Educational Administration Quarterly最新文献_第9页

Facilitating Leadership Coach Capacity for School Leadership Development: The Intersection of Structured Community and Experiential Learning 促进学校领导力发展的领导教练能力:结构化社区和体验式学习的交集

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2021-02-01 DOI: 10.1177/0013161X20915948

K. S. Huggins, Hans W. Klar, P. M. Andreoli

{"title":"Facilitating Leadership Coach Capacity for School Leadership Development: The Intersection of Structured Community and Experiential Learning","authors":"K. S. Huggins, Hans W. Klar, P. M. Andreoli","doi":"10.1177/0013161X20915948","DOIUrl":"https://doi.org/10.1177/0013161X20915948","url":null,"abstract":"Purpose: The purpose of this article is to examine how the leadership coaching capacities of experienced school leaders can be developed to support less-experienced school leaders to lead continuous improvement efforts. In this article, we report the findings of a 2-year study of experienced school leaders who developed their leadership coaching knowledge, skills, and dispositions to enhance the capacities of less-experienced school leaders in a research–practice partnership called the Leadership Learning Community. Research Methods: We drew on qualitative research methodology to answer the study’s research question. To collect our data, we utilized participant observations of 12 professional development days and 70 job-embedded coaching sessions over a 2-year period, yearly semistructured interviews with the eight leadership coach participants, and other artifacts related to the Leadership Learning Community. We analyzed our data using multiple rounds of coding to arrive at the themes. Findings: The findings highlight the possibilities of developing leadership coaching capacity through a combination of community-based structured and facilitated learning opportunities and experiential learning. The findings also add to the limited research regarding leadership coaching as a strategy for enhancing school leadership development. Conclusion and Implications: The results of the study provide assistance to national and state administrator organizations, educational service districts, and school district administrators endeavoring to meet the learning needs of school leaders through leadership coaching. Further research should be conducted to understand how the leadership coaching capacities of leadership supervisors and developers can be facilitated.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0013161X20915948","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46565357","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

Images of Educational Leadership: How Principals Make Sense of Democracy and Social Justice in Two Distinct Policy Contexts 教育领导形象：校长如何在两个不同的政策背景下理解民主和社会正义

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2021-01-08 DOI: 10.1177/0013161X20981148

Tina Trujillo, Jorunn Møller, R. Jensen, R. Kissell, Eivind Larsen

{"title":"Images of Educational Leadership: How Principals Make Sense of Democracy and Social Justice in Two Distinct Policy Contexts","authors":"Tina Trujillo, Jorunn Møller, R. Jensen, R. Kissell, Eivind Larsen","doi":"10.1177/0013161X20981148","DOIUrl":"https://doi.org/10.1177/0013161X20981148","url":null,"abstract":"Purpose: This article investigates how school leaders make sense of social justice and democracy in their practice in two settings, a high-stakes testing and accountability context, the San Francisco Bay Area, California, and a low-stakes testing and accountability context, Norway. It demonstrates how leaders view relationships among education, democracy, and social justice, when located in a neoliberal democracy with a minimalist welfare state or in a social democracy with a robust welfare state. Design and Evidence: Through a comparative design, we analyze qualitative data from two international principal exchanges designed to capture outsiders’ impressions of schools in each context. Participants included alumni from an American and a Norwegian university’s principal preparation programs. Through preobservation and postobservation interviews and focus groups, we explore observations by practitioners, who acted as coconstructors in the research. Findings and Implications: The article presents three findings: (1) While principals in both systems conceptualized equity similarly, their conceptions of democracy were aligned with the type of democracy in which they were embedded; (2) Schools’ norms, climate, structures, and leadership, as well as students’ daily lives, reflected the values implicit in their respective political contexts; (3) Principals perceived elements of their macro- and micro-level settings to enable or constrain their ability to craft democratic, socially just schools. These findings help scholars move beyond discourse about the need for leaders to advocate for equity, to deeper understandings about conditions that shape democratic schools, such as values about collectivism, welfarism, and the common good—tenets of a socially just civic society.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2021-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0013161X20981148","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47118419","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: 10

Negotiating Authority in the Ritual of the Public School Board Meeting 公立学校董事会会议礼仪中的谈判权力

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2020-12-01 DOI: 10.1177/0013161x19891223

