Educational Administration Quarterly最新文献_第9页

“We Don’t Got Time for Grumbling”: Toward an Ethic of Radical Care in Urban School Leadership “我们没有时间抱怨”:走向城市学校领导的激进关怀伦理

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2020-05-29 DOI: 10.1177/0013161X20925892

R. Rivera-McCutchen

{"title":"“We Don’t Got Time for Grumbling”: Toward an Ethic of Radical Care in Urban School Leadership","authors":"R. Rivera-McCutchen","doi":"10.1177/0013161X20925892","DOIUrl":"https://doi.org/10.1177/0013161X20925892","url":null,"abstract":"Purpose: This article presents a case study of a successful Black male public urban school principal, offering a counterstory to discourses of failure in urban schools. I build on scholars’ work in critical caring, the Black principalship, and radical hope to call for an expansion of narrow frameworks of effective school leadership to include an ethic of radical care within urban school leadership. Method: This study represents a counterstory in the tradition of critical race theory, centering the voice and perspectives of a Black male urban school principal. Using ethnographic research methods, this case study was based on prolonged and embedded engagement in the field including observations, informal and formal interviews, and document review. Data were collected and analyzed over a 2-year period. Findings: Five components of effective school leadership emerged from analysis of the data that, taken together, can be described as a radical care framework. These components include the folowing: (a) adopting an antiracist, social just stance; (b) cultivating authentic relationships; (c) believing in students’ and teachers’ capacity for growth and excellence; (d) strategically navigating the sociopolitical and policy climate; and (e) embracing a spirit of radical hope. Conclusion: In addition to highlighting the power of counterstories in educational leadership research, this study reinforces the critical need for leadership preparation that is grounded in antiracism and social justice, and comprises all aspects of an ethic of radical care. Furthermore, the study points to the need for targeted recruitment of Black and Latinx school leaders, particularly in urban contexts.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"57 1","pages":"257 - 289"},"PeriodicalIF":3.3,"publicationDate":"2020-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0013161X20925892","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41746918","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: 29

Reforming School Discipline: Responses by School District Leadership to Revised State Guidelines for Student Codes of Conduct 学校纪律改革：学区领导对修订后的国家学生行为准则的回应

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2020-05-25 DOI: 10.1177/0013161X20925893

F. Curran, Maida A. Finch

{"title":"Reforming School Discipline: Responses by School District Leadership to Revised State Guidelines for Student Codes of Conduct","authors":"F. Curran, Maida A. Finch","doi":"10.1177/0013161X20925893","DOIUrl":"https://doi.org/10.1177/0013161X20925893","url":null,"abstract":"Purpose: Over the past decade, increasing attention to the negative impacts of exclusionary discipline and disparities therein has led many state educational leaders to enact school discipline reforms. This study examined the response by school district leadership to a state’s revision of guidelines for student codes of conduct. Data: This study leveraged longitudinal data on school district codes of conduct from the 2013–2014 to 2015–2016 school years across the state of Maryland. Codes of conduct were coded in an iterative fashion according to a common set of infraction–response combinations. Research Design: Using a pre–post analytic design, this study examined changes in districts’ codified infractions, responses to infractions, and the overall tier of response. Furthermore, the study compared alignment between state guidelines and district codes of conduct while exploring variation in codified discipline across districts. Findings: Findings suggest that leaders in districts increased the number of response options available for most types of infractions, with the largest increases occurring for more serious infractions. While these increases tended to be driven by increases in the codification of less exclusionary responses, there were nevertheless sizeable increases in the availability of in-school suspension and removal/intervention. In almost all cases, school districts reported distributions of response options that were at a higher tier level than that recommended by the state. Conclusions: Findings are discussed in the context of current efforts to reform school discipline and the implications of such reform for implementation by district and school leadership.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"57 1","pages":"179 - 220"},"PeriodicalIF":3.3,"publicationDate":"2020-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0013161X20925893","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42243421","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

Doing Family Differently in School-to-Home Contexts: Gay Fathers at the Schoolhouse Door 在学校到家庭的背景下做不同的家庭：学校门口的同性恋父亲

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2020-05-19 DOI: 10.1177/0013161X20922582

