Pub Date : 2022-05-05DOI: 10.1080/00220620.2022.2071849
P. Thomson, T. Greany, Susan Cousin, Nick Martindale
ABSTRACT The work of school leaders during lockdown has been emotionally charged and emotionally draining, affecting immediate well-being and longer term career plans. To communicate the emotions that we were told about and which were obvious during interviews with serving headteachers, we turned to arts-informed methods. We used poems made from transcripts to complement and supplement the analysis of 58 interviews and survey responses (n = 1491). This paper introduces the use of transcript poetry and explains our choice of method. The poems foreground the diversity that existed among the leaders, and different kinds of interventions that might make a difference. Our example suggests that the educational leadership, management and administration field might benefit from further experimentation with arts-based methods.
{"title":"Vox Poetica: bringing an arts-based research method to school leaders’ lockdown experiences","authors":"P. Thomson, T. Greany, Susan Cousin, Nick Martindale","doi":"10.1080/00220620.2022.2071849","DOIUrl":"https://doi.org/10.1080/00220620.2022.2071849","url":null,"abstract":"ABSTRACT The work of school leaders during lockdown has been emotionally charged and emotionally draining, affecting immediate well-being and longer term career plans. To communicate the emotions that we were told about and which were obvious during interviews with serving headteachers, we turned to arts-informed methods. We used poems made from transcripts to complement and supplement the analysis of 58 interviews and survey responses (n = 1491). This paper introduces the use of transcript poetry and explains our choice of method. The poems foreground the diversity that existed among the leaders, and different kinds of interventions that might make a difference. Our example suggests that the educational leadership, management and administration field might benefit from further experimentation with arts-based methods.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"55 1","pages":"215 - 230"},"PeriodicalIF":1.8,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83335974","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 : 2022-04-27DOI: 10.1080/00220620.2022.2070140
G. Murphy
ABSTRACT Sparse attention in the educational leadership literature is given to those leading immersion schools, despite the established connection between educational leadership and context, including cultural context. By eliciting principals’ accounts of practices in leading Irish language-medium immersion education in secondary schools, this study begins to fill this gap. Here, six principals’ accounts provide insight into principals’ leadership practices; system-level support; and challenges encountered as they lead immersion schools. Analysis of their accounts points to the necessity to support these and future principals in more specialised, targeted and practice-focused ways for the contexts in which they lead, with implications for multiple education system stakeholders. These implications are relevant to dual-language and bilingual schools in other cultural contexts, particularly minority language settings, and to educational settings more broadly in recognition of diversity and multilingualism.
{"title":"Principals’ accounts of practices, system support and challenges in leading secondary immersion education in Ireland","authors":"G. Murphy","doi":"10.1080/00220620.2022.2070140","DOIUrl":"https://doi.org/10.1080/00220620.2022.2070140","url":null,"abstract":"ABSTRACT Sparse attention in the educational leadership literature is given to those leading immersion schools, despite the established connection between educational leadership and context, including cultural context. By eliciting principals’ accounts of practices in leading Irish language-medium immersion education in secondary schools, this study begins to fill this gap. Here, six principals’ accounts provide insight into principals’ leadership practices; system-level support; and challenges encountered as they lead immersion schools. Analysis of their accounts points to the necessity to support these and future principals in more specialised, targeted and practice-focused ways for the contexts in which they lead, with implications for multiple education system stakeholders. These implications are relevant to dual-language and bilingual schools in other cultural contexts, particularly minority language settings, and to educational settings more broadly in recognition of diversity and multilingualism.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"89 1","pages":"440 - 460"},"PeriodicalIF":1.8,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84882979","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 : 2022-04-13DOI: 10.1080/00220620.2022.2061925
A. LoBue
ABSTRACT This paper explores ideas about the role of the school principal embedded in New York State education policy. Many public schools across the state fail to deliver equitable opportunities and outcomes for an increasingly diverse student population and improving school leadership offers the potential for substantial returns. Drawing on concepts of role identity, organisational coherence, and leadership for equity, I use an interpretive approach to examine how conflicting and ambiguous expectations for principal behaviour in New York’s Every Student Succeeds Act Plan, its Culturally Responsive-Sustaining Education Framework, and its approach to principal evaluations might endanger realisation of a principal’s moral commitment to educational and social justice. I conclude with recommendations for state policy and future research with the aim of supporting principals to navigate the complexity of their role and lead to organisational coherence around equity.
