by Alyssa Hadley Dunn - 2020
This research investigates the experiences of educators in one metropolitan high school over the course of one school year. In particular, the research questions include: (1) How is the morale of exceptional urban teachers affected by the contextual factors of a neoliberal school climate? (2) How does their morale relate to teachers’ reports of their pedagogy? Findings share how teachers were making sense of a climate that felt like a “sinking ship” over which they had no control and how a “vicious cycle of disempowerment” influenced the way they believed they were performing in the classroom.
by Alan Daly, Yi-Hwa Liou, Miguel Del Fresno, Martin Rehm & Peter Bjorklund Jr. - 2019
In this chapter, we argue for the importance of understanding the intersection between leadership and social networks and present some early data from social media space to support the importance of examining these topics.
by Barrett Taylor, Kelly Rosinger, Lindsay Coco & Sheila Slaughter - 2019
Using Fligstein and McAdam’s theory of fields to posit that changing conditions reflect activities in overlapping and proximate fields, this study examines strategic actions that humanists undertake in response to shifting conditions.
by Christopher Harrison, John Wachen, Stephanie Brown & Lora Cohen-Vogel - 2019
This study presents findings and lessons learned from the National Center on Scaling Up Effective Schools (NCSU), which worked side-by-side with educators to implement a partnership-based continuous improvement process in a large urban school district.
by Sabina Vaught - 2019
This article conceptualizes “vanishment” as a form of school-based, state punishment through ethnographic stories from inside a juvenile detention center school.
by Tara Brown, Alice Cook & Jesus Santos - 2019
Drawing on interviews with 25 Latina/o ninth-grade leavers and school policy documents, this article examines how uncertainties about high school completion arise and are negotiated in the school context in ways that contribute to risks for school-leaving. The article employs a theoretical framework that considers both objective and socially constructed dimensions of risk.
by David DeMatthews & Rebecca Tarlau - 2019
When schools focus narrowly on issues of student achievement and other district priorities, they may limit their school’s potential in meeting the diverse needs of students, families, and communities. In this article, we examine how principals engage in activism and recognize and take advantage of political opportunities to facilitate social change in their communities.
by Veronica Jones - 2019
Utilizing a critical discourse analysis framework, this study assesses the language conveyed in university presidents’ responses to racism at several predominantly White institutions and how their responses reveal larger patterns of social power and privilege. By informing the conversation around how those in power respond to racist speech, this research presents several implications for the ways in which universities can be more responsive to marginalized student communities.
by BetsAnn Smith - 2019
This article examines school leadership organized as a network of formalized teacher-leader roles that blend teaching with instructional and managerial leadership. It argues that formal and embedded teacher-leader networks may have more potential to support teachers and school improvement than coaching roles or informally distributed leadership.
by Hajime Mitani - 2019
This study examines the impact of No Child Left Behind sanctions on principal turnover using longitudinal administrative and detailed school-level assessment and adequate yearly progress data from the Missouri Department of Elementary and Secondary Education.
by Anjalé Welton, Devean Owens & Eboni Zamani-Gallaher - 2018
This chapter connects organizational change to research on anti-racism to formulate a new conceptual framework for anti-racist change in education. The goal is to provide PK–12 and higher education leaders with a framework that is a useful tool in which to actively dismantle systems of racial oppression and power in their institutions.
by Pamela Eddy - 2018
Despite the fact that community colleges have more racial diversity in leadership positions relative to four-year institutions, leaders are still predominately white and men. Achieving racial equity in the sector requires attention to underlying assumptions about leadership, changes in processes that identify future leaders, and building a culture of equity to drive change.
by Mark Gooden, Bradley Davis, Daniel Spikes, Dottie Hall & Linda Lee - 2018
Systemic racism and the impending inequities in schooling persist, making it apparent the concept of race still matters when it comes to educational leadership. In response, this article examines linkages between principal preparation programs, the orientations of the aspiring leaders enrolled within them, and the potential for program graduates to facilitate institutional change for racial equity.