Andrew S. Leland

{"title":"Doing Family Differently in School-to-Home Contexts: Gay Fathers at the Schoolhouse Door","authors":"Andrew S. Leland","doi":"10.1177/0013161X20922582","DOIUrl":"https://doi.org/10.1177/0013161X20922582","url":null,"abstract":"Purpose: This qualitative, phenomenological study explores gay fatherhood visibility in schools. The study was guided by prior research on families headed by lesbian, gay, bisexual, trans, and queer (LGBTQ) parents, as well as the theoretical exploration of “doing family” for LGBTQ-headed households and queer families. Data Collection and Analysis: Data primarily consisted of two, face-to-face, semistructured interviews with 22 gay-fathered households living in one of two different community types: gay-friendly areas, or those known for LGBTQ inclusion and protection, and intolerant towns, or those with little-to-no evidence of inclusion and protection. Additionally, this study included artifacts such as handbooks, letters about events, and documents related to school curricula. All data were analyzed inductively. Findings: Nearly all fathers came out, or had disclosed their sexual orientation to school personnel—particularly in gay-friendly areas. Nevertheless, findings indicate that assumptions of heterosexuality persisted in both gay-friendly and intolerant areas to some extent. Some attempts to be more inclusive and representative of gay-fathered families depended on community type, but even these attempts did not recognize a wider spectrum of family configurations that may constitute gay fatherhood. Implications: This study raises questions about how school personnel, and leaders in particular, consider a wider spectrum of family configurations as they interact with students and students’ families. The findings provide insight into future scholarship focused on gay fatherhood, as well as how leadership programs can prepare leaders with the necessary skills and knowledge to interact with nondominant family structures.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"57 1","pages":"143 - 173"},"PeriodicalIF":3.3,"publicationDate":"2020-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0013161X20922582","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49039151","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

Pushing the Boundaries: Education Leaders, Mentors, and Refugee Students 推动边界:教育领袖、导师和难民学生

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2020-04-13 DOI: 10.1177/0013161X20914703

Jill Koyama, Julie Kasper

{"title":"Pushing the Boundaries: Education Leaders, Mentors, and Refugee Students","authors":"Jill Koyama, Julie Kasper","doi":"10.1177/0013161X20914703","DOIUrl":"https://doi.org/10.1177/0013161X20914703","url":null,"abstract":"Purpose: In this study, we trace the work of refugee student–family mentors (mentors) in an Arizona school district who work across school–family boundaries. Utilizing boundary spanning theory, we examine how education leaders—teachers, school principals, assistant principals, and district administrators—work with the mentors. We document the interactions between the school leaders and the mentors and compare them with the interactions between the refugee families and the mentors. Research Methods/Approach: We draw on data collected in a 3-year ethnography of refugee networks and on a related set of extended interviews with refugee parents. Data includes interviews with refugee mentors, school leaders, and refugee parents, as well as interviews with staff members of refugee support organizations, resettlement agencies, and state programs. Observational fieldnotes and documents were also collected. Data analysis included emergent coding and theme comparison across all data. Conclusions: We demonstrate that the refugee parents respect and depend on the mentors, while school leaders often treat them as “helpers.” We analyze how the mentors are delegitimized by the actions of education leaders in schools, and also by their marginalization in the school district. We recommend additional research be conducted on how school districts interact with refugee students and families. We suggest that education leaders better support the work of staff who work with refugees and other culturally and linguistically diverse students by taking a resource inventory, clarifying staff roles, including parents in decision making, and making a commitment to build inclusive school communities.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"57 1","pages":"49 - 81"},"PeriodicalIF":3.3,"publicationDate":"2020-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0013161X20914703","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41798308","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

Leading Inclusive Schools: Principal Perceptions, Practices, and Challenges to Meaningful Change 领导包容性学校：校长对有意义变革的看法、实践和挑战

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2020-04-13 DOI: 10.1177/0013161X20913897

David E. DeMatthews, A. Serafini, T. Watson

{"title":"Leading Inclusive Schools: Principal Perceptions, Practices, and Challenges to Meaningful Change","authors":"David E. DeMatthews, A. Serafini, T. Watson","doi":"10.1177/0013161X20913897","DOIUrl":"https://doi.org/10.1177/0013161X20913897","url":null,"abstract":"Background: For over 50 years, special education has been used as a tool to maintain racial segregation, particularly in schools located in low-income communities of color. This study utilized tenets found in disability critical race theory (DisCrit) and inclusive school leadership literature to examine the perceptions, practices, and challenges associated with meaningful change in inclusive schools. Purpose: The purpose of this article was to understand how six elementary school principals, identified as effective inclusive leaders, perceived students with disabilities within a low-income Mexican American immigrant community along the U.S.–Mexico border. Findings: Our study highlights the important role principals play in creating inclusive schools and the ways in which race, disability, family background, language, and immigration status effect principals in their efforts to promote inclusion. While each principal recognized the noted factors above and confronted a multitude of challenges, they differed in their beliefs and approaches to creating inclusive schools. Some leadership practices were aligned to research focused on effective school leadership while others more closely resembled social justice leadership practices. Conclusion: Findings suggest that principals must take into consideration a variety of factors to create inclusive schools and must draw upon a broad range of practices amid resistance and challenges to meaningful change.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"57 1","pages":"3 - 48"},"PeriodicalIF":3.3,"publicationDate":"2020-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0013161X20913897","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47319102","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: 27

