Educational Administration Quarterly最新文献_第7页

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

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

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

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

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