Pub Date : 2022-05-04DOI: 10.1177/19427751221094347
Joseph Slichko
This quantitative study explored the relationship between the beliefs of school district superintendents regarding the implementation of trauma-informed strategies and their actions in supporting building principals with the implementation of those strategies within the K-12 school system in New York State. The findings suggest that superintendents who believe in implementing trauma-informed strategies believe in doing so equally across elementary middle, and high schools; have had conversations with members of their Board of Education and perceive their support to implement said strategies; and that female superintendents were more likely to report they believe in implementing trauma-informed strategies than their male counterparts.
{"title":"Beliefs and Supportive Actions of K-12 Superintendents Toward the Implementation of Trauma-Informed Strategies","authors":"Joseph Slichko","doi":"10.1177/19427751221094347","DOIUrl":"https://doi.org/10.1177/19427751221094347","url":null,"abstract":"This quantitative study explored the relationship between the beliefs of school district superintendents regarding the implementation of trauma-informed strategies and their actions in supporting building principals with the implementation of those strategies within the K-12 school system in New York State. The findings suggest that superintendents who believe in implementing trauma-informed strategies believe in doing so equally across elementary middle, and high schools; have had conversations with members of their Board of Education and perceive their support to implement said strategies; and that female superintendents were more likely to report they believe in implementing trauma-informed strategies than their male counterparts.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"18 1","pages":"482 - 509"},"PeriodicalIF":0.8,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43991458","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 : 2022-04-19DOI: 10.1177/19427751221090254
S. Leggett, Marguerita K. Desander, Tomas A. Stewart
This study examines the work completed by a regional, comprehensive university’s principal preparation program in redesigning their curriculum for greater coherence. Their process for identifying equity as a program theme and explicitly addressing learning related to program themes is described. Key steps in the process include (a) collaborating with partners, (b) identifying problems of practice, (c) surfacing core beliefs, (d) articulating a comprehensive theory of action, (e) creating a crosswalk aligning standards to courses and themes, and (f) identifying learning experiences and assessments aligned to the crosswalk. Their conclusions recognized the importance of collaboration, coherence, and context in redesigning
{"title":"Lessons Learned from Designing a Principal Preparation Program: Equity, Coherence, and Collaboration","authors":"S. Leggett, Marguerita K. Desander, Tomas A. Stewart","doi":"10.1177/19427751221090254","DOIUrl":"https://doi.org/10.1177/19427751221090254","url":null,"abstract":"This study examines the work completed by a regional, comprehensive university’s principal preparation program in redesigning their curriculum for greater coherence. Their process for identifying equity as a program theme and explicitly addressing learning related to program themes is described. Key steps in the process include (a) collaborating with partners, (b) identifying problems of practice, (c) surfacing core beliefs, (d) articulating a comprehensive theory of action, (e) creating a crosswalk aligning standards to courses and themes, and (f) identifying learning experiences and assessments aligned to the crosswalk. Their conclusions recognized the importance of collaboration, coherence, and context in redesigning","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"18 1","pages":"404 - 425"},"PeriodicalIF":0.8,"publicationDate":"2022-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42462293","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: 10.1177/19427751221087728
Matthew Militello, J. Argent, L. Tredway
In this study, we explored how a reimagined EdD supports leaders to develop the knowledge, skills, and dispositions necessary for effective school and district leadership. We analyzed the usefulness of inquiry-focused, equity-based participatory action research (PAR) in EdD dissertations by using case study methodology to analyze four graduates during and after the EdD program. The findings indicate participants successfully implemented PAR studies while simultaneously bolstering their leadership capacity. Findings have practical use for (1) EdD graduates as they continue to use the PAR methodology in their current work and communities and (2) leadership programs that choose to use PAR as a methodology for scholarly practitioners.