Allison W. Kenney

{"title":"Negotiating Authority in the Ritual of the Public School Board Meeting","authors":"Allison W. Kenney","doi":"10.1177/0013161x19891223","DOIUrl":"https://doi.org/10.1177/0013161x19891223","url":null,"abstract":"Purpose: To investigate how and in what way local governance of education is consequential to the work of changing public schools. The focus is on the board of education meeting as a ritual performance where authority is socially negotiated to manage the emotional and symbolic interactions that shape the district organization. Research Design: Data are drawn from 30 months of organizational fieldwork in New Haven Public Schools. Analysis is conducted on meeting transcripts, participant observer field notes, and stakeholder interviews. Findings: Observed as a ritual chain, four aspects of board of education meetings can be manipulated by those attempting to assert their authority within the organization. Organizational members used copresence, shared understandings of the ritual, emotions and symbols, and feelings of solidarity to set boundaries around the organization and maintain stability. Conclusions: Performances of organizational routines such as board meetings are consequential to the micro-level work of leading and changing education. School improvement and reform initiatives must account for the midlevel of school governance at the district and board level to make meaningful and sustainable change.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0013161x19891223","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48818490","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

Using Adolescent Perceptions of Misconduct to Help Educational Leaders Identify and Respond to Sexual Misconduct 利用青少年对不当行为的看法来帮助教育领导者识别和应对性不当行为

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2020-11-02 DOI: 10.1177/0013161X20963719

Frank Hernandez, Jonathan McPhetres, Jamie S Hughes

{"title":"Using Adolescent Perceptions of Misconduct to Help Educational Leaders Identify and Respond to Sexual Misconduct","authors":"Frank Hernandez, Jonathan McPhetres, Jamie S Hughes","doi":"10.1177/0013161X20963719","DOIUrl":"https://doi.org/10.1177/0013161X20963719","url":null,"abstract":"Purpose. In the current study, we present data describing adolescents’ perceptions and knowledge of educator sexual misconduct. Prior research has not investigated how adolescents understand these situations, and this information can help school leaders, educators, and researchers both understand how these situations begin and develop programs aimed at identifying cases of misconduct in order to reduce future occurrences. Research Design. The study took place in a Texas city designated as an “Other City Center” District Type by Texas Education Agency. The study’s 1,203 participants were secondary students from the district. Findings. Findings indicate that almost 2% of those surveyed openly admitted to currently being consensually sexually involved with a teacher. Those in a relationship were equally likely to be male or female, were older, and were engaged in risky online activities, including using the internet to connect with strangers, sending or receiving sexually suggestive pictures and videos, and searching for their teacher on social media. Implications. There are numerous implications for policy and preparation at various levels, from state and national legislation to school and school district policy to teacher- and principal-preparation programs.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2020-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0013161X20963719","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43498381","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

The Data Culture Continuum: An Examination of School Data Cultures 数据文化连续体：对学校数据文化的考察

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2020-10-01 DOI: 10.1177/0013161X19873034

Kara Lasater, Waheeb S. Albiladi, W. Davis, Ed Bengtson

{"title":"The Data Culture Continuum: An Examination of School Data Cultures","authors":"Kara Lasater, Waheeb S. Albiladi, W. Davis, Ed Bengtson","doi":"10.1177/0013161X19873034","DOIUrl":"https://doi.org/10.1177/0013161X19873034","url":null,"abstract":"Purpose: The purpose of this study was to examine teachers and school leaders’ experiences using data in the state of Arkansas. Research Design: Initially, an exploratory pilot study was conducted to examine educators’ experiences using data within one Arkansas district. This involved focus groups with 24 participants from 10 schools. Data were analyzed and used to design the second phase of inquiry. The second phase involved an examination of teachers and leaders’ experiences using data throughout Arkansas. Data were collected using focus groups with teachers and in-depth interviews with building-level leaders (52 participants representing eights schools, seven districts). Data were analyzed using multiple cycles of coding, ongoing dialogic engagement, and constant comparative analysis. Findings: Analysis led to the identification of six “data factors” (i.e., trust and collaboration, purpose of data use, leader expectations and teacher agency, data ownership, leader competency, and data as a tool) which we believed influenced schools’ data cultures. Data factors were used to develop the data culture continuum framework, which suggests that schools create data cultures which exist on a continuum—from positive to negative—and a school’s placement on the continuum is fluid and dependent on its unique combination of positive and negative data factors. Implications for Research and Practice: The data culture continuum provides a framework that can assist school leaders in understanding and implementing data factors that support their schools in developing positive data cultures. It also provides a springboard into future quantitative and qualitative studies related to the framework.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0013161X19873034","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47088943","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: 10

Parental Empowerment, Involvement, and Satisfaction: A Comparison of Choosers of Charter, Catholic, Christian, and District-Run Public Schools 家长授权、参与和满意度：特许公立学校、天主教公立学校、基督教公立学校和地区公立学校的选择比较

