During the last several decades, the rise of the global economy launched an array of social, economic, and political changes in nations throughout the world. These shifts contributed to heightened concern about the quality of schools and resulted in what “arguably is the most intense, comprehensive, and sustained effort to reform education in America’s history” (Bjork, 2001, p. 19). As policymakers and economists linked academic performance of students to their nation’s long-term economic survival, the scope and duration of educational reform around the globe expanded exponentially (Daun, 2002; Pang, 2013; Zhao, 2009). In retrospect, efforts to ensure national economic wellbeing have been defined by educational policies focused on ensuring broad-based access to schooling (Means, 2018), achieving academic excellence among students (Hanushek, Jamison, Jamison, & Woessman, 2008), networking among schools and students (Bathon, 2011; Glazer & Peurach, 2013), and reconceptualizing schooling (Ball, 2009; Mullen, 2017; Osborne, 2017). In many instances, these protracted efforts altered the conversation about education reform, particularly with regard to reconfiguring how leaders work (Fusarelli, Kowalski, & Petersen, 2011; Hairon, 2017; Nir, 2014).
{"title":"Introduction to Special Issue International Perspectives on Team Leadership","authors":"L. Björk, Tricia Browne-Ferrigno","doi":"10.30828/REAL/2018.2.1","DOIUrl":"https://doi.org/10.30828/REAL/2018.2.1","url":null,"abstract":"During the last several decades, the rise of the global economy launched an array of social, economic, and political changes in nations throughout the world. These shifts contributed to heightened concern about the quality of schools and resulted in what “arguably is the most intense, comprehensive, and sustained effort to reform education in America’s history” (Bjork, 2001, p. 19). As policymakers and economists linked academic performance of students to their nation’s long-term economic survival, the scope and duration of educational reform around the globe expanded exponentially (Daun, 2002; Pang, 2013; Zhao, 2009). In retrospect, efforts to ensure national economic wellbeing have been defined by educational policies focused on ensuring broad-based access to schooling (Means, 2018), achieving academic excellence among students (Hanushek, Jamison, Jamison, & Woessman, 2008), networking among schools and students (Bathon, 2011; Glazer & Peurach, 2013), and reconceptualizing schooling (Ball, 2009; Mullen, 2017; Osborne, 2017). In many instances, these protracted efforts altered the conversation about education reform, particularly with regard to reconfiguring how leaders work (Fusarelli, Kowalski, & Petersen, 2011; Hairon, 2017; Nir, 2014).","PeriodicalId":41311,"journal":{"name":"Research in Educational Administration & Leadership","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2018-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42579587","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}
During recent decades, the notion of team leadership has emerged as a central theme in the international discourse on systemic education reform. This issue of Research in Educational Administration and Leadership not only captures a collective sense of commitment to education as means for advancing national social, economic, and political wellbeing but also reflects a changing nature of leadership across a wide spectrum of educational organizations and contexts. Given the increasing complexity of 21 st century education, effective leaders at all levels tend to rely less on bureaucratic, hierarchical structures and more on relational approaches to accomplish tasks. In this regard, teamwork has become an indispensable characteristic of organizational life, and depending on the task, teams may involve a wide array of stakeholders (e.g., superintendents, school board members, district support staff, principals, teachers, parents, students) or a select few representing specific constituencies to address specific issues.
{"title":"Reflections on Education Reform and Team Leadership","authors":"Tricia Browne-Ferrigno, L. Bjork","doi":"10.30828/REAL/2018.2.9","DOIUrl":"https://doi.org/10.30828/REAL/2018.2.9","url":null,"abstract":"During recent decades, the notion of team leadership has emerged as a central theme in the international discourse on systemic education reform. This issue of Research in Educational Administration and Leadership not only captures a collective sense of commitment to education as means for advancing national social, economic, and political wellbeing but also reflects a changing nature of leadership across a wide spectrum of educational organizations and contexts. Given the increasing complexity of 21 st century education, effective leaders at all levels tend to rely less on bureaucratic, hierarchical structures and more on relational approaches to accomplish tasks. In this regard, teamwork has become an indispensable characteristic of organizational life, and depending on the task, teams may involve a wide array of stakeholders (e.g., superintendents, school board members, district support staff, principals, teachers, parents, students) or a select few representing specific constituencies to address specific issues.","PeriodicalId":41311,"journal":{"name":"Research in Educational Administration & Leadership","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2018-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48581283","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}
This article presents a review of the development of platform network models that rely on partnership contracts to implement comprehensive school reform. The literature from the previous three decades of development of school networks, emerging largely from the United States of America, is reviewed. The recent development of similar network models in South Africa is then presented for comparison. Through the addition of technology-based platforms, emerging models of platform networks are presented through a review of minimal contractual requirements for partnering school boards. Finally, implications for educational leaders, particularly in struggling, low-income school contexts in South Africa and the United States, are presented as the impetus for considering partnerships with existing platform networks and the development of additional public models.
