Pub Date : 2021-10-26DOI: 10.1177/19427751211053560
Abebayehu Tekleselassie, Amaarah DeCuir
This empirical study of Ethiopia school leadership examines the nation’s leadership preparation programs through the lens of school leaders and a document analysis of national policies as well as narrated accounts of university preparation programs. To meet the expectations of the Millennium Development Goals of 2000, Ethiopia undertook significant education reforms including decentralizing educational governance while establishing a uniform, national curriculum for education leadership preparation, with content largely borrowed from the West. The findings of our study reveal that Ethiopian school leaders confront challenges specific to East African contexts such as addressing complications of abject poverty and multiple inequities, intense political scrutiny, while satisfying external political demands, and managing school operations with minimal resources. Using an asset-driven lens, we describe strategies and tools utilized by school leaders as they craft creative and indigenous solutions for local problems but are often overlooked in national preparation programs. As effective leadership programs are tethered to the local context, we sought to add the voices of Ethiopian leaders to increase the fit between preparation and work demands. At the same time, we advocate for widening the discourse of national policy reform to include local school improvement necessary to advance Ethiopia’s national education priorities.
{"title":"Implementers as Filters of Fit and Quality: Toward Indigenous and Locally Responsive Leadership Preparation Program in Ethiopia","authors":"Abebayehu Tekleselassie, Amaarah DeCuir","doi":"10.1177/19427751211053560","DOIUrl":"https://doi.org/10.1177/19427751211053560","url":null,"abstract":"This empirical study of Ethiopia school leadership examines the nation’s leadership preparation programs through the lens of school leaders and a document analysis of national policies as well as narrated accounts of university preparation programs. To meet the expectations of the Millennium Development Goals of 2000, Ethiopia undertook significant education reforms including decentralizing educational governance while establishing a uniform, national curriculum for education leadership preparation, with content largely borrowed from the West. The findings of our study reveal that Ethiopian school leaders confront challenges specific to East African contexts such as addressing complications of abject poverty and multiple inequities, intense political scrutiny, while satisfying external political demands, and managing school operations with minimal resources. Using an asset-driven lens, we describe strategies and tools utilized by school leaders as they craft creative and indigenous solutions for local problems but are often overlooked in national preparation programs. As effective leadership programs are tethered to the local context, we sought to add the voices of Ethiopian leaders to increase the fit between preparation and work demands. At the same time, we advocate for widening the discourse of national policy reform to include local school improvement necessary to advance Ethiopia’s national education priorities.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"18 1","pages":"181 - 206"},"PeriodicalIF":0.8,"publicationDate":"2021-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45818342","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 : 2021-10-26DOI: 10.1177/19427751211055087
Travis Lewis, Heidi Puckett, David J. Siegel
This article describes the incorporation of a pitch presentation early in a Doctor of Education (EdD) program to help pre-candidacy students develop a dissertation in practice topic that has the support of their workplace supervisor in the K-12 or higher education setting. Twenty participating EdD students conducted presentations to “pitch” their study idea to their workplace supervisors, who provided feedback and suggested adjustments to the research plan. Students reflected on the experience of preparing for, conducting, and receiving feedback on their pitch. Qualitative data analysis indicated students gained increased clarity and organization around their topic, as well as higher motivation.
{"title":"Making Our Pitch: Engaging Practitioner Supervisors in the Development of the Dissertation in Practice","authors":"Travis Lewis, Heidi Puckett, David J. Siegel","doi":"10.1177/19427751211055087","DOIUrl":"https://doi.org/10.1177/19427751211055087","url":null,"abstract":"This article describes the incorporation of a pitch presentation early in a Doctor of Education (EdD) program to help pre-candidacy students develop a dissertation in practice topic that has the support of their workplace supervisor in the K-12 or higher education setting. Twenty participating EdD students conducted presentations to “pitch” their study idea to their workplace supervisors, who provided feedback and suggested adjustments to the research plan. Students reflected on the experience of preparing for, conducting, and receiving feedback on their pitch. Qualitative data analysis indicated students gained increased clarity and organization around their topic, as well as higher motivation.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"18 1","pages":"159 - 180"},"PeriodicalIF":0.8,"publicationDate":"2021-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45342742","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 : 2021-09-06DOI: 10.1177/19427751211042060
C. Meyers, Meredith L. Wronowski, L. LaMonica
Educator leadership requires continuous development, including extended professional learning opportunities for principals in the field. This is also true for district leaders who likely have even fewer robust opportunities to grow professionally. We conducted a comparative interrupted time series of publicly available student achievement data from New Mexico to analyze the impact of a university-based organization that partners with district leaders to provide intensive professional learning opportunities for district leaders and school principals. We found positive impacts on student achievement in math and for English learners in English language arts. Implications for educator preparation and in-service programs are considered.
