Pub Date : 2019-08-14DOI: 10.22230/IJEPL.2019V15N9A881
Scott J. Bowling, Lori G. Boyland, Kim M. Kirkeby
The purpose of this research was to examine funding losses experienced by preschool to grade 12 (P–12) public school districts in Indiana, U.S., from an equity standpoint after the implementation of statewide property tax caps. All Indiana public school districts (N = 292) rely on property taxes as a major source of revenue, but districts experienced widely varying losses after the tax reform. Analyses across an array of district characteristics revealed significant relationships between differential funding losses and demographic indicators, including total student enrollment and the percentages of certain minoritized students. Implications for policy and practice include the integration of findings with essential research on funding equity in public education and attention on leadership toward reducing funding disparities.
{"title":"Property Tax Cap Policy in Indiana and Implications for Public School Funding Equity","authors":"Scott J. Bowling, Lori G. Boyland, Kim M. Kirkeby","doi":"10.22230/IJEPL.2019V15N9A881","DOIUrl":"https://doi.org/10.22230/IJEPL.2019V15N9A881","url":null,"abstract":"The purpose of this research was to examine funding losses experienced by preschool to grade 12 (P–12) public school districts in Indiana, U.S., from an equity standpoint after the implementation of statewide property tax caps. All Indiana public school districts (N = 292) rely on property taxes as a major source of revenue, but districts experienced widely varying losses after the tax reform. Analyses across an array of district characteristics revealed significant relationships between differential funding losses and demographic indicators, including total student enrollment and the percentages of certain minoritized students. Implications for policy and practice include the integration of findings with essential research on funding equity in public education and attention on leadership toward reducing funding disparities.","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123659413","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}
Pub Date : 2019-08-02DOI: 10.22230/IJEPL.2019V15N8A854
Melissa Wu
Abstract Extracurricular participation has displayed positive effects on student development; it is, therefore, worthwhile to investigate the factors that influence students’ willingness and ability to participate in extracurricular activities held by the school. Through a qualitative research design, this study hopes to reveal how school culture and other factors influence extracurricular participation among local high school students in Hong Kong. Focus groups were conducted with students from three local schools, and teachers and administrative staff were interviewed when available. The study focused on four main themes: school and student profile, participation requirements, activity availability, and school mission and academic emphasis. Hand coding and data analysis suggest that principal and school attitudes influenced the activities available, while timing and activity arrangement significantly affected student participation. Overall, there were mixed opinions toward extracurricular activities.
{"title":"School Culture and Its Effect on Extracurricular Participation in Hong Kong","authors":"Melissa Wu","doi":"10.22230/IJEPL.2019V15N8A854","DOIUrl":"https://doi.org/10.22230/IJEPL.2019V15N8A854","url":null,"abstract":"Abstract Extracurricular participation has displayed positive effects on student development; it is, therefore, worthwhile to investigate the factors that influence students’ willingness and ability to participate in extracurricular activities held by the school. Through a qualitative research design, this study hopes to reveal how school culture and other factors influence extracurricular participation among local high school students in Hong Kong. Focus groups were conducted with students from three local schools, and teachers and administrative staff were interviewed when available. The study focused on four main themes: school and student profile, participation requirements, activity availability, and school mission and academic emphasis. Hand coding and data analysis suggest that principal and school attitudes influenced the activities available, while timing and activity arrangement significantly affected student participation. Overall, there were mixed opinions toward extracurricular activities.","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116948384","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}
Public school leaders might be more likely to support private school voucher programs if they are enacted alongside public school deregulations. We use a survey experiment to examine the effects of public school deregulations on actual public school leaders’ support for a hypothetical private school voucher program in California. We do not find evidence to suggest that public school deregulations affect public school leaders’ support for private school vouchers overall. However, we unexpectedly find that deregulations related to teacher certification and administration of standardized tests further decrease support for private school choice for leaders of large public schools. This unexpected result may be explained by expected adjustment costs or regulatory capture.