{"title":"A Better EdD by Design: An Inquiry-Focused, Equity-Based Dissertation to Change Leadership Practice","authors":"Matthew Militello, J. Argent, L. Tredway","doi":"10.1177/19427751221087728","DOIUrl":"https://doi.org/10.1177/19427751221087728","url":null,"abstract":"In this study, we explored how a reimagined EdD supports leaders to develop the knowledge, skills, and dispositions necessary for effective school and district leadership. We analyzed the usefulness of inquiry-focused, equity-based participatory action research (PAR) in EdD dissertations by using case study methodology to analyze four graduates during and after the EdD program. The findings indicate participants successfully implemented PAR studies while simultaneously bolstering their leadership capacity. Findings have practical use for (1) EdD graduates as they continue to use the PAR methodology in their current work and communities and (2) leadership programs that choose to use PAR as a methodology for scholarly practitioners.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"18 1","pages":"426 - 456"},"PeriodicalIF":0.8,"publicationDate":"2022-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42503276","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 : 2022-04-08DOI: 10.1177/19427751221087731
M. Opoku
In developing sub-Saharan Africa, a region, that is, in the early stages of implementing inclusive education, there is limited discussion on inclusive leadership modules for training leaders. The qualitative study presented in this paper attempted to fill this knowledge gap by considering school leaders’ contributions to implementing inclusive education for students with disabilities. The paper identifies the challenges faced by schools and the initiatives they have implemented to promote inclusive education. The paper concludes by presenting a proposed heuristic leadership model that could be used to train leaders in low-income contexts to enable them to create inclusive learning environments.
{"title":"Inclusive School Leadership in Developing Context: What Are the Levers of Change?","authors":"M. Opoku","doi":"10.1177/19427751221087731","DOIUrl":"https://doi.org/10.1177/19427751221087731","url":null,"abstract":"In developing sub-Saharan Africa, a region, that is, in the early stages of implementing inclusive education, there is limited discussion on inclusive leadership modules for training leaders. The qualitative study presented in this paper attempted to fill this knowledge gap by considering school leaders’ contributions to implementing inclusive education for students with disabilities. The paper identifies the challenges faced by schools and the initiatives they have implemented to promote inclusive education. The paper concludes by presenting a proposed heuristic leadership model that could be used to train leaders in low-income contexts to enable them to create inclusive learning environments.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"18 1","pages":"378 - 403"},"PeriodicalIF":0.8,"publicationDate":"2022-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45544283","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 : 2022-03-16DOI: 10.1177/19427751221081887
S. Rodriguez, Emily R. Crawford
This study examines how school-based personnel (i.e., principals, assistant principals, and school social workers) defined and engaged in collective leadership to support undocumented students. This instrumental, comparative case study explores their roles, relational processes, and the extent to which school-based personnel’s relationships expanded or inhibited advocacy and equity work. Findings showcase a continuum of collective leadership, role management, and boundary work that influence advocacy for immigrant students. This research expands understandings of collective leadership, decision-making, and engagement with immigrant students. Implications for a social justice-oriented collective leadership model are discussed.
{"title":"School-Based Personnel Advocacy for Undocumented Students Through Collective Leadership in Urban Schools: A Comparative Case Study","authors":"S. Rodriguez, Emily R. Crawford","doi":"10.1177/19427751221081887","DOIUrl":"https://doi.org/10.1177/19427751221081887","url":null,"abstract":"This study examines how school-based personnel (i.e., principals, assistant principals, and school social workers) defined and engaged in collective leadership to support undocumented students. This instrumental, comparative case study explores their roles, relational processes, and the extent to which school-based personnel’s relationships expanded or inhibited advocacy and equity work. Findings showcase a continuum of collective leadership, role management, and boundary work that influence advocacy for immigrant students. This research expands understandings of collective leadership, decision-making, and engagement with immigrant students. Implications for a social justice-oriented collective leadership model are discussed.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"18 1","pages":"347 - 377"},"PeriodicalIF":0.8,"publicationDate":"2022-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43999533","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 : 2022-02-28DOI: 10.1177/19427751221080186
Rima’a Da’as, Chen Schechter, Mowafaq Qadach
Using an information-processing approach, the current innovative study examines a model for the prediction of organizational learning mechanisms (OLMs), linking school principals’ cognitive complexity and OLMs through the mediating effect of an innovative climate. The model was examined for three levels of principals’ cognitive complexity (high, intermediate, and low). Study participants were 131 principals and 1,279 teachers from 131 elementary schools in Israel. Results indicated that principals’ cognitive complexity promotes organizational learning mechanisms through a climate for innovation. The model with a high level of cognitive complexity showed a better fit to the data than those with intermediate (average) and low levels of cognitive complexity.
