Pub Date : 2023-11-30DOI: 10.1177/01926365231216755
Dottie Brown, A. Plotner, Kathleen J. Marshall
To address disparities in post-school outcomes for students with disabilities, federal legislation mandates appropriate education programs to include transition planning and programs for students with disabilities. Because administrators are held responsible for ensuring appropriate educational programs for all learners including those with disabilities, it is important to understand their perspectives on secondary transition; however, research on administrators' involvement in secondary transition activities is limited. Using a single-state survey, this study examined the perspectives of secondary school administrators (i.e., principals and assistant principals) on their involvement and engagement in providing effective transition services for students with disabilities and their perceptions of barriers to providing and supporting transition efforts. Frequency of responses show the majority of administrators indicated they were highly involved in including parents and families in transition processes and attending IEP meetings. Yet, they were never directly involved with collaborating with community agencies to be actively involved with students with IEPs. Frequency of responses also show the majority of participants identified families not being prepared to participate in transition processes as a significant barrier as well as the absence of real-life instructional contexts (e.g., paid work experience) and lack of effective supports for students with IEPs from outside agencies as significant or moderate barriers. Implications for practice and future research are provided.
{"title":"Principal and Assistant Principal Involvement in and Barriers to Supporting Secondary Transition for Students with Disabilities","authors":"Dottie Brown, A. Plotner, Kathleen J. Marshall","doi":"10.1177/01926365231216755","DOIUrl":"https://doi.org/10.1177/01926365231216755","url":null,"abstract":"To address disparities in post-school outcomes for students with disabilities, federal legislation mandates appropriate education programs to include transition planning and programs for students with disabilities. Because administrators are held responsible for ensuring appropriate educational programs for all learners including those with disabilities, it is important to understand their perspectives on secondary transition; however, research on administrators' involvement in secondary transition activities is limited. Using a single-state survey, this study examined the perspectives of secondary school administrators (i.e., principals and assistant principals) on their involvement and engagement in providing effective transition services for students with disabilities and their perceptions of barriers to providing and supporting transition efforts. Frequency of responses show the majority of administrators indicated they were highly involved in including parents and families in transition processes and attending IEP meetings. Yet, they were never directly involved with collaborating with community agencies to be actively involved with students with IEPs. Frequency of responses also show the majority of participants identified families not being prepared to participate in transition processes as a significant barrier as well as the absence of real-life instructional contexts (e.g., paid work experience) and lack of effective supports for students with IEPs from outside agencies as significant or moderate barriers. Implications for practice and future research are provided.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139200341","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 : 2023-11-26DOI: 10.1177/01926365231211912
Deirdra Preis, Dawn Jara
Co-teaching is a social justice pedagogy that can increase educational access to groups of students who have historically been underserved and segregated in their schools. However, a school leader's failure to ensure inclusive cultures and critical support is its greatest obstacle. This retrospective, written by a former administrator and a special education teacher who collaborated on a high school co-teaching model for ten years, offers practical perspectives on implementation and includes actionable leader strategies for creating truly transformative co-taught classrooms.
{"title":"Leveraging Co-Teaching as a Social Justice Pedagogy: What School Leaders Need to Know","authors":"Deirdra Preis, Dawn Jara","doi":"10.1177/01926365231211912","DOIUrl":"https://doi.org/10.1177/01926365231211912","url":null,"abstract":"Co-teaching is a social justice pedagogy that can increase educational access to groups of students who have historically been underserved and segregated in their schools. However, a school leader's failure to ensure inclusive cultures and critical support is its greatest obstacle. This retrospective, written by a former administrator and a special education teacher who collaborated on a high school co-teaching model for ten years, offers practical perspectives on implementation and includes actionable leader strategies for creating truly transformative co-taught classrooms.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139236142","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 : 2023-11-23DOI: 10.1177/01926365231214794
J. E. Frick, William C. Frick
Social capital (or the ways in which people in an organization collaborate and to a greater extent the quality of the professional community in that context) has a variety of implications for organizations, specifically schools. This study examined the relationship between the attitudes of administrators and faculty at the secondary level toward Internet-based technology and virtual networking and the development and support of social capital within school settings. A mixed-methods design was employed consisting of a questionnaire, focus group discussion, and site observations conducted in six secondary schools. Findings demonstrate a significant relationship between (teacher and administrative) perceptions of Internet-based technology and virtual networking and the development of social capital. Evidence suggests that school improvement as demonstrated by student outcomes (e.g., achievement and a sense of community welfare or connectedness) can be achieved by using Internet-based technology for virtual networking and professional community building. Given the proliferation of technology within school settings, this study provides (1) insights into those concerned with 21st-century learning priorities and (2) knowledge that can inform decisionmaking regarding attitudes toward Internet-based technology and virtual networking.