{"title":"Leadership for educational equity for principals in New York State: policy challenges and opportunities","authors":"A. LoBue","doi":"10.1080/00220620.2022.2061925","DOIUrl":"https://doi.org/10.1080/00220620.2022.2061925","url":null,"abstract":"ABSTRACT This paper explores ideas about the role of the school principal embedded in New York State education policy. Many public schools across the state fail to deliver equitable opportunities and outcomes for an increasingly diverse student population and improving school leadership offers the potential for substantial returns. Drawing on concepts of role identity, organisational coherence, and leadership for equity, I use an interpretive approach to examine how conflicting and ambiguous expectations for principal behaviour in New York’s Every Student Succeeds Act Plan, its Culturally Responsive-Sustaining Education Framework, and its approach to principal evaluations might endanger realisation of a principal’s moral commitment to educational and social justice. I conclude with recommendations for state policy and future research with the aim of supporting principals to navigate the complexity of their role and lead to organisational coherence around equity.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"21 1","pages":"111 - 127"},"PeriodicalIF":1.8,"publicationDate":"2022-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87208537","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 : 2022-03-13DOI: 10.1080/00220620.2022.2052029
M. Apple, G. Biesta, David Bright, Henry A. Giroux, Amanda Heffernan, Peter McLaren, S. Riddle, Anna Yeatman
ABSTRACT This paper is one of two which bring together leading educational researchers to consider some of the key challenges facing democracy and education during the twenty-first century, including rising social and economic inequality, political instability, and the existential threats of global pandemics and climate change. In this paper, key educational scholar–activists respond to the challenges and possibilities for democracy and education, with consideration of the importance of reimagining education as being for democracy. The questions asked in this paper have particular salience for educational leaders, who must be at the centre of any commitment to democratic education.
{"title":"Reflections on contemporary challenges and possibilities for democracy and education","authors":"M. Apple, G. Biesta, David Bright, Henry A. Giroux, Amanda Heffernan, Peter McLaren, S. Riddle, Anna Yeatman","doi":"10.1080/00220620.2022.2052029","DOIUrl":"https://doi.org/10.1080/00220620.2022.2052029","url":null,"abstract":"ABSTRACT This paper is one of two which bring together leading educational researchers to consider some of the key challenges facing democracy and education during the twenty-first century, including rising social and economic inequality, political instability, and the existential threats of global pandemics and climate change. In this paper, key educational scholar–activists respond to the challenges and possibilities for democracy and education, with consideration of the importance of reimagining education as being for democracy. The questions asked in this paper have particular salience for educational leaders, who must be at the centre of any commitment to democratic education.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"20 1","pages":"245 - 262"},"PeriodicalIF":1.8,"publicationDate":"2022-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83874631","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 : 2022-02-27DOI: 10.1080/00220620.2022.2044293
Fiona Longmuir, Niranjan Casinader, Howard Prosser, Peter van Cuylenburg
ABSTRACT A key features of the globalised environment of the twenty-first century is that populations across a range of societies have become more diverse in culture, heritage and identity. In turn, this has led to further emphasis on the teaching of cultural understanding in schools, as exemplified by the Australian Curriculum and their equivalents in countries such as Singapore, India and New Zealand. However, educational research has tended to focus on cultural education for the students, with relatively little consideration given to the attributes required by both teachers and school leaders to frame and deliver cultural education that meets the multiple needs of twenty-first century cultural environments. This paper comprises an initial exploration of the connections between the educational concept of transcultural dispositions and culturally responsive leadership behaviours of school leaders as they work to deliver a form of cultural education that is relevant to the context of the twenty-first century.