{"title":"Evidence That In-Service Professional Learning for Educational Leaders Matters","authors":"C. Meyers, Meredith L. Wronowski, L. LaMonica","doi":"10.1177/19427751211042060","DOIUrl":"https://doi.org/10.1177/19427751211042060","url":null,"abstract":"Educator leadership requires continuous development, including extended professional learning opportunities for principals in the field. This is also true for district leaders who likely have even fewer robust opportunities to grow professionally. We conducted a comparative interrupted time series of publicly available student achievement data from New Mexico to analyze the impact of a university-based organization that partners with district leaders to provide intensive professional learning opportunities for district leaders and school principals. We found positive impacts on student achievement in math and for English learners in English language arts. Implications for educator preparation and in-service programs are considered.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"18 1","pages":"103 - 131"},"PeriodicalIF":0.8,"publicationDate":"2021-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49591681","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 : 2021-07-31DOI: 10.1177/19427751211034214
A. Scallon, Travis J. Bristol, Joy Esboldt
Teacher turnover is associated with administrative leadership; however, there is an empirical gap in the practices that principals enact that influence teacher turnover. This article uses in-depth case studies and interviews with 32 teachers across two high-turnover and two low turnover middle schools in one large urban public school district to examine teachers’ perceptions of principals’ leadership practices. When compared to principals leading high-turnover schools, we found three common practices that characterized principals of low-turnover schools: (a) recognizing teachers as knowledgeable contributors, (b) clearly communicating the school’s vision around high-quality teaching, and (c) centering student learning.
{"title":"Teachers’ Perceptions of Principal Leadership Practices That Influence Teacher Turnover","authors":"A. Scallon, Travis J. Bristol, Joy Esboldt","doi":"10.1177/19427751211034214","DOIUrl":"https://doi.org/10.1177/19427751211034214","url":null,"abstract":"Teacher turnover is associated with administrative leadership; however, there is an empirical gap in the practices that principals enact that influence teacher turnover. This article uses in-depth case studies and interviews with 32 teachers across two high-turnover and two low turnover middle schools in one large urban public school district to examine teachers’ perceptions of principals’ leadership practices. When compared to principals leading high-turnover schools, we found three common practices that characterized principals of low-turnover schools: (a) recognizing teachers as knowledgeable contributors, (b) clearly communicating the school’s vision around high-quality teaching, and (c) centering student learning.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"18 1","pages":"80 - 102"},"PeriodicalIF":0.8,"publicationDate":"2021-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/19427751211034214","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43223462","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 : 2021-07-08DOI: 10.1177/19427751211029334
K. F. Vennebo, Marit Aas
This article focuses on the use of case-based instruction in the National School Leadership Program offered by universities in Norway. The research addresses the following research question: How can case-based instruction promote leadership learning when used in school leadership programs? The study demonstrates case-based instruction’s ability to create promising learning possibilities for leadership learning. Hence, to effectively use case-based instruction in formal school leadership programs, there is a need for more empirical research on case-based instruction in practice, especially related to case content, case organization and facilitation, case analysis, case application, and linking case-based instruction to authentic learning in schools.