{"title":"Deal or No Deal? The Effects of Deregulation on Public School Leaders’ Support for Private School Choice in California","authors":"Corey A. DeAngelis, L. Burke","doi":"10.2139/SSRN.3400410","DOIUrl":"https://doi.org/10.2139/SSRN.3400410","url":null,"abstract":"Public school leaders might be more likely to support private school voucher programs if they are enacted alongside public school deregulations. We use a survey experiment to examine the effects of public school deregulations on actual public school leaders’ support for a hypothetical private school voucher program in California. We do not find evidence to suggest that public school deregulations affect public school leaders’ support for private school vouchers overall. However, we unexpectedly find that deregulations related to teacher certification and administration of standardized tests further decrease support for private school choice for leaders of large public schools. This unexpected result may be explained by expected adjustment costs or regulatory capture.","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117248001","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}
Pub Date : 2019-05-19DOI: 10.22230/IJEPL.2019V15N6A821
Miguel M. Gonzales, Richard Storti
To help promote a culture of innovation, the Ministry of Education andthe Ministry of Science, Technology, and Telecommunication of Costa Rica estab-lished a national executive decree requiring all public schools in the country partic-ipate in the National Program of Science and Technology Fairs (NPSTF). This casestudy examines the role of five elementary school principals in Costa Rica in implementing and preparing their schools for the NPSTF initiative. Principals played threesignificant roles: the motivator of teachers and students; acquirer of NPSTF resources;and the organizer of NPSTF committees and coalitions to help train and finance theinitiative. It is recommended the Ministry of Education establish a budget solely ded-icated to support infrastructure and professional development for NPSTF while aligning goals with all stakeholders.
{"title":"Fostering a Culture of Innovation: A Case Study of Elementary School Principals in Costa Rica","authors":"Miguel M. Gonzales, Richard Storti","doi":"10.22230/IJEPL.2019V15N6A821","DOIUrl":"https://doi.org/10.22230/IJEPL.2019V15N6A821","url":null,"abstract":"To help promote a culture of innovation, the Ministry of Education andthe Ministry of Science, Technology, and Telecommunication of Costa Rica estab-lished a national executive decree requiring all public schools in the country partic-ipate in the National Program of Science and Technology Fairs (NPSTF). This casestudy examines the role of five elementary school principals in Costa Rica in implementing and preparing their schools for the NPSTF initiative. Principals played threesignificant roles: the motivator of teachers and students; acquirer of NPSTF resources;and the organizer of NPSTF committees and coalitions to help train and finance theinitiative. It is recommended the Ministry of Education establish a budget solely ded-icated to support infrastructure and professional development for NPSTF while aligning goals with all stakeholders.","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115604627","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}
Pub Date : 2019-05-02DOI: 10.22230/IJEPL.2019V15N5A817
J. Richardson, S. McLeod, Todd M. Hurst
There is a dearth of research on the perceptions of faculty members in educational leadership regarding open access publications. This reality may exist because of a lack of funding for educational leadership research, financial obstacles, tenure demands, or reputation concerns. It may be that there are simply fewer established open access publishers with reputable impact factors to encourage publication by members in the field. The current study seeks to answer the following question: “What are the perceptions of educational leadership faculty members in UCEA about open access publishing?” The results are based on responses from 180 faculty members in the field of educational leadership.
{"title":"Perceptions of Educational Leadership Faculty Regarding Open Access Publishing","authors":"J. Richardson, S. McLeod, Todd M. Hurst","doi":"10.22230/IJEPL.2019V15N5A817","DOIUrl":"https://doi.org/10.22230/IJEPL.2019V15N5A817","url":null,"abstract":"There is a dearth of research on the perceptions of faculty members in educational leadership regarding open access publications. This reality may exist because of a lack of funding for educational leadership research, financial obstacles, tenure demands, or reputation concerns. It may be that there are simply fewer established open access publishers with reputable impact factors to encourage publication by members in the field. The current study seeks to answer the following question: “What are the perceptions of educational leadership faculty members in UCEA about open access publishing?” The results are based on responses from 180 faculty members in the field of educational leadership.","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130857283","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}
Pub Date : 2019-04-25DOI: 10.22230/IJEPL.2019V15N4A468
Jacqueline A. Rodriguez, Selma Powell, C. Straub, K. Vince-Garland, Wilfred Wienke
It is critically important for leadership personnel in special education to develop knowledge and skills in policy and advocacy. The Pew Charitable Trust initiated a survey to uncover resources and experiences impacting doctoral-level preparation at institutes of higher education. Results indicated that fewer than 30 percent of doctoral students were provided the opportunity for an internship experience. Thus, a large university located in the southeast United States created an internshipexperience reflective of current policies and trends within the field of special education. This article discusses interns’ responsibilities with reference to policy and politics, opportunities for mentorship, the development of personal contacts and networking, and the impact of each experience on the intern’s future role in special education teacher education and advocacy.
