Journal of school leadership最新文献_第7页

The Impact of a Franchise Model School Framework on the Leadership Development of Assistant Principals 特许经营模式学校架构对助理校长领导力发展之影响

Journal of school leadership Pub Date : 2022-01-22 DOI: 10.1177/10526846211067636

Miguel M. Gonzales, Maria B. Roberts

{"title":"The Impact of a Franchise Model School Framework on the Leadership Development of Assistant Principals","authors":"Miguel M. Gonzales, Maria B. Roberts","doi":"10.1177/10526846211067636","DOIUrl":"https://doi.org/10.1177/10526846211067636","url":null,"abstract":"Although the position of the assistant principal is crucial in providing experiences necessary to become an effective school leader, the research on the leadership development of the assistant principal has been largely understudied. This study examines the skills, characteristics, and leadership development of assistant principals within an innovative school structure, “franchise model schools.” This model consists of a successful flagship school principal who is given the charge to simultaneously lead nearby schools while attempting to replicate proven practices, procedures, and structures of the successful flagship school on these added “franchise” schools. Participants of this study included 14 assistant principals, three principals, and the deputy superintendent who oversaw the franchise model schools. Findings revealed three essential characteristics or skills needed by franchise model assistant principals to be successful in their roles: (1) communication of the franchise model vision; (2) collaboration among franchise campuses; and (3) autonomy development. The franchise school model expanded the roles and responsibilities of assistant principals to the level of principal. Assistant principals perceived the model as a more effective way to prepare them for the principalship than traditional methods or career paths. The model provides assistant principals the opportunity to engage in authentic responsibilities of leading a school, possibly decreasing the traditional trajectory of serving as an assistant principal for various years before being considered for a principalship. Because the impact on leadership development is so comprehensive, the “franchise schools” may serve as a model to prepare aspiring school administrators and assistant principals to become principals.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"7 1","pages":"537 - 561"},"PeriodicalIF":0.0,"publicationDate":"2022-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79664208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Development of Culturally Responsive Leadership via Study Abroad: Findings From a Six-Year Case Study 通过海外学习发展文化响应型领导:来自六年案例研究的结果

Journal of school leadership Pub Date : 2022-01-19 DOI: 10.1177/10526846211067632

J. Hur

引用次数: 0

Introduction: Reimagining School Leadership in a Post-COVID World 前言:在后新冠肺炎时代重塑学校领导力

Journal of school leadership Pub Date : 2021-11-18 DOI: 10.1177/10526846211060089

Kristina A. Hesbol

引用次数: 1

Introduction: Strengthening School Leadership for the Era of Post COVID-19 “后新冠肺炎时代加强学校领导

Journal of school leadership Pub Date : 2021-09-01 DOI: 10.1177/10526846211041499

Jianjun Wang, Daniel S. Choi, A. Tran Natalie

引用次数: 1

Exploring Possibilities and Challenges of Instructional Leadership in Challenging Times 在充满挑战的时代探索教学领导的可能性和挑战

Journal of school leadership Pub Date : 2021-07-01 DOI: 10.1177/10526846211019514

Ann E. Lopez, Fatema Hossain

引用次数: 2

What’s Your Excuse? Sensemaking About Chronic Absenteeism in a Rural, Latinx High School 你的借口是什么?农村拉丁裔高中长期旷课的意义探讨

Journal of school leadership Pub Date : 2021-06-22 DOI: 10.1177/10526846211026260

Ain A. Grooms, Diana Marcela Gálvez Bohórquez

{"title":"What’s Your Excuse? Sensemaking About Chronic Absenteeism in a Rural, Latinx High School","authors":"Ain A. Grooms, Diana Marcela Gálvez Bohórquez","doi":"10.1177/10526846211026260","DOIUrl":"https://doi.org/10.1177/10526846211026260","url":null,"abstract":"Nationwide, over seven million students are chronically absent from school each year, impacting academic success and future job earnings. Latinx high school students have among the highest absentee rates across all racial groups. Using critical sensemaking theory, this qualitative case study examines how school, district, and community leaders make sense of chronic absenteeism in their diversifying local high school. This study is situated in Hensonville Secondary School (a pseudonym), a small, rural high school in Iowa serving a predominantly Latinx student body. Findings reveal that persistent deficit narratives placed upon Latinx and/or low-income students drive the perception of absentee students as “others” that do not fit the expectations of the educational leaders or of the broader community. Power and privilege in the district were evident as white educational leaders blamed Latinx students and those from low-income backgrounds for chronic absenteeism while minimizing the institutional and contextual factors that may be contributing to low student attendance. Collaborative partnerships are increasingly being used to address chronic absenteeism, and we also investigate these efforts in Hensonville. white educational leaders in diversifying rural communities, and the leadership preparation programs educating these future leaders, must rely on culturally relevant/responsive strategies in order to best support their students and reduce chronic absenteeism.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"5 1","pages":"384 - 405"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90926296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Exploring the Association Between Short-cycle School Improvement Planning and Student Achievement in Underperforming Schools 探讨短周期学校改善计划与表现欠佳学校学生成绩的关系

Journal of school leadership Pub Date : 2021-05-19 DOI: 10.1177/10526846211018207