{"title":"Case-based Instruction for Leadership Learning in the Norwegian National School Leadership Program","authors":"K. F. Vennebo, Marit Aas","doi":"10.1177/19427751211029334","DOIUrl":"https://doi.org/10.1177/19427751211029334","url":null,"abstract":"This article focuses on the use of case-based instruction in the National School Leadership Program offered by universities in Norway. The research addresses the following research question: How can case-based instruction promote leadership learning when used in school leadership programs? The study demonstrates case-based instruction’s ability to create promising learning possibilities for leadership learning. Hence, to effectively use case-based instruction in formal school leadership programs, there is a need for more empirical research on case-based instruction in practice, especially related to case content, case organization and facilitation, case analysis, case application, and linking case-based instruction to authentic learning in schools.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"18 1","pages":"63 - 79"},"PeriodicalIF":0.8,"publicationDate":"2021-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/19427751211029334","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49138441","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 : 2021-06-02DOI: 10.1177/19427751211022028
Gillian Judson
This conceptual and practical paper aims to expand understanding of imagination in ways that have direct implications for leadership education and research. First, imagination is conceptualized as soil, an analogy that can address misconceptions about imagination and broaden understanding of the multiple ways it contributes to leadership. Next, an educational theory called Imaginative Education (IE) is introduced that offers theoretical understanding of imagination and practical tools for its development. Finally, what imagination yields in terms of individual and collective leadership processes is described along with specific “cognitive tools” that may be used to cultivate imagination in school leadership.
{"title":"Cultivating Leadership Imagination with Cognitive Tools: An Imagination-Focused Approach to Leadership Education","authors":"Gillian Judson","doi":"10.1177/19427751211022028","DOIUrl":"https://doi.org/10.1177/19427751211022028","url":null,"abstract":"This conceptual and practical paper aims to expand understanding of imagination in ways that have direct implications for leadership education and research. First, imagination is conceptualized as soil, an analogy that can address misconceptions about imagination and broaden understanding of the multiple ways it contributes to leadership. Next, an educational theory called Imaginative Education (IE) is introduced that offers theoretical understanding of imagination and practical tools for its development. Finally, what imagination yields in terms of individual and collective leadership processes is described along with specific “cognitive tools” that may be used to cultivate imagination in school leadership.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"18 1","pages":"40 - 62"},"PeriodicalIF":0.8,"publicationDate":"2021-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/19427751211022028","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47371383","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 : 2021-05-28DOI: 10.1177/19427751211018498
K. Melloy, Amie B. Cieminski, Todd H. Sundeen
Educational leaders are expected to lead schools for increased outcomes for all students. Effective leadership of inclusive schools requires certain skills and dispositions. However, many principals do not have background in special education and there is criticism that educational leadership preparation programs are inadequately preparing aspiring school leaders. In this study, we surveyed graduate students in a leadership preparation program to understand their perceptions of their knowledge and skills related to leading inclusive schools. The results of the study contribute to the body of research regarding curricular and experiential changes needed in preparation programs to prepare leaders for inclusive schools.
{"title":"Accepting Educational Responsibility: Preparing Administrators to Lead Inclusive Schools","authors":"K. Melloy, Amie B. Cieminski, Todd H. Sundeen","doi":"10.1177/19427751211018498","DOIUrl":"https://doi.org/10.1177/19427751211018498","url":null,"abstract":"Educational leaders are expected to lead schools for increased outcomes for all students. Effective leadership of inclusive schools requires certain skills and dispositions. However, many principals do not have background in special education and there is criticism that educational leadership preparation programs are inadequately preparing aspiring school leaders. In this study, we surveyed graduate students in a leadership preparation program to understand their perceptions of their knowledge and skills related to leading inclusive schools. The results of the study contribute to the body of research regarding curricular and experiential changes needed in preparation programs to prepare leaders for inclusive schools.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"17 1","pages":"358 - 382"},"PeriodicalIF":0.8,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/19427751211018498","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42411362","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 : 2021-05-25DOI: 10.1177/19427751211017595
Karla Scornavacco, M. Kelly, Alison G. Boardman
This study bridges teacher leadership research with principles of co-design in an effort to understand teachers’ experiences with co-design as a process of teacher leadership and its implications for strengthening teacher leadership development efforts. Using qualitative data from a multi-year co-design research project aimed at developing curricular materials, we explore how co-design aligns with and promotes multiple dimensions of teacher leadership. Findings revealed that teachers not only engaged in a process that shaped how they saw themselves as leaders, but also that critical elements of co-design promoted teacher leadership enactment.