{"title":"Faculty and Administrator Attitudes Toward Internet-Based Technologies and Virtual Networking Leading to the Development and Support of Social Capital","authors":"J. E. Frick, William C. Frick","doi":"10.1177/01926365231214794","DOIUrl":"https://doi.org/10.1177/01926365231214794","url":null,"abstract":"Social capital (or the ways in which people in an organization collaborate and to a greater extent the quality of the professional community in that context) has a variety of implications for organizations, specifically schools. This study examined the relationship between the attitudes of administrators and faculty at the secondary level toward Internet-based technology and virtual networking and the development and support of social capital within school settings. A mixed-methods design was employed consisting of a questionnaire, focus group discussion, and site observations conducted in six secondary schools. Findings demonstrate a significant relationship between (teacher and administrative) perceptions of Internet-based technology and virtual networking and the development of social capital. Evidence suggests that school improvement as demonstrated by student outcomes (e.g., achievement and a sense of community welfare or connectedness) can be achieved by using Internet-based technology for virtual networking and professional community building. Given the proliferation of technology within school settings, this study provides (1) insights into those concerned with 21st-century learning priorities and (2) knowledge that can inform decisionmaking regarding attitudes toward Internet-based technology and virtual networking.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139242792","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 : 2023-11-15DOI: 10.1177/01926365231215928
{"title":"In this Issue…","authors":"","doi":"10.1177/01926365231215928","DOIUrl":"https://doi.org/10.1177/01926365231215928","url":null,"abstract":"","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139273055","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 : 2023-09-01DOI: 10.1177/01926365231198523
Jennifer Bailey, Forrest Kaiser, Ron Rhone, Stephanie Atchley
Attrition rates among school leaders have risen in recent years, and scholars cite a lack of meaningful connections and responsive professional learning as leading reasons why they are leaving the field. School leaders are called to navigate unfamiliar and complex challenges, often working in isolation with limited opportunities for collaboration and professional growth. Social media forums, like Twitter, have potential to support a Community of Practice to facilitate learning around school leadership; however, there is a lack of scholarship exploring how school leaders use social media to support their needs. This mixed-methods study used sentiment and content analysis along with a phronetic iterative approach to explore how school leaders use Twitter to connect with others in the field. The umbrella categories of efficacy, agency, and resiliency emerged from the analysis, offering a glimpse into potential connections made through social media. The findings of this exploratory study suggest that principals are seeking connection, encouragement, and professional learning, yet further development in this area could help inform more formal practices to fill the gap in access to informal professional learning.