{"title":"Developing Effective Advocates during Doctoral Preparation: An Examination of Federal-Level Special Education Policy Internships","authors":"Jacqueline A. Rodriguez, Selma Powell, C. Straub, K. Vince-Garland, Wilfred Wienke","doi":"10.22230/IJEPL.2019V15N4A468","DOIUrl":"https://doi.org/10.22230/IJEPL.2019V15N4A468","url":null,"abstract":"It is critically important for leadership personnel in special education to develop knowledge and skills in policy and advocacy. The Pew Charitable Trust initiated a survey to uncover resources and experiences impacting doctoral-level preparation at institutes of higher education. Results indicated that fewer than 30 percent of doctoral students were provided the opportunity for an internship experience. Thus, a large university located in the southeast United States created an internshipexperience reflective of current policies and trends within the field of special education. This article discusses interns’ responsibilities with reference to policy and politics, opportunities for mentorship, the development of personal contacts and networking, and the impact of each experience on the intern’s future role in special education teacher education and advocacy.","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114687241","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}
Pub Date : 2019-03-27DOI: 10.22230/IJEPL.2019V15N3A837
J. Malin, Chris Brown, Andrew Saultz
This study analyzed educators’ requests for grant funding to purchase desired educational resources or services. Specifically, it examined to what extent, and how, educators utilized research and other forms of evidence to support their decision-making. References to research were sparse, though applicants sometimes referred to local data or small-scale trials. Conceptual research use likely also lurked beneath certain statements. Applicant educators also showed special concern for certaintopics, including student engagement/motivation and enhancing the cultural relevance of programming. The proposals varied considerably in terms of the robustness of underlying theories of action. This line of inquiry contributes to understandings both regarding a) educators’ use of research and other knowledge sources to support their professional decision-making; and b) the nature of evidence use in education.
{"title":"What We Want, Why We Want It: K-12 Educators' Evidence Use to Support their Grant Proposals","authors":"J. Malin, Chris Brown, Andrew Saultz","doi":"10.22230/IJEPL.2019V15N3A837","DOIUrl":"https://doi.org/10.22230/IJEPL.2019V15N3A837","url":null,"abstract":"This study analyzed educators’ requests for grant funding to purchase desired educational resources or services. Specifically, it examined to what extent, and how, educators utilized research and other forms of evidence to support their decision-making. References to research were sparse, though applicants sometimes referred to local data or small-scale trials. Conceptual research use likely also lurked beneath certain statements. Applicant educators also showed special concern for certaintopics, including student engagement/motivation and enhancing the cultural relevance of programming. The proposals varied considerably in terms of the robustness of underlying theories of action. This line of inquiry contributes to understandings both regarding a) educators’ use of research and other knowledge sources to support their professional decision-making; and b) the nature of evidence use in education.","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122968335","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}
Pub Date : 2019-03-07DOI: 10.22230/IJEPL.2019V15N2A869
Ariel Tichnor-Wagner
Global migration, global markets, and technological advances have connected the world at an unprecedented scale and have diversified the communities with which people engage and the schools in which educators teach. This study explores the school leadership attributes that facilitate the learning of critical competencies needed to thrive in a diverse, interconnected world. Using agrounded theory approach to analyze in-depth interviews with eleven practicing school principals, ten globally minded leadership practices emerged from the data. These fell under the constructs of setting the direction, developing people, redesigning the organization, and situating glocally. Findings hold implications for how educational leadership programs and professional development providers can utilize this emerging framework to cultivate globally minded leaders.
