This article examines gendered patterns of decision making by school board members. The article primarily focuses on power, gender, and vocal space/influence at the school board table.

This article examines the socialization rites that newly appointed secondary school vice-principals experienced as they negotiated the passage between teaching and administration.

This introduction to the special issue lays out a framework for the articles to follow by outlining the ways in which the governance structures of education—from national authorities that set federal policy, down to individual schools and administrative practices—shape the opportunities open to children of immigrants. The authors outline some of the main features of educational governance and discuss their relevance to the education of immigrants. It concludes with an overview of the articles in the issue.

The role of relationships in mediating immigrant newcomers’ academic engagement and performance is examined using a mixed-methods approach.

In this article, we determine whether the greater presence of Latinos on school boards in California is related to greater representation of coethnics among educational administrators and teachers. We then examine if there is any relationship between greater representation in the educational bureaucracy, and more favorable educational outcomes for Latino students.

This article establishes a set of design principles and implementation strategies for rebuilding educational leadership preparation programs. The rebuilding framework is grounded in analyses of 54 university-based preparation programs, and scholarship and reform work on school leadership preparation over the last quarter century.

This article examines school-based professional inquiry communities known as Critical Friends Groups, analyzing how four design features—their diverse menu of activities, their decentralized structure, their interdisciplinary membership, and their reliance on structured conversation tools called “protocols”—influence the capacity of these groups to pursue whole-school reform and instructional improvement.

This piece is a philosophical/theoretical inquiry into current educational strategies aimed at eradicating bullying within schools, set against the backdrop of a sixth-grade bullying encounter. This article, broadening current understanding and response to bullying, is focused toward fostering more nuanced and effective anti-bullying strategies.

The study examines the content of instruction at a stratified sample of the nation’s principal-preparation programs. The findings suggest that these programs pay limited attention to considerations of accountability, aggressive personnel management, or the broader body of thinking on leadership.

The institutional landscape of K–12 educational contracting is fundamentally changing. Based on industry and district data, this study identifies three distinct shifts in the content and structure of interactions between suppliers of instructional goods and local school systems.

Through a grounded theory analysis and comparison with relevant adult learning and leadership development theories, this article argues that structured advanced leadership development experiences could improve superintendents’ leadership development and transition.

This article examines the centrist leader perspective of the ISLLC standards and argues that the centrist view undermines the potential for collaborative leadership in schools.

Drawing on an interpretive study of classroom authority relations in a U.S. metropolitan high school, this article describes and analyzes the character of these relations, and their connection to social theory and educational ideologies.

The article examines how zero tolerance policy is enacted in schools, and how the policy is supported by developments in technology, crime and prison policy, and social science theories of delinquency. The reseach is based on qualitative research and policy analysis, and has an interdisciplinary focus that would be of interest to educators, policymakers, and school administrators.

This commentary argues that we must understand and respond to the emotional issues posed for students by violent school environments so that all students can begin to prepare for the academic challenges envisioned by the No Child Left Behind Act.

Study examines the relationship between pedagogy and classroom control in traditional and progressivist teaching practices. Based on study of current Israeli school reform program, I argue that this relationship has been inadequately addressed, both in theory and in practice.

This case study describes how one urban elementary school in a high-reform district and state has been able to develop strong connections with community businesses and organizations as part of its program of school, family, and community partnerships. The case study identifies four factors that allowed the school to build successful bridges to its community. These factors are: a) the school's commitment to learning; b) the principal's support and vision for community involvement; c) the school's receptivity and openness to community involvement; and d) the school's willingness to engage in two-way communication with potential community partners about their level and kind of involvement.

Through a narrative, participatory research process the voices and experiences of three bilingual high school students are presented and interpreted through a critical pedagogical lens.

To explore the gendered construction of educational management, two metaphors--mother and visionary--are deconstructed to expose gendered assumptions in these alternative images of leadership.

The author describes his own mixed feelings regarding The American School Superintendent: Leading in an Age of Pressure.

Despite the failure of SDM to live up to its hype, there is something intrinsically appealing about the notion that school administration derives its just powers from the consent of the governed, at least the adult governed. At a time when industry has moved toward greater worker participation in management, it seems only fair that teachers, too, have a say in conditions that affect their work lives.

A high school administrator adopts a feminist approach to administration.

This article considers the implications of teacher empowerment for school leadership.

Using faculty recollections of Burton Blatt's tenure as Dean of the School of Education at Syracuse University, this article considers how Blatt was able to have such a powerful impact on his faculty, and what can be learned about the concept of leadership of academic organizations from his legacy.

This article cautions that prescriptive announcements for school improvement currently in vogue are not all clearly justified by research on school effectiveness.

The methods of evaluating a teacher's effectiveness are many, yet all assume instructional intentions on the part of the teacher. This paper examines Socrates in order to identify his pedagogical aims and whether his intentions or lack thereof make a difference in explaining why he does what he does.

Teacher supervision is suffering from a legacy of being affiliated with an outmoded integration of science and technology. Dialectical supervision, which emphasizes empowering teachers with ways of knowing that involve continually confronting themselves and searching for more responsive and less dominant educative practices, is proposed as an oppositional view to that of hierarchical scientific management of teaching.

This article responds to the twin calls for teacher leadership and collaboration between schools and universities made by the Holmes Group and the Carnegie Forum.