Pub Date : 2021-05-05DOI: 10.1177/19427751211013853
R. Geesa, Kat R. McConnell, Rebecca D. Brown
Candidates who pursue a Doctor of Education (EdD) often have a unique set of challenges as these candidates typically hold professional leadership roles in schools, districts, or organizations while taking courses and completing a dissertation. EdD candidates may benefit from participating in a mentoring relationship to gain social, emotional, academic, and career readiness support. In this paper, we explore perceptions of an EdD mentoring program related to sustainability, networking, and expected outcomes of their current mentoring opportunities. Perceptions of mentors’ and mentees’ self-efficacy, readiness, and progress are also studied in order to better support candidates in completing the doctoral program.
{"title":"Mentorship for Doctor of Education Candidates: Exploring Sustainability, Networking, and Expected Outcomes within a Mentoring Program","authors":"R. Geesa, Kat R. McConnell, Rebecca D. Brown","doi":"10.1177/19427751211013853","DOIUrl":"https://doi.org/10.1177/19427751211013853","url":null,"abstract":"Candidates who pursue a Doctor of Education (EdD) often have a unique set of challenges as these candidates typically hold professional leadership roles in schools, districts, or organizations while taking courses and completing a dissertation. EdD candidates may benefit from participating in a mentoring relationship to gain social, emotional, academic, and career readiness support. In this paper, we explore perceptions of an EdD mentoring program related to sustainability, networking, and expected outcomes of their current mentoring opportunities. Perceptions of mentors’ and mentees’ self-efficacy, readiness, and progress are also studied in order to better support candidates in completing the doctoral program.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"17 1","pages":"291 - 309"},"PeriodicalIF":0.8,"publicationDate":"2021-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/19427751211013853","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42315775","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 : 2021-03-20DOI: 10.1177/19427751211002229
Tomika L. Ferguson, Risha R. Berry, J. Collins
Black women faculty represent a small percentage of full-time faculty in higher education and are often invisible, marginalized, and expected to perform duties beyond teaching, research, and service. Yet, their success in higher education positions them as possibility models for change on their campuses. The purpose of this study is to investigate the experiences of three Black women faculty who teach in graduate education programs. Specifically, we examined how teaching using culturally relevant practices may cause Black women faculty to negotiate their identity within higher education organizational structures. Using a theoretical framework informed by Black feminism and the Culturally Relevant Leadership Learning Model, three salient themes were identified: roles and responsibilities, resistance, and limitations within the academy. Implications for practice include the creation of identity specific support for Black women faculty and attention be given to faculty and student readiness prior to engaging in culturally relevant practices beyond critical self-reflection.
{"title":"“Where is Our Space Within this Ivory Tower?” The Teaching Experiences of Black Women Faculty in Education Programs","authors":"Tomika L. Ferguson, Risha R. Berry, J. Collins","doi":"10.1177/19427751211002229","DOIUrl":"https://doi.org/10.1177/19427751211002229","url":null,"abstract":"Black women faculty represent a small percentage of full-time faculty in higher education and are often invisible, marginalized, and expected to perform duties beyond teaching, research, and service. Yet, their success in higher education positions them as possibility models for change on their campuses. The purpose of this study is to investigate the experiences of three Black women faculty who teach in graduate education programs. Specifically, we examined how teaching using culturally relevant practices may cause Black women faculty to negotiate their identity within higher education organizational structures. Using a theoretical framework informed by Black feminism and the Culturally Relevant Leadership Learning Model, three salient themes were identified: roles and responsibilities, resistance, and limitations within the academy. Implications for practice include the creation of identity specific support for Black women faculty and attention be given to faculty and student readiness prior to engaging in culturally relevant practices beyond critical self-reflection.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"16 1","pages":"140 - 157"},"PeriodicalIF":0.8,"publicationDate":"2021-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/19427751211002229","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49428327","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 : 2021-03-16DOI: 10.1177/19427751211002220
N. Arnold, Azadeh F. Osanloo, Whitney Sherman Newcomb
This article examines the costs faculty pay to gain status and security in the academy. Academics receive salaries for their work, but also “pay taxes” in order to maintain a positive trajectory toward the ultimate “prize”—promotion and tenure (PT). The psychology of narrative method is used to examine the articulation of the PT process for two Black faculty in educational leadership. Findings offer that the taxes assessed are: credibility tax, leading edge tax, group status tax, and retaliation tax. Narratives culminate in a discussion of the academic labor costs and racial battle fatigue of justice work for Black faculty.