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2020-10-01 DOI: 10.1177/0013161X19888013

Daniel Hamlin, Albert Cheng

{"title":"Parental Empowerment, Involvement, and Satisfaction: A Comparison of Choosers of Charter, Catholic, Christian, and District-Run Public Schools","authors":"Daniel Hamlin, Albert Cheng","doi":"10.1177/0013161X19888013","DOIUrl":"https://doi.org/10.1177/0013161X19888013","url":null,"abstract":"Purpose: This study investigates parental empowerment, involvement, and satisfaction in charter, Catholic, Christian, and district-run public schools. The analyses of these indicators across school types also differentiate parents who chose district-run public schools through residential selection from those who did not. Research Design: A survey of 1,699 parents residing in Indiana was linked to school-level administrative data for the analyses. Parents in schools of choice were first compared with parents in district-run public schools using controls for demographic, school, and geographic characteristics. Parents in schools of choice were then compared with parents who chose district-run public schools through residential selection. Findings: Patterns were largely consistent with charter, Christian, and Catholic schools exhibiting greater parental empowerment, involvement, and satisfaction relative to district-run public schools. However, when parents in these schools of choice were compared with parents who chose district-run public schools through residential selection, these differences decreased. Strong negative relationships with parental empowerment, involvement, and satisfaction were observed for parents who did not choose district-run public schools through residential selection. Conclusions: This study highlights the importance of parental selection into district-run public schools through choice of residence—a typically unobserved form of school selection in the literature. In district-run public schools, results suggest that deliberate strategies may be needed to support nonchoosers. Findings also indicate a need for future research on possible approaches that leaders use in different school types that contribute to greater parental empowerment, involvement, and satisfaction.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0013161X19888013","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43203379","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

How School Leadership Influences Student Learning: A Test of “The Four Paths Model” 学校领导对学生学习的影响:“四路模型”的检验

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2020-10-01 DOI: 10.1177/0013161X19878772

K. Leithwood, Jingping Sun, R. Schumacker

{"title":"How School Leadership Influences Student Learning: A Test of “The Four Paths Model”","authors":"K. Leithwood, Jingping Sun, R. Schumacker","doi":"10.1177/0013161X19878772","DOIUrl":"https://doi.org/10.1177/0013161X19878772","url":null,"abstract":"Purpose: This study tested a set of variables mediating school leadership’s influence on students referred to as “The four paths model.” Each path in the model includes variables with significant direct effects on student learning and which are malleable to practices included in an integrated model of effective school leadership. Research Design: Evidence for the study were responses to a survey by 1,779 teachers in 81 Texas elementary schools about the status of school leadership and all 13 variables on the four paths. Student achievement data were provided by results of state tests combining all subjects and all grades, while the count and percentage of students eligible for free or reduced-price lunch was used to estimate socioeconomic status. Confirmatory factor analysis, regression analysis, and structural equation modeling were used to analyze the data. Findings: Results uncovered a more nuanced and complex set of relationships among the four paths and their component variables than was specified in the original version of the model. School leadership significantly influenced student learning only through variables on one path, while variables on the other three paths influenced student learning only through their contribution to variables on that one path. Conclusions: Results point to the value of future research about the relationships among variables on the four paths, as well as efforts to identify latent variables among the observed variables in the study. Results of the study can be used by school leaders to more productively focus their school improvement efforts.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0013161X19878772","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47869233","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: 62

Resources and Influences: Parents in Leadership Positions in Low-/Mid-SES and High-SES Schools in Israel 资源与影响:以色列中低社会经济地位学校和高中社会经济地位学校中处于领导地位的家长

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2020-10-01 DOI: 10.1177/0013161X19883693

Audrey Addi-Raccah

{"title":"Resources and Influences: Parents in Leadership Positions in Low-/Mid-SES and High-SES Schools in Israel","authors":"Audrey Addi-Raccah","doi":"10.1177/0013161X19883693","DOIUrl":"https://doi.org/10.1177/0013161X19883693","url":null,"abstract":"Purpose: This study focused on parents’ involvement in their children’s schools through participation in collective leadership roles. Based on Bourdieu’s approach the current analysis examined the link between parents’ types of resources, types of involvement in schools, and their influences over different school domains while comparing parents from two socioeconomic status (SES) levels (low/mid and high). Research Design: Participants comprised 624 parents from 21 randomly selected elementary schools, of which 10 were of low-/mid-SES and 11 high-SES schools. Data were collected by a questionnaire and analyzed based on multivariate analysis of variance and multi-group structural equation modeling approach. Findings: It was found that for holding leadership roles in schools, parents activate diverse education-related resources. Once gaining a formal leadership role parents may feel a legitimate right to influence schools, mainly on issues related to school management domains such as fundraising. Although, some differences occurred between high-SES and low-/mid-SES schools, there was a similarity regarding parents’ leadership roles that may benefit schools by bridging between the schools and their environment. Conclusions: As schools become more heterarchical, parent leadership may be able to play an increasingly significant role in facilitating the school principal’s work and fostering school improvement. Accordingly, school principals need to support and encourage parent leadership, particularly in low-SES schools. For that purpose, educators must be more attentive, accepting and value the resources of parents of low-SES schools.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0013161X19883693","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45436814","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