School Resources and Subgroup Performance Gains: What Works for Whom? 学校资源和小组绩效提升:什么对谁有效?

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2020-04-01 DOI: 10.1177/0013161X19840400

Mei-Jiun Wu

引用次数: 0

Is Transformational Leadership Theory Passé? Revisiting the Integrative Effect of Instructional Leadership and Transformational Leadership on Student Outcomes 转变型领导理论通过了吗？重新审视教学领导和转化领导对学生成绩的综合影响

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2020-04-01 DOI: 10.1177/0013161X19861137

Paula Kwan

{"title":"Is Transformational Leadership Theory Passé? Revisiting the Integrative Effect of Instructional Leadership and Transformational Leadership on Student Outcomes","authors":"Paula Kwan","doi":"10.1177/0013161X19861137","DOIUrl":"https://doi.org/10.1177/0013161X19861137","url":null,"abstract":"Purpose: Despite occasional claims for the coexistence of transformational leadership and instructional leadership in schools, the literature is dominated by views supporting an “either/or” orientation. This is especially true in the wake of recent findings that instructional leadership has a greater impact on student learning. This study, going beyond simply evaluating whether these two modes of leadership complement or contradict each other, explores how they may intersect in complex and nuanced ways. Specifically, I examine the moderating effect of transformational leadership on the impact of instructional leadership on student outcomes. Research Design: A questionnaire, composed of items to measure instructional and transformational leadership, student outcomes, school background factors, and informant’s demographic variables, was sent to the vice-principals in Hong Kong schools. Hierarchical regression analysis was used to factor out the effect of informants’ personal and school factors on leadership perception and student outcomes in the testing of the moderating effect. Findings: With evidence drawn from 177 aided schools, this study confirms the moderating effect of transformational leadership through the identification of a disparity in the effect of instructional leadership on student outcomes corresponding to disparate levels of transformational leadership enactment in schools. Implications: The effect of instructional behaviors on student outcomes is considered to be situationally contingent on the extent of transformational behavior enactment. Despite its lack of a direct impact on student outcomes, transformational leadership serves as a necessary, although insufficient, condition for the effective implementation of instructional monitoring measures. Limitations of the study are also discussed.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"56 1","pages":"321 - 349"},"PeriodicalIF":3.3,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0013161X19861137","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47644809","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: 44

Shared Leadership for Learning in Denver’s Portfolio Management Model 丹佛投资组合管理模式的共享领导力学习

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2020-04-01 DOI: 10.1177/0013161X20906546

A. Torres, Katrina E. Bulkley, Taeyeon Kim

{"title":"Shared Leadership for Learning in Denver’s Portfolio Management Model","authors":"A. Torres, Katrina E. Bulkley, Taeyeon Kim","doi":"10.1177/0013161X20906546","DOIUrl":"https://doi.org/10.1177/0013161X20906546","url":null,"abstract":"Purpose: This study examines how district governance and different school contexts in Denver’s portfolio management model affect shared leadership for learning. We define this as shared influence on instructional leadership and school-wide decision making, which research suggests have strong ties to student achievement and teacher commitment. Method: We analyze interview data from 53 administrators, teacher leaders, and teachers in eight case study schools and teacher surveys in 48 schools. In both data sets, we purposively sampled based on variance in school performance ratings and by school type (e.g., traditional public, standalone charter, charter management organization [CMO], and innovation schools). Findings: We find that perceptions of shared instructional leadership were generally high across the school contexts, though CMO and innovation schools had the highest perceptions in both the survey and case study data. Schools varied substantially in shared decision making, but innovation schools had higher average scores than other school models. Centralized policies and supports, alongside organizational visions spanning networks of schools, helped explain the enactment of shared leadership for learning. For example, schools within Denver’s “innovation” network shared a common vision of teacher empowerment, while CMOs that had more prescribed policies and practices across their schools had lower reported levels of shared decision making. Implications for Research and Practice: Portfolio management models that prioritize school-based autonomy and choice between different kinds of schools are proliferating in urban areas. Our study helps explain why and how shared leadership for learning differs between school models and explores important implications for this variation.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"56 1","pages":"819 - 855"},"PeriodicalIF":3.3,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0013161X20906546","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48620997","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: 6