{"title":"Leading with Curricular Co-Design: An Exploration of Teacher Leadership Through the Co-Design Process","authors":"Karla Scornavacco, M. Kelly, Alison G. Boardman","doi":"10.1177/19427751211017595","DOIUrl":"https://doi.org/10.1177/19427751211017595","url":null,"abstract":"This study bridges teacher leadership research with principles of co-design in an effort to understand teachers’ experiences with co-design as a process of teacher leadership and its implications for strengthening teacher leadership development efforts. Using qualitative data from a multi-year co-design research project aimed at developing curricular materials, we explore how co-design aligns with and promotes multiple dimensions of teacher leadership. Findings revealed that teachers not only engaged in a process that shaped how they saw themselves as leaders, but also that critical elements of co-design promoted teacher leadership enactment.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"17 1","pages":"333 - 357"},"PeriodicalIF":0.8,"publicationDate":"2021-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/19427751211017595","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47634546","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 : 2021-05-24DOI: 10.1177/19427751211014920
B. Gimbert, Dustin Miller, Emily Herman, Meghan Breedlove, Citlali E. Molina
As professionals charged with fostering student learning and well-being, educators—school leaders, teachers, school counselors, pre-service teachers—should demonstrate social emotional competence. In this study, we apply the Collaborative for Academic, Social, and Emotional Learning’s framework—self-awareness, self-management, social awareness, relationship skills, responsible decision-making—to ascertain what we know from scholarship about educators’ SEL competence. We conclude with guiding principles for training programs and professional learning opportunities for strengthening educators’ understanding of their own SEL to improve daily pedagogical practice and ensure each school-wide initiative around SEL drives seamless strategies for attaining school improvement outcomes.
{"title":"Social Emotional Learning in Schools: The Importance of Educator Competence","authors":"B. Gimbert, Dustin Miller, Emily Herman, Meghan Breedlove, Citlali E. Molina","doi":"10.1177/19427751211014920","DOIUrl":"https://doi.org/10.1177/19427751211014920","url":null,"abstract":"As professionals charged with fostering student learning and well-being, educators—school leaders, teachers, school counselors, pre-service teachers—should demonstrate social emotional competence. In this study, we apply the Collaborative for Academic, Social, and Emotional Learning’s framework—self-awareness, self-management, social awareness, relationship skills, responsible decision-making—to ascertain what we know from scholarship about educators’ SEL competence. We conclude with guiding principles for training programs and professional learning opportunities for strengthening educators’ understanding of their own SEL to improve daily pedagogical practice and ensure each school-wide initiative around SEL drives seamless strategies for attaining school improvement outcomes.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"18 1","pages":"3 - 39"},"PeriodicalIF":0.8,"publicationDate":"2021-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/19427751211014920","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43076062","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 : 2021-05-14DOI: 10.1177/19427751211015420
David E. DeMatthews, Carlyn O. Mueller
Researchers in special education and educational leadership have engaged in collective efforts to highlight the critical role of the principal when it comes to creating inclusive schools for students with disabilities. Primarily, research and prescriptive writings have focused on a set of school improvement practices tailored to creating systems, interventions, and teaching practices that support inclusion. However, much of this scholarship has overlooked the importance of disability identity development. In this article, we review leadership practices that support inclusion with a focus on how principals can foster a school that supports positive disability identity development through a social model perspective.
{"title":"Principal Leadership for Inclusion: Supporting Positive Student Identity Development for Students with Disabilities","authors":"David E. DeMatthews, Carlyn O. Mueller","doi":"10.1177/19427751211015420","DOIUrl":"https://doi.org/10.1177/19427751211015420","url":null,"abstract":"Researchers in special education and educational leadership have engaged in collective efforts to highlight the critical role of the principal when it comes to creating inclusive schools for students with disabilities. Primarily, research and prescriptive writings have focused on a set of school improvement practices tailored to creating systems, interventions, and teaching practices that support inclusion. However, much of this scholarship has overlooked the importance of disability identity development. In this article, we review leadership practices that support inclusion with a focus on how principals can foster a school that supports positive disability identity development through a social model perspective.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"17 1","pages":"315 - 332"},"PeriodicalIF":0.8,"publicationDate":"2021-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/19427751211015420","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43243091","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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