{"title":"Globally-Minded Leadership: A New Approach for Leading Schools in Diverse Democracies","authors":"Ariel Tichnor-Wagner","doi":"10.22230/IJEPL.2019V15N2A869","DOIUrl":"https://doi.org/10.22230/IJEPL.2019V15N2A869","url":null,"abstract":"Global migration, global markets, and technological advances have connected the world at an unprecedented scale and have diversified the communities with which people engage and the schools in which educators teach. This study explores the school leadership attributes that facilitate the learning of critical competencies needed to thrive in a diverse, interconnected world. Using agrounded theory approach to analyze in-depth interviews with eleven practicing school principals, ten globally minded leadership practices emerged from the data. These fell under the constructs of setting the direction, developing people, redesigning the organization, and situating glocally. Findings hold implications for how educational leadership programs and professional development providers can utilize this emerging framework to cultivate globally minded leaders.","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"470-471 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114880243","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}
Pub Date : 2019-03-01DOI: 10.22230/IJEPL.2019V15N1A808
S. Zuiker, Niels Piepgrass, Adai A. Tefera, Kate T. Anderson, Kevin Winn, Gustavo E. Fischman
This study examines emerging efforts by three colleges of education to contribute to and benefit research use through public systems of knowledge exchange among researchers, practitioners, policymakers, and other education stakeholders. Often labeled knowledge mobilization (KM), such organization- and individual-level agendas seek to enhance, expand, and sustain engagement with educational research. Colleges of education with public KM agendas signal formal, local efforts at a time when KM remains weakly integrated field- and sector-wide in education. The study therefore illuminates the interdependent opportunities and challenges that accompany individual and organizational capacities for such change. Drawing on faculty survey responses (n=66), findings resolve scholarly practices in terms of both knowledge production and mobilization as well as in relation to individual and organizational agendas, which are considered in terms of four general tensions that influence efforts to extend the reach and impact of scholarship in colleges of education.
{"title":"Recognizing and Transforming Knowledge Mobilization in Colleges of Education","authors":"S. Zuiker, Niels Piepgrass, Adai A. Tefera, Kate T. Anderson, Kevin Winn, Gustavo E. Fischman","doi":"10.22230/IJEPL.2019V15N1A808","DOIUrl":"https://doi.org/10.22230/IJEPL.2019V15N1A808","url":null,"abstract":"This study examines emerging efforts by three colleges of education to contribute to and benefit research use through public systems of knowledge exchange among researchers, practitioners, policymakers, and other education stakeholders. Often labeled knowledge mobilization (KM), such organization- and individual-level agendas seek to enhance, expand, and sustain engagement with educational research. Colleges of education with public KM agendas signal formal, local efforts at a time when KM remains weakly integrated field- and sector-wide in education. The study therefore illuminates the interdependent opportunities and challenges that accompany individual and organizational capacities for such change. Drawing on faculty survey responses (n=66), findings resolve scholarly practices in terms of both knowledge production and mobilization as well as in relation to individual and organizational agendas, which are considered in terms of four general tensions that influence efforts to extend the reach and impact of scholarship in colleges of education.","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131413493","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}
Pub Date : 2019-02-08DOI: 10.22230/IJEPL.2019V14N10A887
Dan Laitsch, Gregory R. MacKinnon, D. Young, Sophie Paish, S. LeBel, K. Walker, Benjamin Kutsyuruba, S. Patten, Brenton Faubert, A. Le, Georges Wakim, Donna Swapp, K. Watson, J. Rodway, J. Auclair, Sue Winton, L. Jervis, T. Shanahan, Victoria Handford, K. Leithwood