Talk of Calling: Novice School Principals Narrating Destiny, Duty, and Fulfillment in Work 谈呼召:新校长叙述工作中的命运、责任与成就

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2020-04-01 DOI: 10.1177/0013161X19840387

Carolyn P. Swen

{"title":"Talk of Calling: Novice School Principals Narrating Destiny, Duty, and Fulfillment in Work","authors":"Carolyn P. Swen","doi":"10.1177/0013161X19840387","DOIUrl":"https://doi.org/10.1177/0013161X19840387","url":null,"abstract":"Purpose: School principals’ commitment and motivation have not been systematically investigated, but concerted research is needed as 25% of principals leave their jobs each year. This article investigates how new school principals make sense of their motivation to challenging work in a high pressure, high turnover field. Understanding principal motivation is important for recruiting and retaining talented educators. How principals understand their motivation may significantly affect their actions, practices, and persistence. Therefore, insight into principals’ motivation is important. Research Methods: Data come from interviews with 35 new principals in Chicago Public Schools. As initial phases of inductive analyses around principal’s career narratives were completed, this grounded theory inquiry focused on how principals use discourses of calling to make sense of their motivation. Data were analyzed through three iterations of coding: open, focused, and closed. Findings: School principals used themes of calling to make sense of their motivation in challenging contexts. Specifically, they described their destiny to work in education, duty to serve students, and fulfillment in work. Calling narratives explain past action and elevate the importance of the work, likely fueling continued motivation. Implications: This work adds a narrative component to research on principals’ motivation and transition, focusing on principals’ efforts to manage challenges. The results provide novel empirical data on principals’ sense-making, efforts to manage multiplying work demands, and on how professionals use calling to make sense of and bolster work motivation. Future work should determine whether calling narratives predict retention among principals.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"56 1","pages":"177 - 219"},"PeriodicalIF":3.3,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0013161X19840387","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45108059","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: 13

Equity Leadership Informed by Community Cultural Wealth: Counterstories of Latinx School Administrators 基于社区文化财富的公平领导力：拉丁裔学校管理者的反驳

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2020-04-01 DOI: 10.1177/0013161X19847513

Katherine C. Rodela, Claudia Rodriguez-Mojica

{"title":"Equity Leadership Informed by Community Cultural Wealth: Counterstories of Latinx School Administrators","authors":"Katherine C. Rodela, Claudia Rodriguez-Mojica","doi":"10.1177/0013161X19847513","DOIUrl":"https://doi.org/10.1177/0013161X19847513","url":null,"abstract":"Purpose: The purpose of this article is (a) to analyze how Latinx school administrators draw on their Community Cultural Wealth to inform their leadership for educational equity and (b) to examine how they navigate varying equity initiatives and beliefs in rapidly diversifying districts. Research Method: This study employs Latina/o Critical Race Theory counterstorytelling methodology to explore four Latinx school administrators’ experiences across three districts in the Pacific Northwest. Data sources include semistructured interviews, observations, and local demographic data. Findings: Latinx administrators’ counterstories revealed complex ways their childhoods, educational histories, and current equity leadership were informed by their Community Cultural Wealth as bilingual people of color. They also faced White dominant administrative spaces, where their equity visions often conflicted with district equity initiatives. Sometimes these differences led to tensions with district officials or constrained their advocacy. Conclusion and Implications: Our findings affirm existing research on the potential equity and culturally responsive leadership contributions of Latinx educational leaders. Our article also raises questions to the field about how we understand social justice leadership, and support current and aspiring leaders of color who seek to promote equity in their work. Our analysis brought forth a particular geographical region as a key in influencing our research participants’ experiences. More research is needed to understand how to support and sustain leaders of color in diverse regional contexts, as they seek to combat educational inequities for children and young adults facing similar injustices they faced themselves as students of color.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"56 1","pages":"289 - 320"},"PeriodicalIF":3.3,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0013161X19847513","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46413824","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: 16