Pub Date : 2018-12-04DOI: 10.22230/IJEPL.2018V13N11A765
Craig Hochbein, Kathleen Smeaton
The purpose of this study is to explore the prevalence of quantitative researchmethodologies in published journal articles to better understand the knowledge andskills necessary for school leaders to meet the expectations of applying research findingsto practice. It examines research articles published between 2008 and 2013 inthe American Educational Research Journal, the Educational Administration Quarterly,and the NASSP Bulletin. Empirical articles comprise 91 percent of the 449 identifiedresearch articles, with 58 percent reporting the use of quantitative methodolog.
{"title":"An Exploratory Analysis of the Prevalence of Quantitative Research Concepts in Journal Articles","authors":"Craig Hochbein, Kathleen Smeaton","doi":"10.22230/IJEPL.2018V13N11A765","DOIUrl":"https://doi.org/10.22230/IJEPL.2018V13N11A765","url":null,"abstract":"The purpose of this study is to explore the prevalence of quantitative researchmethodologies in published journal articles to better understand the knowledge andskills necessary for school leaders to meet the expectations of applying research findingsto practice. It examines research articles published between 2008 and 2013 inthe American Educational Research Journal, the Educational Administration Quarterly,and the NASSP Bulletin. Empirical articles comprise 91 percent of the 449 identifiedresearch articles, with 58 percent reporting the use of quantitative methodolog.","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"115 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116332000","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 : 2018-11-13DOI: 10.22230/IJEPL.2018V13N10A743
T. L. Morgan
Education research has established a significant relationship between school leadership and students’ achievement. This study considered the leadership self-efficacy and practice of public school assistant principals (AP) in the domains of facilitating a supportive collaborative learning environment, instructional leadership, school improvement, management, and family and community relations, as perceived by APs' self-report. Findings of this study suggest that, in addition to the strengths in the domain of facilitating a collaborative learning environment and efficacy around family and community engagement, there were explicit gaps in the instructional leadership and school improvement practices of APs that need to be addressed. The study also confirmed that there continues to be a proliferation of duties and a lack of consistent set of practices.
{"title":"Assistant Principals’ Perceptions of the Principalship","authors":"T. L. Morgan","doi":"10.22230/IJEPL.2018V13N10A743","DOIUrl":"https://doi.org/10.22230/IJEPL.2018V13N10A743","url":null,"abstract":"Education research has established a significant relationship between school leadership and students’ achievement. This study considered the leadership self-efficacy and practice of public school assistant principals (AP) in the domains of facilitating a supportive collaborative learning environment, instructional leadership, school improvement, management, and family and community relations, as perceived by APs' self-report. Findings of this study suggest that, in addition to the strengths in the domain of facilitating a collaborative learning environment and efficacy around family and community engagement, there were explicit gaps in the instructional leadership and school improvement practices of APs that need to be addressed. The study also confirmed that there continues to be a proliferation of duties and a lack of consistent set of practices.","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126886635","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 : 2018-10-31DOI: 10.22230/IJEPL.2018V13N9A798
Manuel Lopez-Delgado
The understanding that leadership matters is well regarded in many types of organizations not only in education. In 2015 Mexico implemented a new system to appoint school leaders updating the previous, which was applied for more than four decades. This system aims to appoint the most competent candidate as school principal based on the scores they get on two tests. This study explored how the new system enhances or hinders preparation and readiness for leadership positions, and the effectiveness of tutoring and in-service professional development. Five newly appointed school leaders to Indigenous schools were followed throughout their first year of service. They were interviewed at the beginning, after six months, and at then end of their first year. Thematic analysis was used to process the data gathered from semi-structured interviews using a selective coding approach. Two main predefined themes were explored in this study: Leadership Preparation and Tutoring and Professional Development. Findings indicate that for schools located in remote Indigenous communities, isolation and the lack of communication infrastructure, such as internet and phone signal, hinder the possibility of effective training and tutoring.This study concludes that even though the new system seems to have made progress in appointing better school leaders, it is only partial since aspiring leaders are neither required to make specific preparation for their new post nor offered these opportunities, hindering their readiness to enact headship effectively.
