Journal of school leadership最新文献_第9页

Black Male School Leaders: Protectors and Defenders of Children, Community, Culture, and Village 黑人男性学校领导:儿童、社区、文化和村庄的保护者和捍卫者

Journal of school leadership Pub Date : 2021-01-01 DOI: 10.1177/1052684621993051

Phillip A. Smith

{"title":"Black Male School Leaders: Protectors and Defenders of Children, Community, Culture, and Village","authors":"Phillip A. Smith","doi":"10.1177/1052684621993051","DOIUrl":"https://doi.org/10.1177/1052684621993051","url":null,"abstract":"This study explored the ways in which the race-gendered identities and lived experiences of Black male K-12 public and independent school leaders inform their leadership in support of students, community, and village. The study draws from critical theories and perspectives, including a framework of Black Masculine Caring (BMC), critical race theory, culturally relevant and responsive leadership, leadership for social justice, and their relationship to and with a theory of Black male school leadership. The qualitative study used survey, phenomenological, and visual elicitation methods to examine the personal and professional experiences, philosophies, and praxis of 14 Black male school leaders. Study findings are presented as an intergenerational dialog with participants, based on their years of leadership experience. These leaders exhibit a liberatory care-based approach to leadership as an expression of social justice advocacy, civil rights activism, community and evidenced action-orientated commitment to a dismantling of structured and systemic forms of racism, anti-Black racism entrenched segregation, and other inequities that discriminate and disproportionately marginalize significant numbers of students and their communities. As captured through the narratives shared, this is evidenced through greater, and positively encouraged, levels of parental and other community member involvement in school activities, as a core aspect of the leadership and decision-making processes. The research expands understanding of paradigms of critical race leadership and disrupts the normative educational leadership that ill-serve significant sections of our student populations and communities.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"1 1","pages":"29 - 49"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88316338","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: 2

State of States: Landscape of University-Based Pathways to the Principalship 国家现状:以大学为基础的校长路径景观

Journal of school leadership Pub Date : 2020-12-18 DOI: 10.1177/1052684620980360

Erin Anderson, Sajjid Budhwani, Frank Perrone

{"title":"State of States: Landscape of University-Based Pathways to the Principalship","authors":"Erin Anderson, Sajjid Budhwani, Frank Perrone","doi":"10.1177/1052684620980360","DOIUrl":"https://doi.org/10.1177/1052684620980360","url":null,"abstract":"This study describes the landscape of school leadership preparation programs in the United States, including pathways to the principalship (master’s, certification, educational specialist) and the delivery modes for each pathway (face-to-face, fully online, hybrid). First, data was collected from the Integrated Postsecondary Education Data on the number of degrees and certificates awarded by every postsecondary institution receiving U.S. federal student aid from 2013 to 2018. Then program websites were searched and coded by two independent coders. All discrepancies were resolved; the final dataset was analyzed using measures of central tendency. This study found that master’s programs were the most common route to the principalship, and there were more than double the number of master’s offerings than certification and more than double as many certification offerings than educational specialist. The most common delivery modes across each pathway were, from most prevalent to least: face-to-face, fully online, and hybrid. Ten states had an offering in every pathway and modality, but no individual university offered every pathway and modality. Twenty-one states had one or more universities that offered all pathways but not all modalities. Implications are that program faculty informed decisions about what pathways and modalities to offer, these data allow for sampling techniques that can help researchers conduct more inferential studies to measure the impact of leadership preparation on school outcomes, and these data allow for research that differs by pathway, providing a more nuanced understanding of preparation. Finally, this study serves as a call for a centralized database for tracking SLPP data.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"71 1","pages":"103 - 125"},"PeriodicalIF":0.0,"publicationDate":"2020-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88419584","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: 6

A Case Study of Lessons Learned from a Decade of Success in Preparing and Supporting Quality School Leadership Through District–University Partnerships 通过地区-大学伙伴关系成功地准备和支持高质量的学校领导十年的经验教训案例研究

Journal of school leadership Pub Date : 2020-12-17 DOI: 10.1177/1052684620980362

Sheri S. Williams, Russ Romans, Frank Perrone, Allison M. Borden, Arlie Woodrum

{"title":"A Case Study of Lessons Learned from a Decade of Success in Preparing and Supporting Quality School Leadership Through District–University Partnerships","authors":"Sheri S. Williams, Russ Romans, Frank Perrone, Allison M. Borden, Arlie Woodrum","doi":"10.1177/1052684620980362","DOIUrl":"https://doi.org/10.1177/1052684620980362","url":null,"abstract":"The purpose of this case study was to explore the context and key features of a successful decade-long district and university principal preparation program. Despite the importance of such partnerships, long-standing partnerships appear to be far from the norm. The partnership was designed in collaboration with faculty at a flagship university in the American Southwest and district leaders in a large urban school system. At the initiation of the partnership, the school district faced challenges similar to other districts in ensuring a steady pool of quality school leaders. The study was grounded in theory and anchored in relevant scholarly literature. Research methods included data collected from a qualitative analysis of the perspectives of key personnel who co-created the principal preparation program and supplementary data from external evaluations conducted by recognized appraisers. Findings indicate that district–university partnerships are more likely to endure when the partners are able to strengthen shared goals, leverage existing assets, sustain trusting relationships, uphold mutuality of purpose, and support collaborative interactions. The implications and recommendations from the study may appeal to other providers of principal preparation programs who desire to adapt the lessons learned and build on the assets that exist in their own unique school and community contexts. Future research on long standing district–university partnerships may help inform states in their oversight of principal preparation programs and university and district partners who wish to start or sustain the recruitment, preparation, placement, and retention of quality educational leaders in contextually specific and complex school environments.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"62 2 1","pages":"51 - 76"},"PeriodicalIF":0.0,"publicationDate":"2020-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78384200","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: 2