Bryan A. VanGronigen, C. Meyers

{"title":"Exploring the Association Between Short-cycle School Improvement Planning and Student Achievement in Underperforming Schools","authors":"Bryan A. VanGronigen, C. Meyers","doi":"10.1177/10526846211018207","DOIUrl":"https://doi.org/10.1177/10526846211018207","url":null,"abstract":"Some governments require that educational leaders working in underperforming schools create school improvement plans (SIPs) to guide change efforts. Extant research describes two common approaches to SIPs: (a) a “traditional” approach where leaders create a single plan for an entire academic year, and (b) a “short-cycle” approach where leaders create two plans during an academic year (e.g., one for each semester). Despite widespread appeal, surprisingly little research has been conducted on SIPs and their influence on outcomes of interest. Nearly all studies investigate the traditional approach, and no published studies examine the potential influence of short-cycle SIPs on outcomes of interest (e.g., student achievement). In response to these gaps, the purpose of this study was to explore potential associations between short-cycle SIP quality and student achievement in English/language arts (ELA) and mathematics. We used a publicly available rubric to score 389 short-cycle SIPs on 12 planning domains and then employed a correlational design to examine potential relationships between short-cycle SIP quality and student achievement. Results concluded that short-cycle SIP quality increased over time, but despite small, positive relationships between increased short-cycle SIP quality and increased student achievement, there were no statistically significant impacts. Given the number of factors found to influence student learning, these results are unsurprising, but nevertheless encouraging. We close by discussing how educational leaders might need training to best leverage the short-cycle approach and how future research efforts can continue contributing to a sparse, but growing knowledge base on school improvement planning approaches.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"188 1","pages":"339 - 361"},"PeriodicalIF":0.0,"publicationDate":"2021-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85460646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The Use Culturally Proficient Professional Development to Enhance Learning Transfer 运用文化精通型专业发展促进学习迁移

Journal of school leadership Pub Date : 2021-05-18 DOI: 10.1177/10526846211018205

Corinne Brion

{"title":"The Use Culturally Proficient Professional Development to Enhance Learning Transfer","authors":"Corinne Brion","doi":"10.1177/10526846211018205","DOIUrl":"https://doi.org/10.1177/10526846211018205","url":null,"abstract":"The National Staff Development Council recommends that principals devote 10% of the school budget and 25% of teacher time to professional development (PD). While PD requires time, it is crucial that the time be organized, carefully structured, and purposefully led to avoid the waste of human and financial resources. Despite the millions of dollars spent on professional development nationally, student learning outcomes continue to stagnate or dwindle, discipline issues continue to skyrocket, and teacher moral plummets. This may be due, in part, to leaders paying little attention to learning transfer. Culture plays a key role in one’s ability to learn because learning is a social endeavor. Because our schools worldwide are more and more diverse, professional development that is grounded in culture is paramount for educators whose goal is to improve learning outcomes for all students. Because attending professional development does not necessarily equate to the implementation of knowledge or skills, this conceptual paper proposes a Culturally Proficient Professional Development (CPPD) framework that includes a Multidimensional Model of Learning Transfer (MMLT). The MMLT and its rubrics aim to be culturally responsive tools that school leaders in PK-12 schools can use to organize, deliver, and assess professional development offerings while also enhancing learning transfer and improve educators’ cultural proficiency. Considering culture as the main enhancer or inhibitor to transfer is innovative and useful because schools spend large amounts of money and resources on PD, yet the money invested does not often produce the desired outcomes.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"16 1","pages":"319 - 338"},"PeriodicalIF":0.0,"publicationDate":"2021-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72572020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Introduction to the Journal of School Leadership 《学校领导杂志导论》

Journal of school leadership Pub Date : 2021-05-01 DOI: 10.1177/10526846211007223

Bruce G. Barnett

引用次数: 0

Starting Small: A Descriptive Case Study of Principal Competencies That Support the PreK-K-3 Continuum 从小事做起:支持PreK-K-3连续体的主要能力的描述性案例研究

Journal of school leadership Pub Date : 2021-04-22 DOI: 10.1177/10526846211008813

Sarah M. Garrity, Julia Bridi, Jaqueline Kotas, G. Gianzero

{"title":"Starting Small: A Descriptive Case Study of Principal Competencies That Support the PreK-K-3 Continuum","authors":"Sarah M. Garrity, Julia Bridi, Jaqueline Kotas, G. Gianzero","doi":"10.1177/10526846211008813","DOIUrl":"https://doi.org/10.1177/10526846211008813","url":null,"abstract":"Research and theory suggests that children and families are best served by a preschool to third grade approach (PreK−3) to early childhood education that is aligned, integrated, and based on developmentally appropriate practice. Because of the recent expansion of publicly funded preschool programs, principals are becoming increasingly responsible for overseeing these programs, and, as instructional leaders, play a critical role in establishing working conditions and creating organizational capacity to support teachers’ professional growth. Unfortunately, however, early childhood education is rarely addressed in principal preparation programs and principals are often unfamiliar with the science of child development. Using a qualitative case study design, the current study describes how one school principal began to lead a PreK−3 community at her school by examining data collected across a two-year period as the principal led a professional learning community with preschool, transitional kindergarten, and kindergarten teachers. The PreK−3 Learning Communities Competencies for Effective Principals developed by the National Association of Elementary School Principals were used to identify the thoughts, behaviors, and actions of one principal as she engaged in this work. Results from this study further discourse in the field as to what this approach looks like in practice and call attention to the need for structural changes in preschool and elementary settings.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"32 1","pages":"406 - 427"},"PeriodicalIF":0.0,"publicationDate":"2021-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88188045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3