by Mavis G. Sanders — 2018This article draws from the literature on cross-boundary leadership, relational leadership, and relational trust, and qualitative data from a multiple case study to explore the role of principals in the administration of full-service community schools.
by Judith Toure & Dana N. Thompson Dorsey — 2018In this article, authors draw from Feagin’s conceptual framework, the White racial frame (WRF), to analyze school leadership practice and ways in which the WRF emerges and shapes leaders’ work with teachers.
by Haim Shaked & Chen Schechter — 2018This study explores the development of holistic school leadership, an approach where principals lead schools through the systems thinking concept and procedures, over principals' different career stages.
by Eleanor Drago-Severson & Patricia Maslin-Ostrowski — 2018This research examines how effective principals framed the pressing challenges confronted in their leadership practice (technical, adaptive or mixed), and in what ways, learning was implanted in their response.
by David Edward DeMatthews — 2016This qualitative study explores one principal’s enactment of social justice leadership in the context of a high-performing elementary school located along the U.S./Texas–Mexico border. This article analyzes the unique interactions among a principal, school, and community; it also analyzes how emergent circumstances influence the way social justice challenges are identified, prioritized, and addressed by the principal.
by James Sebastian, Elaine Allensworth & David Stevens — 2014This article applies fuzzy set qualitative comparative analysis (QCA) to high school administrative and survey data to examine the relationship of school leadership and mediating organizational supports with students’ classroom participation. The study uses a configurational approach to examine combinations of supports that are associated with the varying levels of the outcome.
by Meredith I. Honig & Lydia R. Rainey — 2014This paper explores to what extent central office administrators lead meetings of principal professional learning communities in ways that promise to strengthen principals’ development as instructional leaders and the conditions that help or hinder administrators in the process.
by Jeffrey Brooks, Noelle Witherspoon Arnold & Melanie C. Brooks — 2013Using a narrative research methodology, this study investigated the formal and informal ways that racism influences the practice of educational leadership in an urban high school. The study revealed that many decisions that should be based on professional educational information and judgment are instead influenced by racist and discriminatory assumptions. The article focuses on the inequitable leadership processes related to various human and instructional resources in the school.
by Eleanor Drago-Severson — 2012This research identifies strategies that principals in high-, middle- and low-financial resource Catholic, independent, and public schools use to foster school climates that promote teacher learning and development.
by Joseph Murphy, Hunter N. Moorman & Martha McCarthy — 2008This 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.