{"title":"Comprehensive Platform Networks for School Reform: A Leapfrog Strategy for Struggling State Systems","authors":"Justin M. Bathon, Jean W. Van Rooyan, Rika Jobert","doi":"10.30828/REAL/2018.2.6","DOIUrl":"https://doi.org/10.30828/REAL/2018.2.6","url":null,"abstract":"This article presents a review of the development of platform network models that rely on partnership contracts to implement comprehensive school reform. The literature from the previous three decades of development of school networks, emerging largely from the United States of America, is reviewed. The recent development of similar network models in South Africa is then presented for comparison. Through the addition of technology-based platforms, emerging models of platform networks are presented through a review of minimal contractual requirements for partnering school boards. Finally, implications for educational leaders, particularly in struggling, low-income school contexts in South Africa and the United States, are presented as the impetus for considering partnerships with existing platform networks and the development of additional public models.","PeriodicalId":41311,"journal":{"name":"Research in Educational Administration & Leadership","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2018-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49536587","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}
Thomas L. Alsbury, Margaret R. Blanchard, Kristie S. Gutierrez, Christopher M. Allred, A. D. Tolin
Reform efforts in schools have become increasingly focused on the nature and direction of teamwork in efforts to achieve sustained and systemic districtwide capacity for innovation and needed change. The six-year study reported in this article involved development, implementation, and assessment of a unique collaborative process for districtwide reform in some of the most challenging and fluid educational settings in the United States of America. This reform process, called District Strategic Teaming, involved a representative vertical cross-section of members from the district office to school-based support staff. Participating schools are located in isolated, rural communities in the south-eastern region of the United States of America that experience high rates of teacher turnover and serve student populations living in abject poverty. Despite these challenges, the longitudinal study revealed substantive improvement in organizational culture and reduction of systemic barriers for innovation through the process described in this article.
{"title":"District Strategic Teaming: Leadership for Systemic and Sustainable Reform","authors":"Thomas L. Alsbury, Margaret R. Blanchard, Kristie S. Gutierrez, Christopher M. Allred, A. D. Tolin","doi":"10.30828/REAL/2018.2.2","DOIUrl":"https://doi.org/10.30828/REAL/2018.2.2","url":null,"abstract":"Reform efforts in schools have become increasingly focused on the nature and direction of teamwork in efforts to achieve sustained and systemic districtwide capacity for innovation and needed change. The six-year study reported in this article involved development, implementation, and assessment of a unique collaborative process for districtwide reform in some of the most challenging and fluid educational settings in the United States of America. This reform process, called District Strategic Teaming, involved a representative vertical cross-section of members from the district office to school-based support staff. Participating schools are located in isolated, rural communities in the south-eastern region of the United States of America that experience high rates of teacher turnover and serve student populations living in abject poverty. Despite these challenges, the longitudinal study revealed substantive improvement in organizational culture and reduction of systemic barriers for innovation through the process described in this article.","PeriodicalId":41311,"journal":{"name":"Research in Educational Administration & Leadership","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2018-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44217986","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}
Although considerable research has explored what it means to be a leader from an adult perspective, little has been conducted from the student perspective as an integral component of leadership education, decision making, or educational change. Findings from a longitudinal qualitative case study presented in this article reveal how youth perceive leadership as a complex construct integrating diverse skills, abilities, learning, and change opportunities as well as team and management processes utilized to improve the world and people in it. Youth perceptions of leadership also include responsibility, active and purposeful self-direction, inspiration, desire and willingness to make a difference, ethical character, and collaborative partnerships with school and district leaders. This article thus bridges the gap in research involving rural youth and informs high school principals and leadership educators about ways to initiate and foster a positive educational change and sense of community among youth, community, school, and district leaders.
