{"title":"以司法为中心的领导力实践框架:多地区定性研究","authors":"Meagan S. Richard","doi":"10.1108/jea-11-2023-0285","DOIUrl":null,"url":null,"abstract":"PurposeThe purpose of this study is to identify key school leadership practices that center social justice and are evidenced across multiple school and district contexts.Design/methodology/approachA qualitative, multidistrict research design is used within this study. Sampled across seven US school districts, 24 school leaders were interviewed about their justice-centered school leadership practices within and outside of their school buildings.FindingsParticipants engaged in five key domains of justice-centered practice, which included 13 practice areas and 28 sub-practices. These domains include (1) creating an inclusive and caring environment, (2) promoting equitable opportunity to learn, (3) strengthening staff capacity for justice, (4) positioning families as partners in education and (5) building and extending community capacity and resources.Originality/valueThis study incorporates empirical data across diverse contexts and investigates actions relevant to diverse students and multiple justice-centered leadership approaches. By doing so, this study unearths a spectrum of justice-centered school leadership practices, presenting these in one of the few empirically grounded frameworks available in the literature. This framework provides an accessible, comprehensive and actionable starting place for practitioners hoping to lead in socially just ways and for preparation programs who will support these leaders.","PeriodicalId":47887,"journal":{"name":"Journal of Educational Administration","volume":null,"pages":null},"PeriodicalIF":2.1000,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"A framework of justice-centered leadership practice: a qualitative, multidistrict study\",\"authors\":\"Meagan S. Richard\",\"doi\":\"10.1108/jea-11-2023-0285\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"PurposeThe purpose of this study is to identify key school leadership practices that center social justice and are evidenced across multiple school and district contexts.Design/methodology/approachA qualitative, multidistrict research design is used within this study. Sampled across seven US school districts, 24 school leaders were interviewed about their justice-centered school leadership practices within and outside of their school buildings.FindingsParticipants engaged in five key domains of justice-centered practice, which included 13 practice areas and 28 sub-practices. These domains include (1) creating an inclusive and caring environment, (2) promoting equitable opportunity to learn, (3) strengthening staff capacity for justice, (4) positioning families as partners in education and (5) building and extending community capacity and resources.Originality/valueThis study incorporates empirical data across diverse contexts and investigates actions relevant to diverse students and multiple justice-centered leadership approaches. By doing so, this study unearths a spectrum of justice-centered school leadership practices, presenting these in one of the few empirically grounded frameworks available in the literature. This framework provides an accessible, comprehensive and actionable starting place for practitioners hoping to lead in socially just ways and for preparation programs who will support these leaders.\",\"PeriodicalId\":47887,\"journal\":{\"name\":\"Journal of Educational Administration\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.1000,\"publicationDate\":\"2024-06-14\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Educational Administration\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1108/jea-11-2023-0285\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Educational Administration","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1108/jea-11-2023-0285","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
A framework of justice-centered leadership practice: a qualitative, multidistrict study
PurposeThe purpose of this study is to identify key school leadership practices that center social justice and are evidenced across multiple school and district contexts.Design/methodology/approachA qualitative, multidistrict research design is used within this study. Sampled across seven US school districts, 24 school leaders were interviewed about their justice-centered school leadership practices within and outside of their school buildings.FindingsParticipants engaged in five key domains of justice-centered practice, which included 13 practice areas and 28 sub-practices. These domains include (1) creating an inclusive and caring environment, (2) promoting equitable opportunity to learn, (3) strengthening staff capacity for justice, (4) positioning families as partners in education and (5) building and extending community capacity and resources.Originality/valueThis study incorporates empirical data across diverse contexts and investigates actions relevant to diverse students and multiple justice-centered leadership approaches. By doing so, this study unearths a spectrum of justice-centered school leadership practices, presenting these in one of the few empirically grounded frameworks available in the literature. This framework provides an accessible, comprehensive and actionable starting place for practitioners hoping to lead in socially just ways and for preparation programs who will support these leaders.
期刊介绍:
■Career incentives of elementary school principals ■Leadership style of principals ■Multi-level school leadership ■Organizational processes in schools ■Policy implementation ■Teaching administrative theory ■University teachers, researchers, and students of educational administration.