Pub Date : 2021-02-18DOI: 10.1080/13632434.2020.1866526
C. Forde, D. Torrance, Pamela S. Angelle
ABSTRACT This article explores how headteachers/principals engage in social justice leadership practice using data gathered from the Scottish and American contributions to the International School Leadership Development Network’s (ISLDN) research on social justice leadership. While the literature focuses on high-level strategies to address issues of equity there is limited discussion of the day-to-day practice of social justice leadership. In fostering inclusive cultures, the day-to-day practice of headteachers/principals is critical in challenging low-level forms of discrimination, micro-aggressions, which create hostile environments for diverse groups of learners. The article considers the concept of ‘leadership practice’ by examining the notion of relational leadership to highlight the social processes of ‘organising activities’ of leadership. In this, we focus on caring practices and explore these through four case studies of headteachers/principals recognised for their social justice leadership. A framework of Noddings’ caring practices of modelling, dialogue and confirmation as relational organising activities, is used to begin to capture the day-to-day practice of social justice leadership.
{"title":"Caring practices and social justice leadership: case studies of school principals in Scotland and USA","authors":"C. Forde, D. Torrance, Pamela S. Angelle","doi":"10.1080/13632434.2020.1866526","DOIUrl":"https://doi.org/10.1080/13632434.2020.1866526","url":null,"abstract":"ABSTRACT This article explores how headteachers/principals engage in social justice leadership practice using data gathered from the Scottish and American contributions to the International School Leadership Development Network’s (ISLDN) research on social justice leadership. While the literature focuses on high-level strategies to address issues of equity there is limited discussion of the day-to-day practice of social justice leadership. In fostering inclusive cultures, the day-to-day practice of headteachers/principals is critical in challenging low-level forms of discrimination, micro-aggressions, which create hostile environments for diverse groups of learners. The article considers the concept of ‘leadership practice’ by examining the notion of relational leadership to highlight the social processes of ‘organising activities’ of leadership. In this, we focus on caring practices and explore these through four case studies of headteachers/principals recognised for their social justice leadership. A framework of Noddings’ caring practices of modelling, dialogue and confirmation as relational organising activities, is used to begin to capture the day-to-day practice of social justice leadership.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"22 1","pages":"211 - 228"},"PeriodicalIF":5.2,"publicationDate":"2021-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77661617","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 : 2021-02-16DOI: 10.1080/13632434.2021.1887116
Tony Gallagher
ABSTRACT The Good Friday Agreement (1997) brought political violence in Northern Ireland to an end and provided the basis for shared government. A consociational political structure was adopted which institutionalised community differences while encouraging coalition government. The goal was that a requirement for consensus decisions would encourage cooperation between political leaders and promote effective decision-making. This paper examines the period of devolved government in Northern Ireland from 1998 to 2017 through the lens of education policy to explore leadership on these issues. The paper will examine three policy issues: a review of the effects of academic selection in post primary education; a proposal to rationalise the administrative arrangements in education; and an initiative to promote collaborative networks between separate denominational schools through ‘shared education’. The paper will conclude that, far from providing a superordinate goal around which the different political parties could coalesce, there was a lack of systemic leadership on educational debates. Inability in most cases to establish consensus resulted in policy paralysis. The one area where this did not occur was the adoption of ‘shared education’ which may have been because this initiative was a bottom-up process based on the empowerment of teachers.
{"title":"Governance and leadership in education policy making and school development in a divided society","authors":"Tony Gallagher","doi":"10.1080/13632434.2021.1887116","DOIUrl":"https://doi.org/10.1080/13632434.2021.1887116","url":null,"abstract":"ABSTRACT The Good Friday Agreement (1997) brought political violence in Northern Ireland to an end and provided the basis for shared government. A consociational political structure was adopted which institutionalised community differences while encouraging coalition government. The goal was that a requirement for consensus decisions would encourage cooperation between political leaders and promote effective decision-making. This paper examines the period of devolved government in Northern Ireland from 1998 to 2017 through the lens of education policy to explore leadership on these issues. The paper will examine three policy issues: a review of the effects of academic selection in post primary education; a proposal to rationalise the administrative arrangements in education; and an initiative to promote collaborative networks between separate denominational schools through ‘shared education’. The paper will conclude that, far from providing a superordinate goal around which the different political parties could coalesce, there was a lack of systemic leadership on educational debates. Inability in most cases to establish consensus resulted in policy paralysis. The one area where this did not occur was the adoption of ‘shared education’ which may have been because this initiative was a bottom-up process based on the empowerment of teachers.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"1 1","pages":"132 - 151"},"PeriodicalIF":5.2,"publicationDate":"2021-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84672002","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 : 2021-02-14DOI: 10.1080/13632434.2021.1872526
Vicente Llorent-Bedmar, María Navarro-Granados, Verónica C. Cobano-Delgado Palma
ABSTRACT Numerous studies have highlighted the important role played by school principals in improving the learning of their students, especially those at risk of social exclusion. Thus, the purpose of this paper is to analyse the pedagogical leadership exercised by the principals of disadvantaged schools in the Community of Madrid (Spain). To this end, the approach employed was based on a mixed methodology, combining quantitative and qualitative techniques with an ad hoc teaching staff questionnaire, on the one hand, and interviews with school principals, on the other. Low scores were obtained in those leadership practices relating to teacher individualism, such as the supervision of classroom teaching and collaboration with other schools for exchanging best practices. The teachers surveyed and the principals interviewed both agreed that the latter should be given a greater say in decision-making, especially when hiring teaching staff, in order to allow them to manage truly efficient schools. This in turn points to the need for a consensus on education policy regulating the role of Spanish school principals, in order to allow them to exercise real pedagogical leadership and thus guarantee optimal teaching-learning processes.