{"title":"Voices that Matter: Rural Youth on Leadership","authors":"V. Sherif","doi":"10.30828/REAL/2018.2.8","DOIUrl":"https://doi.org/10.30828/REAL/2018.2.8","url":null,"abstract":"Although considerable research has explored what it means to be a leader from an adult perspective, little has been conducted from the student perspective as an integral component of leadership education, decision making, or educational change. Findings from a longitudinal qualitative case study presented in this article reveal how youth perceive leadership as a complex construct integrating diverse skills, abilities, learning, and change opportunities as well as team and management processes utilized to improve the world and people in it. Youth perceptions of leadership also include responsibility, active and purposeful self-direction, inspiration, desire and willingness to make a difference, ethical character, and collaborative partnerships with school and district leaders. This article thus bridges the gap in research involving rural youth and informs high school principals and leadership educators about ways to initiate and foster a positive educational change and sense of community among youth, community, school, and district leaders.","PeriodicalId":41311,"journal":{"name":"Research in Educational Administration & Leadership","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2018-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42728671","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}
Preparing today’s children and youth to become active, responsive adults in transforming global societies requires that schools change dramatically. To work towards this goal is daunting in light of educational policies and school structures that hinder teamwork and creativity. Despite challenges due to education policies, traditional school structures, and teacher-culture expectations, teacher leadership and teamwork have nonetheless emerged in many countries. This article reports interesting and even surprising preliminary findings about education in China gathered through onsite school observations and interviews with teachers and principals. The popular belief that Chinese education is uniformly creatively impoverished and that schools are nothing but robotic learning environments are dispelled.
{"title":"Teacher Leadership and Teaming: Creativity within Schools in China","authors":"C. Mullen, Tricia Browne-Ferrigno","doi":"10.30828/REAL/2018.2.5","DOIUrl":"https://doi.org/10.30828/REAL/2018.2.5","url":null,"abstract":"Preparing today’s children and youth to become active, responsive adults in transforming global societies requires that schools change dramatically. To work towards this goal is daunting in light of educational policies and school structures that hinder teamwork and creativity. Despite challenges due to education policies, traditional school structures, and teacher-culture expectations, teacher leadership and teamwork have nonetheless emerged in many countries. This article reports interesting and even surprising preliminary findings about education in China gathered through onsite school observations and interviews with teachers and principals. The popular belief that Chinese education is uniformly creatively impoverished and that schools are nothing but robotic learning environments are dispelled.","PeriodicalId":41311,"journal":{"name":"Research in Educational Administration & Leadership","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2018-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46494216","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}
Although there is abundant literature on school leadership and management, including the important books by Doyle and Zakrajsek dealing with epistemological, content-oriented and technical aspects of educational neuroscience, and learning addressed to college students, and works by Wilson & Conyers (2013) and Linda Lyman (2013) that specifically spoke to teachers and educational leaders, there is significant debate about the value of brain science research for education and educational leadership, The book described here relates to the developments of brain science research and its connection to teaching/learning, and the basic and essential technology of the processes that schools promote, when the school principal's work is expected to be directed to ensuring high-quality teaching-learning In the editor’s words, this book “emerged as a culminating project requiring real learning that would be a real challenge and by filling a gap could make a real difference
{"title":"Brain Science for Principals: What School Leaders Need to Kno","authors":"K. Arar","doi":"10.30828/real/2018.1.5","DOIUrl":"https://doi.org/10.30828/real/2018.1.5","url":null,"abstract":"Although there is abundant literature on school leadership and management, including the important books by Doyle and Zakrajsek dealing with epistemological, content-oriented and technical aspects of educational neuroscience, and learning addressed to college students, and works by Wilson & Conyers (2013) and Linda Lyman (2013) that specifically spoke to teachers and educational leaders, there is significant debate about the value of brain science research for education and educational leadership, The book described here relates to the developments of brain science research and its connection to teaching/learning, and the basic and essential technology of the processes that schools promote, when the school principal's work is expected to be directed to ensuring high-quality teaching-learning In the editor’s words, this book “emerged as a culminating project requiring real learning that would be a real challenge and by filling a gap could make a real difference","PeriodicalId":41311,"journal":{"name":"Research in Educational Administration & Leadership","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2018-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48287018","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}
In an effort to develop and support high quality urban school leaders, t his study examined what factors affect pre-service urban school leaders’ perception of preparedness for performing instructional leadership activities. The findings revealed that participating in a leadership training program is the only significant factor that predicts urban educators’ scores on instructional leadership readiness measures. By examining perception of preparedness of aspiring urban school leaders the findings contribute to our understanding about some perspectives to prepare and develop urban school leaders solve large and complex problems related to the curriculum, instruction and assessment. Implications for preparing performance ready school leaders in high need urban schools are further discussed.