Teacher Evaluation Feedback and Instructional Practice Self-Efficacy in Secondary School Teachers 中学教师评价反馈与教学实践自我效能感

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2020-10-01 DOI: 10.1177/0013161X19888568

E. C. Smith, Gerene K. Starratt, Carmen L. McCrink, Heidi Whitford

{"title":"Teacher Evaluation Feedback and Instructional Practice Self-Efficacy in Secondary School Teachers","authors":"E. C. Smith, Gerene K. Starratt, Carmen L. McCrink, Heidi Whitford","doi":"10.1177/0013161X19888568","DOIUrl":"https://doi.org/10.1177/0013161X19888568","url":null,"abstract":"Purpose: This study, which investigated the relationship between veteran secondary school teacher perceptions of evaluation feedback and self-efficacy of instructional practice, was driven by the research question: What is the relationship among evaluation processes, teacher perceptions of evaluation feedback, and veteran secondary education teacher self-efficacy toward personal instructional practice? Method: Participants were recruited from two school districts in west central Florida. The study tested two hypotheses. Hypothesis 1: Veteran secondary teachers self-efficacy of instructional practice will be related to both evaluation system type (standard vs. nonstandard) and specificity of feedback (high vs. low specificity). Hypothesis 2: Veteran secondary school teacher perceptions of the characteristics of evaluation feedback will predict teacher self-efficacy toward personal instructional practice. The study instrument included the Teachers’ Sense of Efficacy Scale (TSES; Tschannen-Moran & Hoy, 2001) and additional feedback-related questions. Teachers were recruited through gatekeepers at the two districts and invited to take the online survey. Results: In a test of Hypothesis 1, analysis of variance revealed that teachers who reported receiving specific evaluation feedback also reported higher teacher self-efficacy compared with teachers who reported receiving nonspecific evaluation feedback, although there were no differences related to standard versus nonstandard evaluation systems. To test Hypothesis 2, multiple regression analysis showed the perceived value of feedback to be the strongest predictor of teacher self-efficacy. Conclusions: These findings, which link teacher perceptions of evaluation feedback to teacher self-efficacy of instructional practice, have the potential to inform the creation of improved professional development practices.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0013161X19888568","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42119888","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

Hearts and Minds First: Institutional Logics in Pursuit of Educational Equity 以心为先:追求教育公平的制度逻辑

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2020-08-10 DOI: 10.1177/0013161X20947459

Ann M. Ishimaru, Mollie K. Galloway

{"title":"Hearts and Minds First: Institutional Logics in Pursuit of Educational Equity","authors":"Ann M. Ishimaru, Mollie K. Galloway","doi":"10.1177/0013161X20947459","DOIUrl":"https://doi.org/10.1177/0013161X20947459","url":null,"abstract":"Purpose:Despite an explosion of professional development to help educators discuss issues of race and equity, expectations for addressing racial disparities outstrip current leadership practices, and scant empirical research exists on the organizational changes that emerge from the work of equity teams. This study examined equity teams’ theories of organizational change for equity and how those theories related to their efforts to change school policies and practices. Research Methods/Approach: Drawing on institutional logics from organizational theory, this comparative case study examined transcripts and fieldnotes from 22 meetings and 27 interviews with two school equity teams in diverse contexts in the Pacific Northwest. Findings: Despite differences in the principals, team conversations, and organizational contexts, we found that both teams’ discussions asserted a primary theory of change for shifting schools toward greater equity. According to this “commonsense” notion, efforts to become more equitable as a school first require shifts in individuals’ understandings, beliefs, and attitudes—changes to “hearts and minds”—prior to engaging in other actions to address organizational change. Ultimately, our findings suggest that the dominance of a hearts-and-minds-first theory of change constrained changes to organizational policies, structures and practices. Conclusions: Alternative theories of change to catalyze equity-focused organizational shifts hold promise for fostering educational justice. Future participatory design research with schools may yield knowledge of multiyear organizational change.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2020-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0013161X20947459","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44368317","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: 19