{"title":"Paying Professional Taxes for Promotion and Tenure: The Costs of Justice Work for Black Faculty","authors":"N. Arnold, Azadeh F. Osanloo, Whitney Sherman Newcomb","doi":"10.1177/19427751211002220","DOIUrl":"https://doi.org/10.1177/19427751211002220","url":null,"abstract":"This article examines the costs faculty pay to gain status and security in the academy. Academics receive salaries for their work, but also “pay taxes” in order to maintain a positive trajectory toward the ultimate “prize”—promotion and tenure (PT). The psychology of narrative method is used to examine the articulation of the PT process for two Black faculty in educational leadership. Findings offer that the taxes assessed are: credibility tax, leading edge tax, group status tax, and retaliation tax. Narratives culminate in a discussion of the academic labor costs and racial battle fatigue of justice work for Black faculty.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"16 1","pages":"122 - 139"},"PeriodicalIF":0.8,"publicationDate":"2021-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/19427751211002220","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46125303","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 : 2021-03-16DOI: 10.1177/19427751211002234
Robin Henrikson
Evaluating the superintendent is the paramount duty of the school board. Current evaluation practices are inconsistent and meaningless for providing effective feedback. The researcher was interested in understanding this issue from the school board’s perspective. Research questions addressed were: (1) What current evaluation practices exist? (2) What further training and support do school board members need? and (3) How does a school board member’s relationship with the superintendent affect their perception of the superintendent evaluation? In this qualitative study, findings confirm inadequate and inconsistent evaluation practices and a desire for ongoing support in evaluation training.
{"title":"Reflections on School Board Evaluation Practices to Support Meaningful Feedback for Superintendent Growth and Improvement","authors":"Robin Henrikson","doi":"10.1177/19427751211002234","DOIUrl":"https://doi.org/10.1177/19427751211002234","url":null,"abstract":"Evaluating the superintendent is the paramount duty of the school board. Current evaluation practices are inconsistent and meaningless for providing effective feedback. The researcher was interested in understanding this issue from the school board’s perspective. Research questions addressed were: (1) What current evaluation practices exist? (2) What further training and support do school board members need? and (3) How does a school board member’s relationship with the superintendent affect their perception of the superintendent evaluation? In this qualitative study, findings confirm inadequate and inconsistent evaluation practices and a desire for ongoing support in evaluation training.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"17 1","pages":"265 - 290"},"PeriodicalIF":0.8,"publicationDate":"2021-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/19427751211002234","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47976866","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 : 2021-03-12DOI: 10.1177/19427751211002223
René O. Guillaume
Through the use of Twale et al.’s model of socialization of graduate students, this study sought to better understand the experiences of graduates from an educational leadership and administration program and the influence faculty have on the knowledge acquisition needed to create socially just educational communities. Graduate programs must be critical of the responsibility faculty have in preparing graduates capable of creating socially just educational communities, in particular as they enter educational settings that are the most diverse in U.S. history. Through the use of phenomenological inquiry, interviews with 10 participants revealed three themes: (a) Faculty Connection and Department Culture, (b) Social Justice Curriculum; and (c) Social Justice Pedagogy and Instruction. Implications for research and practice are discussed and center on graduate students, faculty, and departments of educational leadership and administration.