{"title":"Pedagogical leadership exercised by the principals of disadvantaged schools in Spain","authors":"Vicente Llorent-Bedmar, María Navarro-Granados, Verónica C. Cobano-Delgado Palma","doi":"10.1080/13632434.2021.1872526","DOIUrl":"https://doi.org/10.1080/13632434.2021.1872526","url":null,"abstract":"ABSTRACT Numerous studies have highlighted the important role played by school principals in improving the learning of their students, especially those at risk of social exclusion. Thus, the purpose of this paper is to analyse the pedagogical leadership exercised by the principals of disadvantaged schools in the Community of Madrid (Spain). To this end, the approach employed was based on a mixed methodology, combining quantitative and qualitative techniques with an ad hoc teaching staff questionnaire, on the one hand, and interviews with school principals, on the other. Low scores were obtained in those leadership practices relating to teacher individualism, such as the supervision of classroom teaching and collaboration with other schools for exchanging best practices. The teachers surveyed and the principals interviewed both agreed that the latter should be given a greater say in decision-making, especially when hiring teaching staff, in order to allow them to manage truly efficient schools. This in turn points to the need for a consensus on education policy regulating the role of Spanish school principals, in order to allow them to exercise real pedagogical leadership and thus guarantee optimal teaching-learning processes.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"12 1","pages":"239 - 259"},"PeriodicalIF":5.2,"publicationDate":"2021-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90677871","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 : 2021-01-11DOI: 10.1080/13632434.2020.1866527
Karen D. Jones, Marjorie Ringler
ABSTRACT This paper reports on a study completed with principal preparation students to measure the change in their beliefs about how to provide leadership that affirms diverse students and families in schools. The principal preparation program (PPP) in this study redesigned the internship to include crucial conversations around diversity and social justice. Students were prompted to reflect on social justice issues using a lens of school safety and bullying [Payne, E. C., and M. J. Smith. 2018. “Refusing Relevance: School Administrator Resistance to Offering Professional Development Addressing LGBTQ Issues in Schools.” Educational Administration Quarterly 54 (2): 183–215]. The goal for the PPP was to develop leadership skills towards creating inclusive and integrated schools that grapple with diversity issues with the best interest of all stakeholders. The purpose of this study was to determine whether the study of diversity topics embedded in a PPP internship altered candidates’ self-awareness of their biases in educational settings, utilising the inside-out approach [Lindsey, R. B., K. Nuri-Robins, and R. D. Terrell. 2009. Cultural Proficiency: A Manual for School Leaders. Thousand Oaks: Corwin Press].
摘要:本文报告了一项由校长准备学生完成的研究，以衡量他们对如何在学校中提供肯定不同学生和家庭的领导的信念的变化。本研究的主要准备项目(PPP)重新设计了实习，包括围绕多样性和社会正义的重要对话。学生们被鼓励从学校安全和欺凌的角度思考社会正义问题[佩恩，e.c.和m.j.史密斯，2018]。“拒绝相关性:学校管理者拒绝在学校提供解决LGBTQ问题的专业发展。”教育管理学报，54(2):183-215。PPP的目标是培养领导技能，以创建包容性和综合性的学校，以所有利益相关者的最佳利益来解决多样性问题。本研究的目的是利用由内到外的方法，确定PPP实习中嵌入的多样性主题的研究是否会改变候选人对教育环境中偏见的自我意识[Lindsey, r.b.， K. Nuri-Robins和R. D. Terrell. 2009]。文化能力:学校领导手册。千橡:考文出版社]。
{"title":"Shifting principal preparation candidates’ common beliefs of diversity in school settings","authors":"Karen D. Jones, Marjorie Ringler","doi":"10.1080/13632434.2020.1866527","DOIUrl":"https://doi.org/10.1080/13632434.2020.1866527","url":null,"abstract":"ABSTRACT This paper reports on a study completed with principal preparation students to measure the change in their beliefs about how to provide leadership that affirms diverse students and families in schools. The principal preparation program (PPP) in this study redesigned the internship to include crucial conversations around diversity and social justice. Students were prompted to reflect on social justice issues using a lens of school safety and bullying [Payne, E. C., and M. J. Smith. 2018. “Refusing Relevance: School Administrator Resistance to Offering Professional Development Addressing LGBTQ Issues in Schools.” Educational Administration Quarterly 54 (2): 183–215]. The goal for the PPP was to develop leadership skills towards creating inclusive and integrated schools that grapple with diversity issues with the best interest of all stakeholders. The purpose of this study was to determine whether the study of diversity topics embedded in a PPP internship altered candidates’ self-awareness of their biases in educational settings, utilising the inside-out approach [Lindsey, R. B., K. Nuri-Robins, and R. D. Terrell. 2009. Cultural Proficiency: A Manual for School Leaders. Thousand Oaks: Corwin Press].","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"16 2 1","pages":"229 - 238"},"PeriodicalIF":5.2,"publicationDate":"2021-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81254324","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 : 2021-01-01DOI: 10.1007/978-3-658-32987-7_2
PD Dr. Alexander V. Steckelberg, Charly Harrer
