Pub Date : 2020-12-01DOI: 10.1177/1942775119838301
R. Garver, T. Maloney
This article documents two professors’ inquiry into a lesson on supervising for equity in a supervisor preparation course. Through an iterative process of lesson design, lesson implementation, analysis of student work, and pedagogical discussion, we refine the lesson. Our study sheds light on the potential challenges of preparing supervisors to promote equity, offers pedagogical insights to leadership programs invested in instilling a commitment to social justice, and reflects the promise of collaborative faculty inquiry for curriculum development. The study contains implications for educational leadership faculty and program coordinators as well as facilitators of professional development for school leaders.
{"title":"Redefining Supervision: A Joint Inquiry Into Preparing School-Based Leaders to Supervise for Equity","authors":"R. Garver, T. Maloney","doi":"10.1177/1942775119838301","DOIUrl":"https://doi.org/10.1177/1942775119838301","url":null,"abstract":"This article documents two professors’ inquiry into a lesson on supervising for equity in a supervisor preparation course. Through an iterative process of lesson design, lesson implementation, analysis of student work, and pedagogical discussion, we refine the lesson. Our study sheds light on the potential challenges of preparing supervisors to promote equity, offers pedagogical insights to leadership programs invested in instilling a commitment to social justice, and reflects the promise of collaborative faculty inquiry for curriculum development. The study contains implications for educational leadership faculty and program coordinators as well as facilitators of professional development for school leaders.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"15 1","pages":"330 - 355"},"PeriodicalIF":0.8,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1942775119838301","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42364296","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: 10.1177/1942775119829887
René O. Guillaume, Magdalena S. Saiz, Adam García Amador
Situated within PK-12 school settings is the most diverse student population this nation has seen. Concern regarding the preparedness of those at the forefront of education bestows the task to educational leadership programs of developing leaders ready to address social justice issues. This study highlights how graduates from one educational leadership program relied on their academic knowledge and applied critical leadership to operationalize social justice praxis. Utilizing a phenomenological approach, 10 semi-structured interviews revealed three themes. Findings suggest educational leadership programs reflect their mission of social justice values through their curriculum to prepare educational leaders for sustainable change.
{"title":"Prepared to Lead: Educational Leadership Graduates as Catalysts for Social Justice Praxis","authors":"René O. Guillaume, Magdalena S. Saiz, Adam García Amador","doi":"10.1177/1942775119829887","DOIUrl":"https://doi.org/10.1177/1942775119829887","url":null,"abstract":"Situated within PK-12 school settings is the most diverse student population this nation has seen. Concern regarding the preparedness of those at the forefront of education bestows the task to educational leadership programs of developing leaders ready to address social justice issues. This study highlights how graduates from one educational leadership program relied on their academic knowledge and applied critical leadership to operationalize social justice praxis. Utilizing a phenomenological approach, 10 semi-structured interviews revealed three themes. Findings suggest educational leadership programs reflect their mission of social justice values through their curriculum to prepare educational leaders for sustainable change.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"15 1","pages":"283 - 302"},"PeriodicalIF":0.8,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1942775119829887","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43646160","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: 10.1177/1942775119845004
Kay M. Cunningham, Chad R. Lochmiller
Principals are increasingly called upon to support effective instruction and student learning across content areas. Content and process standards emphasize the need for leadership that addresses teachers’ pedagogical and content understandings. The purpose of this article is to conceptualize content-specific leadership in mathematics and science for considerations for preparation programs through a systematic literature review. Prior research suggests both the importance of leadership development related to content-specific leadership practices and the possibilities associated with distributed leadership models aimed at the improvement of mathematics and science instruction. Specifically, leadership preparation programs must equip and support principals to make strategic school-based investments in mathematics and science instruction.