{"title":"Formal Knowledge Acquisition and Socialization to Educational Leadership by Program Graduates: The Intersection of Social Justice and the Role of Program Faculty","authors":"René O. Guillaume","doi":"10.1177/19427751211002223","DOIUrl":"https://doi.org/10.1177/19427751211002223","url":null,"abstract":"Through the use of Twale et al.’s model of socialization of graduate students, this study sought to better understand the experiences of graduates from an educational leadership and administration program and the influence faculty have on the knowledge acquisition needed to create socially just educational communities. Graduate programs must be critical of the responsibility faculty have in preparing graduates capable of creating socially just educational communities, in particular as they enter educational settings that are the most diverse in U.S. history. Through the use of phenomenological inquiry, interviews with 10 participants revealed three themes: (a) Faculty Connection and Department Culture, (b) Social Justice Curriculum; and (c) Social Justice Pedagogy and Instruction. Implications for research and practice are discussed and center on graduate students, faculty, and departments of educational leadership and administration.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"16 1","pages":"107 - 121"},"PeriodicalIF":0.8,"publicationDate":"2021-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/19427751211002223","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46132651","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 : 2021-03-11DOI: 10.1177/19427751211002226
Soribel Genao
To collectively engage future administrators in reforming culturally responsive practices that have been traditionally understood from socially just approaches, principal preparation programs must embed curricula that is utilized beyond the classroom. In this article, I reflect on the rap group Migos’ popularized phrase “do it for the culture” and contend that doing it for culturally responsive leadership will carry out actions that benefit the shared culture of teaching and learning that represents all teachers and students equitably. A consistent idea that permeates within the field is that a course(s) will prescribe the adequate tools on what to do instead of how to be cultural responsible. Utilizing the role of reflexivity, this case study offered six themes that stemmed from session discussions. The themes that arose were: (1) Interpretations of Cultural Responsiveness, (2) Culturally responsive is what you are not what you do, (3) Self-identity is recognized, (4) Learned the community diversity, (5) Celebrate all, and (6) Practice by disruption. The personal reflections illuminate the significance of relationships between the faculty researcher, future administrators, communities, the effortless disposition of the insider-researcher, and the intricacy of developing the narrative research that promotes culturally responsiveness.
{"title":"Doing it for Culturally Responsive School Leadership: Utilizing Reflexivity from Preparation to Practice","authors":"Soribel Genao","doi":"10.1177/19427751211002226","DOIUrl":"https://doi.org/10.1177/19427751211002226","url":null,"abstract":"To collectively engage future administrators in reforming culturally responsive practices that have been traditionally understood from socially just approaches, principal preparation programs must embed curricula that is utilized beyond the classroom. In this article, I reflect on the rap group Migos’ popularized phrase “do it for the culture” and contend that doing it for culturally responsive leadership will carry out actions that benefit the shared culture of teaching and learning that represents all teachers and students equitably. A consistent idea that permeates within the field is that a course(s) will prescribe the adequate tools on what to do instead of how to be cultural responsible. Utilizing the role of reflexivity, this case study offered six themes that stemmed from session discussions. The themes that arose were: (1) Interpretations of Cultural Responsiveness, (2) Culturally responsive is what you are not what you do, (3) Self-identity is recognized, (4) Learned the community diversity, (5) Celebrate all, and (6) Practice by disruption. The personal reflections illuminate the significance of relationships between the faculty researcher, future administrators, communities, the effortless disposition of the insider-researcher, and the intricacy of developing the narrative research that promotes culturally responsiveness.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"16 1","pages":"158 - 170"},"PeriodicalIF":0.8,"publicationDate":"2021-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/19427751211002226","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45090578","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 : 2021-03-01DOI: 10.1177/1942775119858638
Gail F. Latta
The essence of authentic leadership is alignment of actions with an identity grounded in the “true self.” Theoretically, achieving such alignment requires self-awareness of discrepancies between current leadership capacity and elements of aspirational identity. Using personal constructs psychology, this study explores evidence that doctoral education serves as a catalyst for developing authentic leader identity. Repertory grid technique was used to elicit the implicit leadership theories of students enrolled in their first and final Leadership Core courses in an interdisciplinary doctoral program. Data analysis revealed significant differences in the complexity and integration, but not differentiation of leader identity.