{"title":"Abstract","authors":"PD Dr. Alexander V. Steckelberg, Charly Harrer","doi":"10.1007/978-3-658-32987-7_2","DOIUrl":"https://doi.org/10.1007/978-3-658-32987-7_2","url":null,"abstract":"","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"65 1","pages":""},"PeriodicalIF":5.2,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88775710","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 : 2021-01-01DOI: 10.1007/978-3-658-32987-7_7
PD Dr. Alexander V. Steckelberg, Charly Harrer
{"title":"Einleitung","authors":"PD Dr. Alexander V. Steckelberg, Charly Harrer","doi":"10.1007/978-3-658-32987-7_7","DOIUrl":"https://doi.org/10.1007/978-3-658-32987-7_7","url":null,"abstract":"","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"29 1","pages":""},"PeriodicalIF":5.2,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76653190","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 : 2021-01-01DOI: 10.1007/978-3-658-32987-7_12
PD Dr. Alexander V. Steckelberg, C. Harrer
{"title":"Schlusswort & Ausblick","authors":"PD Dr. Alexander V. Steckelberg, C. Harrer","doi":"10.1007/978-3-658-32987-7_12","DOIUrl":"https://doi.org/10.1007/978-3-658-32987-7_12","url":null,"abstract":"","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"39 1","pages":""},"PeriodicalIF":5.2,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90940939","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 : 2021-01-01DOI: 10.1007/978-3-658-32987-7_3
PD Dr. Alexander V. Steckelberg, Charly Harrer
{"title":"Preparatory Discussion","authors":"PD Dr. Alexander V. Steckelberg, Charly Harrer","doi":"10.1007/978-3-658-32987-7_3","DOIUrl":"https://doi.org/10.1007/978-3-658-32987-7_3","url":null,"abstract":"","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"15 1","pages":""},"PeriodicalIF":5.2,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79914990","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 : 2021-01-01DOI: 10.1524/jbwg.1989.30.2.57
PD Dr. Alexander V. Steckelberg, C. Harrer
{"title":"Kapitel III","authors":"PD Dr. Alexander V. Steckelberg, C. Harrer","doi":"10.1524/jbwg.1989.30.2.57","DOIUrl":"https://doi.org/10.1524/jbwg.1989.30.2.57","url":null,"abstract":"","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"17 1","pages":""},"PeriodicalIF":5.2,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78316239","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 : 2020-12-02DOI: 10.1080/13632434.2020.1851671
Craig Hochbein, C. Meyers
ABSTRACT For more than a century, numerous studies examined and reported how principals allocated their time. Assuming that differences in selection, participation and satisfaction of tasks by principals resulted in different outcomes, researchers have continued to study principal time use. In 1989, Wimpelberg, Teddlie, and Stringfield indicated a need for more sophisticated research of principal time use. Since then, the role of the principal has evolved and researchers have adapted methodologies to improve measurement and analyses of principal time use. Despite these developments, the predominant model of principal time use applied by researchers has remained unchanged. Most principal time use research relies on a premise that a perpetual supply of demands requires principals to make choices about how to allocate their limited time. By focusing on the time demands of principals, we identify limitations of the common model and propose alternatives. We then demonstrate how researchers could apply these models to enhance the study of principal time use, as well as discuss considerations for policy and preparation of principals.
{"title":"Incorporating time demands into studies of principal time use","authors":"Craig Hochbein, C. Meyers","doi":"10.1080/13632434.2020.1851671","DOIUrl":"https://doi.org/10.1080/13632434.2020.1851671","url":null,"abstract":"ABSTRACT For more than a century, numerous studies examined and reported how principals allocated their time. Assuming that differences in selection, participation and satisfaction of tasks by principals resulted in different outcomes, researchers have continued to study principal time use. In 1989, Wimpelberg, Teddlie, and Stringfield indicated a need for more sophisticated research of principal time use. Since then, the role of the principal has evolved and researchers have adapted methodologies to improve measurement and analyses of principal time use. Despite these developments, the predominant model of principal time use applied by researchers has remained unchanged. Most principal time use research relies on a premise that a perpetual supply of demands requires principals to make choices about how to allocate their limited time. By focusing on the time demands of principals, we identify limitations of the common model and propose alternatives. We then demonstrate how researchers could apply these models to enhance the study of principal time use, as well as discuss considerations for policy and preparation of principals.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"205 1","pages":"175 - 193"},"PeriodicalIF":5.2,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87108697","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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