://doi.org/10.1177/0013161X211047213","url":null,"abstract":"Purpose This study aimed to investigate the correlation between social justice leadership levels of school principals and school alienation levels of students in Turkey. Furthermore, it investigated the students’ perceptions about social justice leadership and alienation from school and whether there were significant differences based on gender, socioeconomic status and student grade levels. Research Methods The study sample included 493 high school students assigned with the cluster sampling method. The “Social Justice Leadership Scale” and “Student Alienation Scale” were used in the study to collect the data. Descriptive statistical analysis, t-test, one-way analysis of variance, correlation analysis and multiple linear regression analysis were conducted to analyze the data. Findings It was determined that there were significant differences between student perceptions on school alienation and social justice leadership of school principals based on the school's socioeconomic level, and the student's gender and grade level. There was a significant negative correlation between school alienation and social justice leadership. It was found that social justice leadership was a significant predictor of alienation from school and explained about 23% of the total variance in alienation from school. Implications Based on the study findings, it was concluded that exhibition of social justice leadership behavior by school principals decreased school alienation levels among the students. The level of school alienation of the students attending schools where principals exhibit social justice leadership behavior is expected to be lower.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"58 1","pages":"3 - 42"},"PeriodicalIF":3.3,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41871270","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

Homeward Bound? Rural Principal Hiring, Transfer, and Turnover Patterns in Texas 回家？得克萨斯州农村校长的聘用、调动和流动模式

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2021-10-18 DOI: 10.1177/0013161X211045920

A. Pendola, E. Fuller

引用次数: 0

The Moderation Role of Transformational Leadership in the Effect of Instructional Leadership on Teacher Professional Learning and Instructional Practice: An Integrated Leadership Perspective 变革型领导在教学领导对教师专业学习和教学实践的影响中的调节作用:一个综合领导视角

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2021-08-16 DOI: 10.1177/0013161X211035079

M. Bellibaş, A. Kılınç, Mahmut Polatcan

{"title":"The Moderation Role of Transformational Leadership in the Effect of Instructional Leadership on Teacher Professional Learning and Instructional Practice: An Integrated Leadership Perspective","authors":"M. Bellibaş, A. Kılınç, Mahmut Polatcan","doi":"10.1177/0013161X211035079","DOIUrl":"https://doi.org/10.1177/0013161X211035079","url":null,"abstract":"Aim: While integrated leadership has received significant scholarly attention in the past decade, most existing research in this vein has focused on its impact on student achievement and often dismissed how it might be related to instructional practices, which are at the center of many school reforms. In this research, we examined the relationship between integrated leadership and teacher professional learning and teacher practices in Turkey, where educational policy makers have recently introduced several school reform initiatives. More specifically, we aimed to examine the moderating function of transformational leadership in the relationship between instructional leadership and teacher practices, with an emphasis on the mediating role of teacher professional learning. Research Design: We conducted this study with a cross-sectional design and moderated mediation model. Data collected from 616 teachers working in a mix of primary and secondary schools in Turkey were analyzed using structural equation modeling and bootstrapping tests. Findings: We found evidence that transformational leadership acted as a moderator of the indirect effect of principal instructional leadership on teachers' instructional practices through teacher professional learning. Implications: This study adds to the accumulated body of knowledge on the effects of school leadership by concluding that the effect of instructional leadership on teacher learning and practice is contingent upon the extent to which principals enact transformational leadership. School principals who adopt a more comprehensive leadership approach that combines instructional leadership and transformational leadership practices can maximize their effects on student achievement through teacher learning, and better address the ever-growing demands of educational reforms.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"57 1","pages":"776 - 814"},"PeriodicalIF":3.3,"publicationDate":"2021-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43436504","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: 11

Red for Ed Teacher Movements: Exploring Roles and Symbols in the Politics of the Superintendency 红色教师运动：探知督学政治中的角色与象征

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2021-08-16 DOI: 10.1177/0013161X211034485

Michael A. Szolowicz, R. Aaron Wisman

引用次数: 1

Searching for Amistad in Two School Districts: A Case Study of Black History Curriculum Implementation in New Jersey 在两个学区寻找黑人历史:以新泽西州黑人历史课程实施为例

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2021-08-09 DOI: 10.1177/0013161X211026962

Kevin L. Clay, Nora C. R. Broege

{"title":"Searching for Amistad in Two School Districts: A Case Study of Black History Curriculum Implementation in New Jersey","authors":"Kevin L. Clay, Nora C. R. Broege","doi":"10.1177/0013161X211026962","DOIUrl":"https://doi.org/10.1177/0013161X211026962","url":null,"abstract":"Background: Over the past 30 years, much debate has been produced about improving the quality and caliber of curriculum taught to public school students. Less prominent in these discussions has been the content of Black history and culturally relevant curriculum. Many states and districts assume they are adequately including these experiences through theme months (i.e., Black History Month) or single school days dedicated to workshops on diversity and equity. Unlike most states, the State of New Jersey has legislated the inclusion of Black history education through the enactment of the Amistad Legislation. In doing so it stands out among its peers, but has this legislation actually enacted curricular change? Research Design: We engage a decoloniality framework in this exploratory case study of two districts, describing how each is interpreting Amistad, the processes they subsequently implement, the curricular results, and if/how these attempts address dominant Eurocentric frames essential to the project of coloniality. Findings: We find that simply following the legislation itself does not result in a great deal of reform. The districts we profile, rather than follow the vague dictum of Amistad, opt to follow the “spirit” of the law. The result is clear curricular reform and district-level changes. Our cases present interesting points of discussion as they are at two distinct points on the spectrum of implementation—one having already established a well-regarded curriculum, the other in the early stages of reform. Despite this, administrators in each express the value of Amistad for their students, faculty, and communities.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"58 1","pages":"718 - 745"},"PeriodicalIF":3.3,"publicationDate":"2021-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48623748","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