A Professional Agency Perspective on Novice Teachers' Development of a Teacher Leadership Stance 专业代理视角下的新教师领导立场发展

Journal of school leadership Pub Date : 2020-12-16 DOI: 10.1177/1052684620980355

Youmen Chaaban, Rania Sawalhi

引用次数: 1

Approaches to Instructional Leadership: Organizational Influences in Contexts of (Mis)match 教学领导方法:组织在(Mis)匹配情境中的影响

Journal of school leadership Pub Date : 2020-12-16 DOI: 10.1177/1052684620980359

J. Jimerson, Sarah Quebec Fuentes

引用次数: 3

Foundations of Superintendent Trustworthiness: Perspectives of Elementary School Principals 督学诚信的基础:小学校长的视角

Journal of school leadership Pub Date : 2020-12-16 DOI: 10.1177/1052684620980357

Justin V. Benna, Elyse Hambacher

引用次数: 1

Cost-Effectiveness of Instructional Coaching: Implementing a Design-Based, Continuous Improvement Model to Advance Teacher Professional Development 教学辅导的成本效益:实施基于设计的持续改进模式以促进教师专业发展

Journal of school leadership Pub Date : 2020-11-25 DOI: 10.1177/1052684620972048

David S. Knight, Thomas M. Skrtic

{"title":"Cost-Effectiveness of Instructional Coaching: Implementing a Design-Based, Continuous Improvement Model to Advance Teacher Professional Development","authors":"David S. Knight, Thomas M. Skrtic","doi":"10.1177/1052684620972048","DOIUrl":"https://doi.org/10.1177/1052684620972048","url":null,"abstract":"Schools devote substantial resources to teacher professional development each year. Yet studies show much of this investment is directed toward ineffective short-term workshops that have little impact on instructional change or student outcomes. At the same time, more intensive job-embedded forms of professional learning, such as instructional coaching, require substantially more resources than traditional professional development. We report the results of a two-year study assessing the cost-effectiveness of instructional coaching through a design-based, continuous improvement research model. We study iterative, inquiry cycles in which educators collect data and make changes to the coaching model based on multiple rounds of implementation. We determined the effectiveness of coaching during each iteration by tracking the number of times teachers and coaches reached student-outcome based goals set during the coaching cycle. We assess the cost of implementing the coaching model for each of the three iterations by monitoring staff time allocations and other resource use. Results show that across five schools, the cost of the coaching intervention decreased substantially from the first iteration to the second iteration but increased moderately during the third iteration. Our findings suggest that coaching programs can become more cost-effective over time, as coaches and teachers refine their work together. While specific design features of the study limit generalizability of our findings, the study demonstrates how improvement science or design-based research can be combined with cost-effectiveness research to improve practice in local settings.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"9 1","pages":"318 - 342"},"PeriodicalIF":0.0,"publicationDate":"2020-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85492850","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: 8

Cosmopolitan Leadership in the Institutionalization of Global Citizenship Education: A Comparative Study of Singapore and Australia’s Practices 全球公民教育制度化中的世界主义领导:新加坡和澳大利亚实践的比较研究

Journal of school leadership Pub Date : 2020-11-07 DOI: 10.1177/1052684620972068

Suraiya Hameed

{"title":"Cosmopolitan Leadership in the Institutionalization of Global Citizenship Education: A Comparative Study of Singapore and Australia’s Practices","authors":"Suraiya Hameed","doi":"10.1177/1052684620972068","DOIUrl":"https://doi.org/10.1177/1052684620972068","url":null,"abstract":"This article unpacks the ideology of “cosmopolitan leadership,” a leadership theory that has surfaced from a qualitative study that examines the comparative analysis of global citizenship education (GCE) in two primary schools: one international school in Singapore and an independent school in Australia. This article unpacks the idea of “cosmopolitan leadership” and the features of this distinctive form of leadership in institutionalizing GCE in the respective contexts and schools. School leaders in both contexts, took an active role in driving GCE in the school, through the introduction of the international curricular model and by keeping themselves abreast with global curriculum initiatives and through curriculum innovation. These curricula initiatives assisted in the take-up of GCE that enabled the schools to attain their vision of developing global citizens. These were aligned to the schools’ as well as national policies and evidenced innovative approaches to address the complexity of contemporary diversity, as well as the demands of the global world. This response was situated in multiple influential contexts, which included the national contexts of the two schools, encompassing the nature and geopolitical positioning of each society, the provision of schooling, the nature of schools and the specific policies governing the two schools, and their market contexts, which have influenced their approaches towards GCE.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1052684620972068","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72408884","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: 2

The Cultural Competence of Educational Leaders: Developing a Conceptual Framework and Assessment Tool for Leadership Development 教育领导者的文化能力:领导力发展的概念框架与评估工具

Journal of school leadership Pub Date : 2020-11-07 DOI: 10.1177/1052684620972059

Maysaa Barakat, J. Lakin, Ellen H. Reames, Frances K. Kochan

引用次数: 3

A Clear and Consistent Focus on Students: Principals’ Perceptions of the Role of School Counselors 明确而持续地关注学生:校长对学校辅导员角色的看法

Journal of school leadership Pub Date : 2020-11-03 DOI: 10.1177/1052684620972067

Travis Lewis, Karen D. Jones, Matthew Militello, Randy Meisenhelder

引用次数: 9