{"title":"Looking for Competent School Leaders for Indigenous Schools: The New System to Appoint School Leaders in Mexico","authors":"Manuel Lopez-Delgado","doi":"10.22230/IJEPL.2018V13N9A798","DOIUrl":"https://doi.org/10.22230/IJEPL.2018V13N9A798","url":null,"abstract":"The understanding that leadership matters is well regarded in many types of organizations not only in education. In 2015 Mexico implemented a new system to appoint school leaders updating the previous, which was applied for more than four decades. This system aims to appoint the most competent candidate as school principal based on the scores they get on two tests. This study explored how the new system enhances or hinders preparation and readiness for leadership positions, and the effectiveness of tutoring and in-service professional development. Five newly appointed school leaders to Indigenous schools were followed throughout their first year of service. They were interviewed at the beginning, after six months, and at then end of their first year. Thematic analysis was used to process the data gathered from semi-structured interviews using a selective coding approach. Two main predefined themes were explored in this study: Leadership Preparation and Tutoring and Professional Development. Findings indicate that for schools located in remote Indigenous communities, isolation and the lack of communication infrastructure, such as internet and phone signal, hinder the possibility of effective training and tutoring.This study concludes that even though the new system seems to have made progress in appointing better school leaders, it is only partial since aspiring leaders are neither required to make specific preparation for their new post nor offered these opportunities, hindering their readiness to enact headship effectively.","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130736771","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 : 2018-09-27DOI: 10.22230/IJEPL.2018V13N8A813
Noelle A. Paufler
Since the adoption of teacher evaluation systems that rely, at least in part, on controversial student achievement measures, little research has been conducted that focuses on stakeholders’ perceptions of systems in practice, specifically the perceptions of school principals. This study was conducted in a large urban school district to better understand principals’ perceptions of evaluating teachers based on professional and instructional practices as well as student achievement (i.e., value-added scores). Principals in this study strongly expressed concerns regarding: (a) the negative impact of the teacher evaluation system on district culture and morale; (b) their lack of autonomy in evaluating teachers and making staffing decisions; and (c) their perceived lack of value as professionals in the district. Examining the implications of teacher evaluation systems, per the experiences of principals as practitioners, is increasingly important if state and local policymakers as well as the general public are to better understand the intended and unintended consequences of these systems in practice.
{"title":"Declining Morale, Diminishing Autonomy, and Decreasing Value: Principal Reflections on a High-Stakes Teacher Evaluation System","authors":"Noelle A. Paufler","doi":"10.22230/IJEPL.2018V13N8A813","DOIUrl":"https://doi.org/10.22230/IJEPL.2018V13N8A813","url":null,"abstract":"Since the adoption of teacher evaluation systems that rely, at least in part, on controversial student achievement measures, little research has been conducted that focuses on stakeholders’ perceptions of systems in practice, specifically the perceptions of school principals. This study was conducted in a large urban school district to better understand principals’ perceptions of evaluating teachers based on professional and instructional practices as well as student achievement (i.e., value-added scores). Principals in this study strongly expressed concerns regarding: (a) the negative impact of the teacher evaluation system on district culture and morale; (b) their lack of autonomy in evaluating teachers and making staffing decisions; and (c) their perceived lack of value as professionals in the district. Examining the implications of teacher evaluation systems, per the experiences of principals as practitioners, is increasingly important if state and local policymakers as well as the general public are to better understand the intended and unintended consequences of these systems in practice.","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116095342","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 : 2018-08-20DOI: 10.22230/IJEPL.2018V13N7A830
Y. Yao
This study examined the distribution of international students in American higher education in each region of America. Non-parametric tests, Wilcoxon signed-rank test and Kruskal-Wallis test, were employed to explore the significant differences of international student population among the five American regions from both synchronic and diachronic perspectives. The results of the study show that 1) there is significant difference of international student population among the five American regions in 2016; 2) Northeastern, Southeastern, and Midwestern regions have significantly larger international student population in 2016 than that in 2015; however, Western and Southwestern regions do not have significantly larger international student population in 2016 than that in 2015; 3) climate and geographic location, and the population of immigrants are the reasons of the current distribution of international students; and 4) there are four potential strategies that can be applied to promote the internationalization of higher education and the enrollment of international students. Two future research directions were proposed at the end of the paper.