{"title":"Leadership of cultural education in the current age: an exploratory investigation of culturally responsive capacity through the lens of transculturalism","authors":"Fiona Longmuir, Niranjan Casinader, Howard Prosser, Peter van Cuylenburg","doi":"10.1080/00220620.2022.2044293","DOIUrl":"https://doi.org/10.1080/00220620.2022.2044293","url":null,"abstract":"ABSTRACT A key features of the globalised environment of the twenty-first century is that populations across a range of societies have become more diverse in culture, heritage and identity. In turn, this has led to further emphasis on the teaching of cultural understanding in schools, as exemplified by the Australian Curriculum and their equivalents in countries such as Singapore, India and New Zealand. However, educational research has tended to focus on cultural education for the students, with relatively little consideration given to the attributes required by both teachers and school leaders to frame and deliver cultural education that meets the multiple needs of twenty-first century cultural environments. This paper comprises an initial exploration of the connections between the educational concept of transcultural dispositions and culturally responsive leadership behaviours of school leaders as they work to deliver a form of cultural education that is relevant to the context of the twenty-first century.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"1 1","pages":"420 - 439"},"PeriodicalIF":1.8,"publicationDate":"2022-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91395345","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 : 2022-02-17DOI: 10.1080/00220620.2022.2040451
K. Hoskins
ABSTRACT What impact did the 1988 Education Reform Act (1988 ERA) have on higher education from the perspectives of professors working in the sector at the time? How did it reshape the sector's structures? How did it contribute to the conditions that have unleashed the so called ‘undergraduate monster’? These questions are addressed in this paper. I draw on semi-structured interviews with 14 professors working in universities in England to explore their perceptions of the changes from a system of polytechnics/universities to pre- and post-1992 universities. In doing so, this paper provides unique insights into second order policy effects created by the 1988 ERA for the sector. The data lead me to argue that the 1988 ERA made the introduction and increases in higher education tuition fees possible, further entrenching inequality in the composition of the student body in different types of Higher Education Institution (HEI).
{"title":"Unleashing the ‘undergraduate monster’? The second-order policy effects of the 1988 Education Reform Act for higher education in England","authors":"K. Hoskins","doi":"10.1080/00220620.2022.2040451","DOIUrl":"https://doi.org/10.1080/00220620.2022.2040451","url":null,"abstract":"ABSTRACT What impact did the 1988 Education Reform Act (1988 ERA) have on higher education from the perspectives of professors working in the sector at the time? How did it reshape the sector's structures? How did it contribute to the conditions that have unleashed the so called ‘undergraduate monster’? These questions are addressed in this paper. I draw on semi-structured interviews with 14 professors working in universities in England to explore their perceptions of the changes from a system of polytechnics/universities to pre- and post-1992 universities. In doing so, this paper provides unique insights into second order policy effects created by the 1988 ERA for the sector. The data lead me to argue that the 1988 ERA made the introduction and increases in higher education tuition fees possible, further entrenching inequality in the composition of the student body in different types of Higher Education Institution (HEI).","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"16 1","pages":"165 - 180"},"PeriodicalIF":1.8,"publicationDate":"2022-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90710406","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 : 2021-12-22DOI: 10.1080/00220620.2021.2016742
H. Gunter
{"title":"Terry Wrigley – an appreciation of an activist researcher life","authors":"H. Gunter","doi":"10.1080/00220620.2021.2016742","DOIUrl":"https://doi.org/10.1080/00220620.2021.2016742","url":null,"abstract":"","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"1 1","pages":"121 - 124"},"PeriodicalIF":1.8,"publicationDate":"2021-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88755331","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 : 2021-12-19DOI: 10.1080/00220620.2021.2017416
Peleg Dor-haim
ABSTRACT In the course of the Covid-19 crisis, teachers and students experienced a prolonged separation from vital social needs, such as social interaction, and therefore many of them felt a sense of loneliness. However, while some teachers may perceive school as a place that provides comfort and support, others may be suspicious of it and feel neglected. The paper suggests a theoretical systematic perspective on the teachers’ sense of loneliness during the Covid-19 crisis and argues that understanding the nature of the teacher-school attachment can help us to identify support that is specifically tailored to the teacher.