{"title":"Cognitively Complex Leaders: How Principals Influence Organizational Learning Through Climate for Innovation","authors":"Rima’a Da’as, Chen Schechter, Mowafaq Qadach","doi":"10.1177/19427751221080186","DOIUrl":"https://doi.org/10.1177/19427751221080186","url":null,"abstract":"Using an information-processing approach, the current innovative study examines a model for the prediction of organizational learning mechanisms (OLMs), linking school principals’ cognitive complexity and OLMs through the mediating effect of an innovative climate. The model was examined for three levels of principals’ cognitive complexity (high, intermediate, and low). Study participants were 131 principals and 1,279 teachers from 131 elementary schools in Israel. Results indicated that principals’ cognitive complexity promotes organizational learning mechanisms through a climate for innovation. The model with a high level of cognitive complexity showed a better fit to the data than those with intermediate (average) and low levels of cognitive complexity.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"18 1","pages":"322 - 344"},"PeriodicalIF":0.8,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47173267","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 : 2022-02-16DOI: 10.1177/19427751221078039
A. Phillips, Joan Barnatt, K. Viesca
The demographic composition of the United States (US) has transformed since the early 1990s with immigrant arrivals from Mexico and Central America. Education leaders frequently exit preparation programs without content focused on opportunities around working successfully with multilingual students. This qualitative case study explores the implementation of online learning modules focused on engaging multilingual students and their families that were embedded into advanced leadership preparation coursework. Utilizing data (e.g., classwork, fieldnotes, semi-structured interviews) collected from 10 participants, findings include recommendations for stronger preparation on multilingual learners and flexible learning experiences that encourage the application of knowledge in professional practice.
{"title":"Linguistically Responsive Leaders: Working With Multilingual Students and Their Families","authors":"A. Phillips, Joan Barnatt, K. Viesca","doi":"10.1177/19427751221078039","DOIUrl":"https://doi.org/10.1177/19427751221078039","url":null,"abstract":"The demographic composition of the United States (US) has transformed since the early 1990s with immigrant arrivals from Mexico and Central America. Education leaders frequently exit preparation programs without content focused on opportunities around working successfully with multilingual students. This qualitative case study explores the implementation of online learning modules focused on engaging multilingual students and their families that were embedded into advanced leadership preparation coursework. Utilizing data (e.g., classwork, fieldnotes, semi-structured interviews) collected from 10 participants, findings include recommendations for stronger preparation on multilingual learners and flexible learning experiences that encourage the application of knowledge in professional practice.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"18 1","pages":"301 - 321"},"PeriodicalIF":0.8,"publicationDate":"2022-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49166485","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 : 2022-02-09DOI: 10.1177/19427751221076416
Daniel W. Eadens, Marjorie Ceballos
As the complexity of school and district contexts continue to evolve, there is a need to prepare leaders at various points along the leadership continuum. Through this survey research, we analyzed student perceptions of program effectiveness (N = 408) from 2013 to 2020 in one educational leadership program through the lens of student professional roles (e.g., teachers, instructional coaches, central office personnel). Results varied with instructional coaches demonstrating higher perceptions of effectiveness and central office personnel lower perceptions. Findings from this study could serve as the impetus for further research as educational leadership programs serve diverse educational leadership roles.