by Joseph Wiemelt & Lucia Maldonado - 2018
This chapter explores school leadership in fostering racial equity and institutional change for immigrant youth, including undocumented students and unaccompanied minors.
by Christopher Redding & Samantha Viano - 2018
This article draws on the sensemaking framework and status risk theory to describe the beliefs held by teachers and teacher leaders during the development and implementation of a locally developed innovation.
by Leslie R. Zenk & Karen Seashore Louis - 2018
This paper extends the perspective that institutional missions serve many purposes within universities, and suggests a broader set of functions for missions at master’s- granting institutions that are revealed through metaphor.
by Jason Huff, Courtney Preston, Ellen Goldring & J. Edward Guthrie - 2018
We ask the question: What distinguishes leaders’ practices in more effective high schools from those in less effective high schools that serve large proportions of at-risk youth? We identified a total of four more and less effective high schools using value-added scores (two of each), and we then analyzed interview, observational, and survey data collected in the schools to compare and contrast how leaders support key practices and organizational routines by their staff.
by Mavis G. Sanders - 2018
This 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 Pascale Benoliel & Anit Somech - 2018
This study extends knowledge about activities that facilitate school management team effectiveness. The authors discuss a distributive perspective to school leadership, acknowledging the new role of principals in enhancing school management team effectiveness and highlighting principals' internal and external boundary activities as fundamental.
by Haim Shaked & Chen Schechter - 2018
This 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 - 2018
This 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 Alex Bowers, Mark Blitz, Marsha Modeste, Jason Salisbury & Richard Halverson - 2017
This study investigates the existence and extent of significantly different subgroups of teacher and leader responses to the Comprehensive Assessment of Leadership for Learning (CALL) survey. This survey is a formative assessment of school leadership developed by researchers at the University of Wisconsin-Madison employing the principles of distributed leadership and current research on leadership activities that promote student learning.
by Patrice Iatarola - 2016
This article summarizes a set of research studies that focus on high school course offerings, takings, and effects. Courses, being the gateway to higher student performance and access to college, have been used as a policy lever to increase the rigor of students’ high school experiences.
by Meredith Richards & Kori Stroub - 2014
This study examines the effects of metropolitan school district fragmentation―the proliferation of public school districts within a metropolitan area―on the trajectory of racial/ethnic school segregation between 2002 and 2010.
by James Sebastian, Elaine Allensworth & David Stevens - 2014
This 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 Sydney Freeman Jr. & Marybeth Gasman - 2014
This study captures the background characteristics of HBCU leaders in order to lay the groundwork for future studies on HBCU presidents. It also seeks to understand the role these leaders play in grooming and mentoring the next generation of HBCU leaders.
by Bruce Kimball - 2014
Comprehensive, multi-year mass fundraising campaigns in American higher education began with the Harvard Endowment Fund (HEF) drive, which extended from 1915 to 1925. Based on the first thorough study of the archival records, this essay reveals that the campaign established novel features of university fundraising through contentious negotiations among conflicting groups, prompted the university administration to centralize and control alumni affairs and development efforts for the first time, and, above all, introduced today’s ubiquitous episodic pattern of continuous fundraising, in which mass comprehensive campaigns alternate with discrete solicitations of wealthy donors, whose dominant roles have never changed.
by Meredith Honig & Lydia Rainey - 2014
This 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 Ann Ishimaru - 2014
This article examines the relationship between district-focused education organizing efforts and parent-school relations in schools. Using a mixed-methods approach, the study found that schools with high organizing had more structural social capital than schools with little or no organizing, but limited teacher-parent trust in those schools highlighted tensions between dominant institutional scripts about the role of parents and organizing efforts to build more collaborative relationships in pursuit of educational equity.
by Eleanor Drago-Severson - 2012
This study offers insights into how 25 principals from public, private, and Catholic schools with varying levels of financial resources (i.e., high, medium, and low) renew themselves and prevent burnout, crucial for 21st-century school leaders.