{"title":"Preparing Perform and Impact Ready School Leaders for Improving Urban School Success","authors":"Olcay Yavuz, Gülçin Gulmez","doi":"10.30828/REAL/2018.1.4","DOIUrl":"https://doi.org/10.30828/REAL/2018.1.4","url":null,"abstract":"In an effort to develop and support high quality urban school leaders, t his study examined what factors affect pre-service urban school leaders’ perception of preparedness for performing instructional leadership activities. The findings revealed that participating in a leadership training program is the only significant factor that predicts urban educators’ scores on instructional leadership readiness measures. By examining perception of preparedness of aspiring urban school leaders the findings contribute to our understanding about some perspectives to prepare and develop urban school leaders solve large and complex problems related to the curriculum, instruction and assessment. Implications for preparing performance ready school leaders in high need urban schools are further discussed.","PeriodicalId":41311,"journal":{"name":"Research in Educational Administration & Leadership","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2018-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42406058","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}
Article Info The purpose of this research was to explore the leadership identity development and preparedness for the role of new appointed school heads to Mexican primary schools that serve indigenous students. The research was framed as a qualitative study and used semi-structured interviews as the method for data collection with twelve appointed school heads by the new system of promotion implemented in 2015. The study was carried out to the highest ethical standards in educational research with anonymity, confidentiality, consent, and respect for the participants observed at all times. This research found that new appointed Mexican school heads in primary schools are assigned to the post with different levels of leadership development. Based on the previous experiences new appointed school heads bring to the job, three different profiles were identified: An Extended classroom teacher profile, a managerial profile, and in few cases a leadership for learning profile.
{"title":"Leadership Profiles of New Appointed Mexican School Leaders to Indigenous Schools Through the New System of Promotion","authors":"M. Delgado, Argelia Estrada Loya","doi":"10.30828/REAL/2018.1.2","DOIUrl":"https://doi.org/10.30828/REAL/2018.1.2","url":null,"abstract":"Article Info The purpose of this research was to explore the leadership identity development and preparedness for the role of new appointed school heads to Mexican primary schools that serve indigenous students. The research was framed as a qualitative study and used semi-structured interviews as the method for data collection with twelve appointed school heads by the new system of promotion implemented in 2015. The study was carried out to the highest ethical standards in educational research with anonymity, confidentiality, consent, and respect for the participants observed at all times. This research found that new appointed Mexican school heads in primary schools are assigned to the post with different levels of leadership development. Based on the previous experiences new appointed school heads bring to the job, three different profiles were identified: An Extended classroom teacher profile, a managerial profile, and in few cases a leadership for learning profile.","PeriodicalId":41311,"journal":{"name":"Research in Educational Administration & Leadership","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2018-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47690386","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}
Yuanyuan Zhang, J. Goddard, Brittany A. E. Jakubiec
This paper reports on the development of the revised Social Justice Questionnaire (SJQ2), an instrument which permits the quantitative examination of socially just school leadership. The SJQ2 is based on data drawn from an exploratory province-wide study to determine to what extent, and how, school principals on Prince Edward Island understand and enact principles of social justice in their work. Although this was a ‘stand-alone’ project, the research also provides a Canadian contribution to the International School Leadership Development Network (ISLDN). Project design and implementation, including data collection and analysis, took place in 2015–2017. The researchers utilized a mixed methods approach to glean both qualitative and quantitative data for analysis. The research findings indicated that there is a statistically significant correlation between socially just school leadership and the community context. This research supports and enhances current qualitative studies by adding a statistical perspective to show that effective social justice leadership cannot be segregated from the political, economic, and cultural context of the community. Principals in high–need communities develop more context-responsive leadership in the effort of creating a democratic and inclusive educational environment.
{"title":"Social Justice Leadership in Education: A Suggested Questionnaire","authors":"Yuanyuan Zhang, J. Goddard, Brittany A. E. Jakubiec","doi":"10.30828/REAL/2018.1.3","DOIUrl":"https://doi.org/10.30828/REAL/2018.1.3","url":null,"abstract":"This paper reports on the development of the revised Social Justice Questionnaire (SJQ2), an instrument which permits the quantitative examination of socially just school leadership. The SJQ2 is based on data drawn from an exploratory province-wide study to determine to what extent, and how, school principals on Prince Edward Island understand and enact principles of social justice in their work. Although this was a ‘stand-alone’ project, the research also provides a Canadian contribution to the International School Leadership Development Network (ISLDN). Project design and implementation, including data collection and analysis, took place in 2015–2017. The researchers utilized a mixed methods approach to glean both qualitative and quantitative data for analysis. The research findings indicated that there is a statistically significant correlation between socially just school leadership and the community context. This research supports and enhances current qualitative studies by adding a statistical perspective to show that effective social justice leadership cannot be segregated from the political, economic, and cultural context of the community. Principals in high–need communities develop more context-responsive leadership in the effort of creating a democratic and inclusive educational environment.","PeriodicalId":41311,"journal":{"name":"Research in Educational Administration & Leadership","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2018-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48122243","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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