{"title":"Loneliness among schoolteachers in the context of COVID-19","authors":"Peleg Dor-haim","doi":"10.1080/00220620.2021.2017416","DOIUrl":"https://doi.org/10.1080/00220620.2021.2017416","url":null,"abstract":"ABSTRACT In the course of the Covid-19 crisis, teachers and students experienced a prolonged separation from vital social needs, such as social interaction, and therefore many of them felt a sense of loneliness. However, while some teachers may perceive school as a place that provides comfort and support, others may be suspicious of it and feel neglected. The paper suggests a theoretical systematic perspective on the teachers’ sense of loneliness during the Covid-19 crisis and argues that understanding the nature of the teacher-school attachment can help us to identify support that is specifically tailored to the teacher.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"15 1","pages":"200 - 214"},"PeriodicalIF":1.8,"publicationDate":"2021-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73334052","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 : 2021-12-19DOI: 10.1080/00220620.2021.2017864
D. Mifsud
ABSTRACT As from the first quarter of 2020, the spotlight in global news has shone brightly on the Covid-19 pandemic story. One of the major shifts occurred in education as efforts to stem the spread of the virus prompted school closures. Schools gradually shifted to online teaching, and parents were thus forced to combine their regular jobs with supporting the education of their children. Through the collection of qualitative data from focus groups held with various stakeholders, this paper seeks to explore the emerging home-schooling scenario in Malta and the unplanned for and unprecedented adaptation to an online education environment, in order to examine the novel challenges and tensions that emerged between family, school and work. Despite being conducted in a relatively small nation state, this study offers the possibility of opening a dialogue within the global context with ramifications of a new paradigm shift in education, re-shaped by the novel coronavirus.
{"title":"Parents as educators during lockdown: juggling multiple simultaneous roles to ‘keep atop’ home-schooling amid the COVID-19 pandemic?","authors":"D. Mifsud","doi":"10.1080/00220620.2021.2017864","DOIUrl":"https://doi.org/10.1080/00220620.2021.2017864","url":null,"abstract":"ABSTRACT As from the first quarter of 2020, the spotlight in global news has shone brightly on the Covid-19 pandemic story. One of the major shifts occurred in education as efforts to stem the spread of the virus prompted school closures. Schools gradually shifted to online teaching, and parents were thus forced to combine their regular jobs with supporting the education of their children. Through the collection of qualitative data from focus groups held with various stakeholders, this paper seeks to explore the emerging home-schooling scenario in Malta and the unplanned for and unprecedented adaptation to an online education environment, in order to examine the novel challenges and tensions that emerged between family, school and work. Despite being conducted in a relatively small nation state, this study offers the possibility of opening a dialogue within the global context with ramifications of a new paradigm shift in education, re-shaped by the novel coronavirus.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"46 1","pages":"397 - 419"},"PeriodicalIF":1.8,"publicationDate":"2021-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76048765","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 : 2021-12-16DOI: 10.1080/00220620.2021.2017415
Rolf Straubhaar, Jia Wang
ABSTRACT In this article, we explore the role of school leaders in magnet schools, a particular school reform model in the United States. To do this, we review the literature on magnet schools, and cite results from a study based on semi-structured qualitative interviews conducted with participants affiliated with magnet schools who received federal funding to implement magnet programmes. Building on the theoretical model of collaborative school leadership, we find that magnet school personnel felt their schools were most functional when magnet principals (1) showed trust in and respect for their faculty and students, (2) created a functional team atmosphere with effective coordination between administration, magnet resource teachers and general faculty, (3) supported and demonstrated investment in the magnet theme, and (4) promoted their faculty members’ leadership potential.
{"title":"Perceptions of the role of the principal in promoting collaborative leadership in magnet schools in the United States","authors":"Rolf Straubhaar, Jia Wang","doi":"10.1080/00220620.2021.2017415","DOIUrl":"https://doi.org/10.1080/00220620.2021.2017415","url":null,"abstract":"ABSTRACT In this article, we explore the role of school leaders in magnet schools, a particular school reform model in the United States. To do this, we review the literature on magnet schools, and cite results from a study based on semi-structured qualitative interviews conducted with participants affiliated with magnet schools who received federal funding to implement magnet programmes. Building on the theoretical model of collaborative school leadership, we find that magnet school personnel felt their schools were most functional when magnet principals (1) showed trust in and respect for their faculty and students, (2) created a functional team atmosphere with effective coordination between administration, magnet resource teachers and general faculty, (3) supported and demonstrated investment in the magnet theme, and (4) promoted their faculty members’ leadership potential.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"24 1","pages":"222 - 236"},"PeriodicalIF":1.8,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87703691","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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