{"title":"Working Across Boundaries: School Leaders Redefining Communities of Practice Through Twitter","authors":"Jennifer Bailey, Forrest Kaiser, Ron Rhone, Stephanie Atchley","doi":"10.1177/01926365231198523","DOIUrl":"https://doi.org/10.1177/01926365231198523","url":null,"abstract":"Attrition rates among school leaders have risen in recent years, and scholars cite a lack of meaningful connections and responsive professional learning as leading reasons why they are leaving the field. School leaders are called to navigate unfamiliar and complex challenges, often working in isolation with limited opportunities for collaboration and professional growth. Social media forums, like Twitter, have potential to support a Community of Practice to facilitate learning around school leadership; however, there is a lack of scholarship exploring how school leaders use social media to support their needs. This mixed-methods study used sentiment and content analysis along with a phronetic iterative approach to explore how school leaders use Twitter to connect with others in the field. The umbrella categories of efficacy, agency, and resiliency emerged from the analysis, offering a glimpse into potential connections made through social media. The findings of this exploratory study suggest that principals are seeking connection, encouragement, and professional learning, yet further development in this area could help inform more formal practices to fill the gap in access to informal professional learning.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135298175","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 : 2023-09-01DOI: 10.1177/01926365231198858
Henry Tran, Kathleen Cunningham, Valerie Yelverton, Dave Osworth, Suzy Hardie
In this study, we examine teachers’ perceptions concerning the relative importance of different administrative supports for teacher retention across school levels (i.e., middle and high schools), retention status (i.e., low or high), and locale (i.e., rural and urban). Results from our Best–Worst Scaling analyses, with a sample of 178 South Carolina teachers from 12 schools, indicate respect as the most important type of administrative support for the full teacher sample, and subgroups (school type, retention status, locale). The relative importance of other types of supports suggested heterogeneity across settings. Results are supplemented with qualitative teacher interview data.
{"title":"How Can School Leaders Retain Teachers? The Relative Importance of Different Administrative Supports for Teacher Retention in Different Types of Schools","authors":"Henry Tran, Kathleen Cunningham, Valerie Yelverton, Dave Osworth, Suzy Hardie","doi":"10.1177/01926365231198858","DOIUrl":"https://doi.org/10.1177/01926365231198858","url":null,"abstract":"In this study, we examine teachers’ perceptions concerning the relative importance of different administrative supports for teacher retention across school levels (i.e., middle and high schools), retention status (i.e., low or high), and locale (i.e., rural and urban). Results from our Best–Worst Scaling analyses, with a sample of 178 South Carolina teachers from 12 schools, indicate respect as the most important type of administrative support for the full teacher sample, and subgroups (school type, retention status, locale). The relative importance of other types of supports suggested heterogeneity across settings. Results are supplemented with qualitative teacher interview data.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134995347","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 : 2023-09-01DOI: 10.1177/01926365231202087
High performing leaders play a pivotal role in improving student achievement. The ability to promote and support powerful, equitable learning is the key to school success. Articles in this edition of Bulletin offer unique ideas for principals to consider in their work. It is my hope that readers will find new perspectives on how schooling can be improved and how the exercise of leadership influences this improvement. Principal leadership and support are among the most important factors in teachers’ decisions about whether to stay in a school or in the profession. In the lead article, researchers Tran, Cunningham, Yelverton, Osworth, and Hardie examined teachers’ perceptions concerning the relative importance of different administrative supports for teacher retention across school levels and types of locales. Findings indicate that respect is the most desired administrative support attribute. The authors note that respect is perhaps ranked as the most important leadership support because it is a catalyst to access other supportive behaviors. Principals will find the discussion on how leaders can foster working conditions that encourage teachers to remain in their positions insightful. Teacher professional development and ongoing learning is essential to any new initiative in a school, and restorative practice is no exception. In the second article, researchers Vincent, Girvan, Inglish, McClure, Van Ryzin, Svanks, Reiley, and Smith studied the effects of professional development