{"title":"International Students in American Higher Education: A Quantitative Study Comparing Their Distribution from Both Synchronic and Diachronic Perspectives and the Implications on Policy Making","authors":"Y. Yao","doi":"10.22230/IJEPL.2018V13N7A830","DOIUrl":"https://doi.org/10.22230/IJEPL.2018V13N7A830","url":null,"abstract":"This study examined the distribution of international students in American higher education in each region of America. Non-parametric tests, Wilcoxon signed-rank test and Kruskal-Wallis test, were employed to explore the significant differences of international student population among the five American regions from both synchronic and diachronic perspectives. The results of the study show that 1) there is significant difference of international student population among the five American regions in 2016; 2) Northeastern, Southeastern, and Midwestern regions have significantly larger international student population in 2016 than that in 2015; however, Western and Southwestern regions do not have significantly larger international student population in 2016 than that in 2015; 3) climate and geographic location, and the population of immigrants are the reasons of the current distribution of international students; and 4) there are four potential strategies that can be applied to promote the internationalization of higher education and the enrollment of international students. Two future research directions were proposed at the end of the paper.","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134190207","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 : 2018-07-04DOI: 10.22230/IJEPL.2018V13N6A781
L. M. D. Santos, Ho Fai Lo
The paper investigates two issues surrounding the field of higher education leadership, particularly in doctoral education, namely the reasons why potential doctoral students decided to enroll in a professional doctorate instead of a traditional Doctor of Philosophy (PhD) and how did professional doctorate status enhance its graduates’ professional development and career promotion. Guided by the Social Cognitive Career Theory (SCCT), 20 professional doctorate graduates who are members of a professional association in London were invited as participants. The paper discovers that in the view of professional doctorate graduates, the program offers the flexibility for professionals to enjoy the rigorous education at doctoral level. Second, the curriculum of the professional doctorate allows graduates to apply both theories and practical applications into their current workplace directly. Third, the rich supports from lecturers enhancing the prosperity of professional doctorate graduates’ life experience. This study provides solid evidence and recommendation for university administrators, policy makers, organizational employers, and potential doctoral students in the United Kingdom and other Anglophone countries to understand the learning outcomes and gained skills of professional doctorates. Keywords: career counseling; doctoral student experience; professional doctorate; qualitative
{"title":"The development of doctoral degree curriculum in England: Perspectives from professional doctoral degree graduates","authors":"L. M. D. Santos, Ho Fai Lo","doi":"10.22230/IJEPL.2018V13N6A781","DOIUrl":"https://doi.org/10.22230/IJEPL.2018V13N6A781","url":null,"abstract":"The paper investigates two issues surrounding the field of higher education leadership, particularly in doctoral education, namely the reasons why potential doctoral students decided to enroll in a professional doctorate instead of a traditional Doctor of Philosophy (PhD) and how did professional doctorate status enhance its graduates’ professional development and career promotion. Guided by the Social Cognitive Career Theory (SCCT), 20 professional doctorate graduates who are members of a professional association in London were invited as participants. The paper discovers that in the view of professional doctorate graduates, the program offers the flexibility for professionals to enjoy the rigorous education at doctoral level. Second, the curriculum of the professional doctorate allows graduates to apply both theories and practical applications into their current workplace directly. Third, the rich supports from lecturers enhancing the prosperity of professional doctorate graduates’ life experience. This study provides solid evidence and recommendation for university administrators, policy makers, organizational employers, and potential doctoral students in the United Kingdom and other Anglophone countries to understand the learning outcomes and gained skills of professional doctorates. Keywords: career counseling; doctoral student experience; professional doctorate; qualitative","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129439887","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}
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