{"title":"Educational Leadership Preparation and Professional Roles: Are We Serving the Needs of Leadership Roles Along the Leadership Continuum?","authors":"Daniel W. Eadens, Marjorie Ceballos","doi":"10.1177/19427751221076416","DOIUrl":"https://doi.org/10.1177/19427751221076416","url":null,"abstract":"As the complexity of school and district contexts continue to evolve, there is a need to prepare leaders at various points along the leadership continuum. Through this survey research, we analyzed student perceptions of program effectiveness (N = 408) from 2013 to 2020 in one educational leadership program through the lens of student professional roles (e.g., teachers, instructional coaches, central office personnel). Results varied with instructional coaches demonstrating higher perceptions of effectiveness and central office personnel lower perceptions. Findings from this study could serve as the impetus for further research as educational leadership programs serve diverse educational leadership roles.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"18 1","pages":"277 - 300"},"PeriodicalIF":0.8,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44029873","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 : 2021-12-29DOI: 10.1177/19427751211069149
N. Rasmussen, Candace Raskin
This phenomenological study examined the racial identity development of Black and White men—aspiring school leaders—who had recently completed a principal preparation program as members of a racially diverse cohort of students. The principal preparation program was designed with an unapologetic emphasis on race and addressing issues of racism. The study found that making race and issues of racism a focal point of all curriculum and pedagogy increased participants’ racialized realization and produced Black and White male aspiring principals who felt prepared to lead schools through the lens of racial equity.
{"title":"Men’s Voices: Black and White Aspiring Principals Reflect on Their Preparation to be Racial Equity Leaders","authors":"N. Rasmussen, Candace Raskin","doi":"10.1177/19427751211069149","DOIUrl":"https://doi.org/10.1177/19427751211069149","url":null,"abstract":"This phenomenological study examined the racial identity development of Black and White men—aspiring school leaders—who had recently completed a principal preparation program as members of a racially diverse cohort of students. The principal preparation program was designed with an unapologetic emphasis on race and addressing issues of racism. The study found that making race and issues of racism a focal point of all curriculum and pedagogy increased participants’ racialized realization and produced Black and White male aspiring principals who felt prepared to lead schools through the lens of racial equity.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"18 1","pages":"228 - 252"},"PeriodicalIF":0.8,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47694976","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 : 2021-12-09DOI: 10.1177/19427751211062640
Timothy A. Drake, Laura Ivey, Lacey E. Seaton
In this case study, we explore how principal candidates made sense of their internship by analyzing their weekly reflections during a school year. We found that candidates’ views of leadership developed from viewing leadership solely through the lens of making decisions and providing direction, to recognizing that much of the work of a school leader came from building relationships and delegating leadership responsibilities. Candidates’ experiences managing student discipline, conducting classroom walkthroughs and teacher evaluations, and leading professional development and professional learning communities (PLCs) were especially developmental. We conclude with implications for preservice training programs and future research.
{"title":"Principal Candidates’ Reflective Learning During a Full-Time Internship","authors":"Timothy A. Drake, Laura Ivey, Lacey E. Seaton","doi":"10.1177/19427751211062640","DOIUrl":"https://doi.org/10.1177/19427751211062640","url":null,"abstract":"In this case study, we explore how principal candidates made sense of their internship by analyzing their weekly reflections during a school year. We found that candidates’ views of leadership developed from viewing leadership solely through the lens of making decisions and providing direction, to recognizing that much of the work of a school leader came from building relationships and delegating leadership responsibilities. Candidates’ experiences managing student discipline, conducting classroom walkthroughs and teacher evaluations, and leading professional development and professional learning communities (PLCs) were especially developmental. We conclude with implications for preservice training programs and future research.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"18 1","pages":"207 - 227"},"PeriodicalIF":0.8,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49369688","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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