on staff perception of integrating restorative practices into multi-tiered student support systems. Their findings suggest that professional development in restorative practices changed staff perceptions favorably and elevated implementation. Several notable recommendations for principals to consider as they move toward a nonpunitive approach that favors community-building over rule compliance are presented. As noted in the second article, many schools are exploring restorative practice as an alternative approach to traditional discipline practices. Principals play a vital role in this shift. In the third article, researchers Watkins and Lowery center attention on the experiences and knowledge of principals that informed their decision making as they shifted from implementing mainly exclusionary practices to restorative practices. Findings indicate two important themes: principals’ professional development and shifting from punitive to student-centered thinking. Several recommendations on how to best support principals as they move towards restorative practices in schools are highlighted. In recent years, more educators are using Twitter to increase their learning opportunities beyond the boundaries of traditional professional development. In the final Editorial
{"title":"In this Issue…","authors":"","doi":"10.1177/01926365231202087","DOIUrl":"https://doi.org/10.1177/01926365231202087","url":null,"abstract":"High performing leaders play a pivotal role in improving student achievement. The ability to promote and support powerful, equitable learning is the key to school success. Articles in this edition of Bulletin offer unique ideas for principals to consider in their work. It is my hope that readers will find new perspectives on how schooling can be improved and how the exercise of leadership influences this improvement. Principal leadership and support are among the most important factors in teachers’ decisions about whether to stay in a school or in the profession. In the lead article, researchers Tran, Cunningham, Yelverton, Osworth, and Hardie examined teachers’ perceptions concerning the relative importance of different administrative supports for teacher retention across school levels and types of locales. Findings indicate that respect is the most desired administrative support attribute. The authors note that respect is perhaps ranked as the most important leadership support because it is a catalyst to access other supportive behaviors. Principals will find the discussion on how leaders can foster working conditions that encourage teachers to remain in their positions insightful. Teacher professional development and ongoing learning is essential to any new initiative in a school, and restorative practice is no exception. In the second article, researchers Vincent, Girvan, Inglish, McClure, Van Ryzin, Svanks, Reiley, and Smith studied the effects of professional development on staff perception of integrating restorative practices into multi-tiered student support systems. Their findings suggest that professional development in restorative practices changed staff perceptions favorably and elevated implementation. Several notable recommendations for principals to consider as they move toward a nonpunitive approach that favors community-building over rule compliance are presented. As noted in the second article, many schools are exploring restorative practice as an alternative approach to traditional discipline practices. Principals play a vital role in this shift. In the third article, researchers Watkins and Lowery center attention on the experiences and knowledge of principals that informed their decision making as they shifted from implementing mainly exclusionary practices to restorative practices. Findings indicate two important themes: principals’ professional development and shifting from punitive to student-centered thinking. Several recommendations on how to best support principals as they move towards restorative practices in schools are highlighted. In recent years, more educators are using Twitter to increase their learning opportunities beyond the boundaries of traditional professional development. In the final Editorial","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135299793","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 : 2023-09-01DOI: 10.1177/01926365231198522
Linda Watkins, Kendra P. Lowery
The purpose of this qualitative study was to examine the experiences and knowledge that informed the decision-making of nine principals from a large midwestern urban district who shifted from implementing mainly exclusionary to restorative practices. Framed by Lederach's conflict transformation theory, the research question was: What knowledge and experiences informed school principals’ shifts toward a commitment to restorative practices? Analysis of semi-structured interviews yielded two themes: (1) The importance of professional development and (2) Shifting from punitive toward student-centered thinking. Findings and implications shed light on how to best support principals to shift their lenses towards restorative practices in schools.