{"title":"Eliciting the True Self: The Effects of Doctoral Education on Students’ Implicit Leadership Theories and Authentic Leader Identity Development","authors":"Gail F. Latta","doi":"10.1177/1942775119858638","DOIUrl":"https://doi.org/10.1177/1942775119858638","url":null,"abstract":"The essence of authentic leadership is alignment of actions with an identity grounded in the “true self.” Theoretically, achieving such alignment requires self-awareness of discrepancies between current leadership capacity and elements of aspirational identity. Using personal constructs psychology, this study explores evidence that doctoral education serves as a catalyst for developing authentic leader identity. Repertory grid technique was used to elicit the implicit leadership theories of students enrolled in their first and final Leadership Core courses in an interdisciplinary doctoral program. Data analysis revealed significant differences in the complexity and integration, but not differentiation of leader identity.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"16 1","pages":"30 - 56"},"PeriodicalIF":0.8,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1942775119858638","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49141377","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 : 2021-02-01DOI: 10.1177/1942775121990054
Suetania Emmanuel, Clinton A. Valley
Effective leadership is foundational to the success of all organizations. This qualitative case study aimed to explore exemplary principal leadership in the United States Virgin Islands (USVI). The study was based on Kouzes and Posner’s model of exemplary leadership. Interviews were held with school principals, teachers, and nonteaching staff members in three schools in USVI. The principal leaders in the USVI were found to exhibit the five practices of exemplary leadership as postulated by Kouzes and Posner. The study recommends that the Education department in USVI should develop guidelines and professional development opportunities to enhance exemplary leadership practices among principals.
{"title":"A Qualitative Case Study of Exemplary Principal Leadership in the United States Virgin Islands: An Application of Kouzes and Posner’s Five Practices of Exemplary Leadership","authors":"Suetania Emmanuel, Clinton A. Valley","doi":"10.1177/1942775121990054","DOIUrl":"https://doi.org/10.1177/1942775121990054","url":null,"abstract":"Effective leadership is foundational to the success of all organizations. This qualitative case study aimed to explore exemplary principal leadership in the United States Virgin Islands (USVI). The study was based on Kouzes and Posner’s model of exemplary leadership. Interviews were held with school principals, teachers, and nonteaching staff members in three schools in USVI. The principal leaders in the USVI were found to exhibit the five practices of exemplary leadership as postulated by Kouzes and Posner. The study recommends that the Education department in USVI should develop guidelines and professional development opportunities to enhance exemplary leadership practices among principals.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"17 1","pages":"243 - 264"},"PeriodicalIF":0.8,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1942775121990054","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48413452","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 : 2020-12-01DOI: 10.1177/1942775120962283
{"title":"How JRLE is Grappling With the Nation’s Current Issues","authors":"","doi":"10.1177/1942775120962283","DOIUrl":"https://doi.org/10.1177/1942775120962283","url":null,"abstract":"","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"15 1","pages":"239 - 240"},"PeriodicalIF":0.8,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1942775120962283","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43240929","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 : 2020-12-01DOI: 10.1177/1942775119838308
David E. DeMatthews, Stephen Kotok, A. Serafini
This qualitative study examines the preservice learning experiences of principals who created inclusive schools for students with disabilities. Two research questions guided the study: (1) How do successful principals describe their university-based principal preparation in the area of special education as well as leading inclusive schools for students with disabilities? and (2) What are the leadership practices, skills, and beliefs principals identify that are central to leading special education and inclusive reforms and how were they learned? Findings focus on principal beliefs and values, knowledge and expertise, and instructional leadership practices. The article concludes with implications for leadership preparation programs.
{"title":"Leadership Preparation for Special Education and Inclusive Schools: Beliefs and Recommendations From Successful Principals","authors":"David E. DeMatthews, Stephen Kotok, A. Serafini","doi":"10.1177/1942775119838308","DOIUrl":"https://doi.org/10.1177/1942775119838308","url":null,"abstract":"This qualitative study examines the preservice learning experiences of principals who created inclusive schools for students with disabilities. Two research questions guided the study: (1) How do successful principals describe their university-based principal preparation in the area of special education as well as leading inclusive schools for students with disabilities? and (2) What are the leadership practices, skills, and beliefs principals identify that are central to leading special education and inclusive reforms and how were they learned? Findings focus on principal beliefs and values, knowledge and expertise, and instructional leadership practices. The article concludes with implications for leadership preparation programs.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"15 1","pages":"303 - 329"},"PeriodicalIF":0.8,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1942775119838308","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45165360","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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