This special issue of the International Journal of Education Policy & Leadership (IJEPL), Research in the Canadian Context, marks a significant milestone for the journal. Throughout our twelve-year history, we have sought to publish the best research in leadership, policy, and research use, allowing authors to decide the topics by dint of their research. While this model still serves as the foundation for IJEPL content, we decided to give researchers a chance to engage in deeper conversations by introducing special issues. In our first special issue, researchers discuss their work within the scope of education policy, leadership, and research use within the Canadian context. While many aspects of leadership, teaching, and learning can be seen as similar across contexts, there are also issues of particular concern within national, regional, provincial, or local spheres, particularly when looking at policy and system changes. The researchers featured in this issue provide an important look into education in Canada.PolicyIn the policy realm, Sue Winton and Lauren Jervis examine a 22-year campaign to change special education assessment policy in Ontario, examining how discourses dominant in the province enabled the government to leave the issue unresolved for decades. Issues of access and equity play out within a neoliberal context focused on individualism, meritocracy, and the reduced funding of public services. While Winton and Jervis highlight the tension between policy goals and ideological contexts, Jean-Vianney Auclair considers the place of policy dialogues within governmental frames, and the challenge of engaging in broadly applicable work within vertically structured governmental agencies. One often-touted way to move beyondResearch useWithin the scope of research use, Sarah L. Patten examines how socioeconomic status (SES) is defined and measured in Canada, the challenges in defining SES, and potential solutions specific to the Canadian context. In looking at knowledge mobilization, Joelle Rodway considers how formal coaches and informal social networks nserve to connect research, policy, and practice in Ontario’s Child and Youth Mental Health program.LeadershipTurning to leadership, contributing researchers explored the challenges involved in staff development, administrator preparation, and student outcomes. Keith Walker and Benjamin Kutsyuruba explore how educational administrators can support early career teachers to increase retention, and the somewhat haphazard policies and supports in place across Canada to bring administrators and new teachers together. Gregory Rodney MacKinnon, David Young, Sophie Paish, and Sue LeBel look at how one program in Nova Scotia conceptualizes professional growth, instructional leadership, and administrative effectiveness and the emerging needs of administrators to respond to issues of poverty, socioemotional health, and mental health, while also building community. This complex environment may mean expa
本期《国际教育政策与领导杂志》(IJEPL)的特刊《加拿大背景下的研究》标志着该杂志的一个重要里程碑。在我们12年的历史中，我们一直寻求发表在领导力，政策和研究用途方面的最佳研究，允许作者根据他们的研究决定主题。虽然这个模型仍然是IJEPL内容的基础，但我们决定通过引入特殊问题，给研究人员一个参与更深入对话的机会。在我们的第一期特刊中，研究人员讨论了他们在加拿大背景下的教育政策、领导力和研究使用范围内的工作。虽然领导力、教学和学习的许多方面在不同的背景下都是相似的，但在国家、地区、省或地方领域也有特别关注的问题，特别是在政策和制度变化方面。本期专题的研究人员对加拿大的教育提供了一个重要的视角。在政策领域，苏·温顿和劳伦·杰维斯研究了安大略省22年来改变特殊教育评估政策的运动，研究了该省主导的话语如何使政府几十年来没有解决这个问题。在以个人主义、任人唯贤和公共服务资金减少为重点的新自由主义背景下，机会和公平问题得以解决。温顿和杰维斯强调了政策目标和意识形态背景之间的紧张关系，而让-维安尼·奥克莱则认为政策对话在政府框架内的地位，以及在垂直结构的政府机构内从事广泛适用的工作所面临的挑战。在研究使用的范围内，Sarah L. Patten研究了加拿大社会经济地位(SES)是如何定义和衡量的，定义SES的挑战，以及针对加拿大背景的潜在解决方案。在知识动员方面，Joelle Rodway考虑了正式教练和非正式社会网络如何将安大略省儿童和青少年心理健康项目的研究、政策和实践联系起来。领导力转向领导力，有贡献的研究人员探讨了员工发展、管理人员准备和学生成果方面的挑战。Keith Walker和Benjamin Kutsyuruba探讨了教育管理者如何支持初入职场的教师以提高留任率，以及加拿大各地有些随意的政策和支持将管理者和新教师联系在一起。Gregory Rodney MacKinnon, David Young, Sophie Paish和Sue LeBel看看新斯科舍省的一个项目如何将专业成长，教学领导和行政效率以及管理人员应对贫困，社会情感健康和心理健康问题的新需求概念化，同时也建立了社区。这种复杂的环境可能意味着扩大领导力准备，包括更广泛地考虑福祉和社区。最后，Victoria Handford和Kenneth Leithwood研究了学校领导在提高不列颠哥伦比亚省学生成绩方面所扮演的角色，以及与提高学生成绩相关的学区特征。综上所述，本期特刊的研究涉及政策制定、应用和领导实践中的许多挑战，以及研究可用于应对这些挑战的无数方法。我们希望你喜欢IJEPL的第一期特刊!
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