{"title":"How Principals’ Knowledge and Experiences Inform Their Use of Restorative in Lieu of Exclusionary Practices","authors":"Linda Watkins, Kendra P. Lowery","doi":"10.1177/01926365231198522","DOIUrl":"https://doi.org/10.1177/01926365231198522","url":null,"abstract":"The purpose of this qualitative study was to examine the experiences and knowledge that informed the decision-making of nine principals from a large midwestern urban district who shifted from implementing mainly exclusionary to restorative practices. Framed by Lederach's conflict transformation theory, the research question was: What knowledge and experiences informed school principals’ shifts toward a commitment to restorative practices? Analysis of semi-structured interviews yielded two themes: (1) The importance of professional development and (2) Shifting from punitive toward student-centered thinking. Findings and implications shed light on how to best support principals to shift their lenses towards restorative practices in schools.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44028991","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 : 2023-06-20DOI: 10.1177/01926365231182689
C. Vincent, E. Girvan, J. Inglish, Heather McClure, Mark Van Ryzin, Rita Svanks, Darren Reiley, Scott Smith
We present outcomes from a study testing the effect of professional development (PD) focused on integrating restorative practices (RP) into multitiered student support systems on how high school staff, students, and parents perceive their school's discipline practices. A total of 16 high schools enrolled in the 2-year study during which COVID-related school closures and a switch to distance learning occurred. Eight schools assigned to the intervention condition received the PD and coaching during the first year and periodic booster trainings delivered remotely during the second year. Eight schools assigned to the control condition received the PD and coaching remotely during the second year. While results did not reach statistical significance, they were in the desired direction and suggested changes in staff perceptions favoring restorative discipline practices. Quantitative findings were supported by coaches’ fieldnotes which described facilitators and barriers to implementing RP during in-person as well as remote instruction. We offer recommendations for providing support to high school personnel and students as they move toward a nonpunitive approach to discipline that favors community-building over rule compliance in real and virtual learning environments.
{"title":"Blending Restorative Practices With Multitiered Support Systems in High Schools Before and During the COVID Pandemic: Successes, Challenges, and Adaptations","authors":"C. Vincent, E. Girvan, J. Inglish, Heather McClure, Mark Van Ryzin, Rita Svanks, Darren Reiley, Scott Smith","doi":"10.1177/01926365231182689","DOIUrl":"https://doi.org/10.1177/01926365231182689","url":null,"abstract":"We present outcomes from a study testing the effect of professional development (PD) focused on integrating restorative practices (RP) into multitiered student support systems on how high school staff, students, and parents perceive their school's discipline practices. A total of 16 high schools enrolled in the 2-year study during which COVID-related school closures and a switch to distance learning occurred. Eight schools assigned to the intervention condition received the PD and coaching during the first year and periodic booster trainings delivered remotely during the second year. Eight schools assigned to the control condition received the PD and coaching remotely during the second year. While results did not reach statistical significance, they were in the desired direction and suggested changes in staff perceptions favoring restorative discipline practices. Quantitative findings were supported by coaches’ fieldnotes which described facilitators and barriers to implementing RP during in-person as well as remote instruction. We offer recommendations for providing support to high school personnel and students as they move toward a nonpunitive approach to discipline that favors community-building over rule compliance in real and virtual learning environments.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47162850","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 : 2023-06-01DOI: 10.1177/01926365231179967
J. Wright, Pamela R. Hallam, W. Bowles, Bryan Bowles
Research on school leadership has shown that a principal's influence on student achievement is indirect and significant. A sample of principals who earned the highest (distinguished) rating on the Vanderbilt Assessment of Leadership in Education (VAL-ED) measure responded to open-ended questions during an in-person interview. Principals in this study identified specific actions of school leadership related to the VAL-ED-defined key processes and core components of learning-centered schools. A comparative analysis was conducted to discover if a difference existed between elementary and secondary principal responses.
{"title":"Learning-Centered Leadership: Exploring How Distinguished Learning-Centered Principals Apply Key Processes of Learning-Centered Leadership","authors":"J. Wright, Pamela R. Hallam, W. Bowles, Bryan Bowles","doi":"10.1177/01926365231179967","DOIUrl":"https://doi.org/10.1177/01926365231179967","url":null,"abstract":"Research on school leadership has shown that a principal's influence on student achievement is indirect and significant. A sample of principals who earned the highest (distinguished) rating on the Vanderbilt Assessment of Leadership in Education (VAL-ED) measure responded to open-ended questions during an in-person interview. Principals in this study identified specific actions of school leadership related to the VAL-ED-defined key processes and core components of learning-centered schools. A comparative analysis was conducted to discover if a difference existed between elementary and secondary principal responses.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41777739","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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