{"title":"Content-Specific Leadership: Identifying Literature-Based Implications for Principal Preparation","authors":"Kay M. Cunningham, Chad R. Lochmiller","doi":"10.1177/1942775119845004","DOIUrl":"https://doi.org/10.1177/1942775119845004","url":null,"abstract":"Principals are increasingly called upon to support effective instruction and student learning across content areas. Content and process standards emphasize the need for leadership that addresses teachers’ pedagogical and content understandings. The purpose of this article is to conceptualize content-specific leadership in mathematics and science for considerations for preparation programs through a systematic literature review. Prior research suggests both the importance of leadership development related to content-specific leadership practices and the possibilities associated with distributed leadership models aimed at the improvement of mathematics and science instruction. Specifically, leadership preparation programs must equip and support principals to make strategic school-based investments in mathematics and science instruction.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"15 1","pages":"261 - 282"},"PeriodicalIF":0.8,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1942775119845004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42482480","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 : 2020-11-28DOI: 10.1177/1942775120976705
Noelle A. Paufler, Miriam D. Ezzani, Elizabeth T. Murakami, Jesika Viamontes Quintero, Barbara L. Pazey
This study examines students’ perceptions of an Educational Leadership Doctoral Program’s redesign, based on a multi-criteria framework that informed the program’s core values and beliefs to prepare students to: (a) lead learning organizations; (b) engage ethically with the community; (c) advocate for diversity, equity, and inclusion; and (d) develop theory-to-practice solutions. Student voices are expressed through surveys and focus group interviews. Student perceptions of the core values and beliefs were reflected in their experiences. The program evaluation was significant as a critical review of the redesign informing both faculty and students about areas still in need of continuous improvement.
{"title":"Educational Leadership Doctoral Program Evaluation: Student Voice as the Litmus Test","authors":"Noelle A. Paufler, Miriam D. Ezzani, Elizabeth T. Murakami, Jesika Viamontes Quintero, Barbara L. Pazey","doi":"10.1177/1942775120976705","DOIUrl":"https://doi.org/10.1177/1942775120976705","url":null,"abstract":"This study examines students’ perceptions of an Educational Leadership Doctoral Program’s redesign, based on a multi-criteria framework that informed the program’s core values and beliefs to prepare students to: (a) lead learning organizations; (b) engage ethically with the community; (c) advocate for diversity, equity, and inclusion; and (d) develop theory-to-practice solutions. Student voices are expressed through surveys and focus group interviews. Student perceptions of the core values and beliefs were reflected in their experiences. The program evaluation was significant as a critical review of the redesign informing both faculty and students about areas still in need of continuous improvement.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"17 1","pages":"215 - 242"},"PeriodicalIF":0.8,"publicationDate":"2020-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1942775120976705","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49212975","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 : 2020-11-04DOI: 10.1177/1942775120968593
Michael W. Harvey, Joey A. Fleck, Mark D. Threeton
The position of the career and technical education (CTE) administrator is generally well-known but the multitude of tasks (e.g., management/leadership) are not widely understood by those outside CTE. The purpose of this study was to operationalize and establish a set of knowledge and skill core competencies (KSCC) nested in specific focus areas for CTE leadership training in Pennsylvania. The study used triangulated multi-method research procedures to establish consensus. The resulting KSCC frame standards for CTE leadership training for administrator candidates in Pennsylvania and can be used to establish a national skill set. The KSCC compliments the NELP (2018) Standards.
{"title":"Triangulated Research Methods to Operationalize Career and Technical Education Administrator Knowledge and Skill Core Competencies in Pennsylvania","authors":"Michael W. Harvey, Joey A. Fleck, Mark D. Threeton","doi":"10.1177/1942775120968593","DOIUrl":"https://doi.org/10.1177/1942775120968593","url":null,"abstract":"The position of the career and technical education (CTE) administrator is generally well-known but the multitude of tasks (e.g., management/leadership) are not widely understood by those outside CTE. The purpose of this study was to operationalize and establish a set of knowledge and skill core competencies (KSCC) nested in specific focus areas for CTE leadership training in Pennsylvania. The study used triangulated multi-method research procedures to establish consensus. The resulting KSCC frame standards for CTE leadership training for administrator candidates in Pennsylvania and can be used to establish a national skill set. The KSCC compliments the NELP (2018) Standards.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"17 1","pages":"181 - 210"},"PeriodicalIF":0.8,"publicationDate":"2020-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1942775120968593","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46158201","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 : 2020-10-16DOI: 10.1177/1942775120964821
Miguel M. Gonzales, Dana L. Bickmore, Maria B. Roberts
This study examines what aspiring principal candidates in one university-based preparation program learned as a result of developing and implementing a school improvement plan. A case study approach was used to examine 53 aspiring principals’ reports of what they learned from implementing school improvement plans. Findings revealed three significant themes: (1) the importance of collaboratively engaging the participants of the school improvement plan; (2) the essential need of establishing relationships; and (3) understanding the significance and impact of data-driven decisions. Findings can inform leadership preparation programs to redirect coursework that will help aspiring principals improve leadership skills.
{"title":"Implementing School Improvement Plans: Perceptions and Implications of Aspiring Principals for Educational Leadership Programs","authors":"Miguel M. Gonzales, Dana L. Bickmore, Maria B. Roberts","doi":"10.1177/1942775120964821","DOIUrl":"https://doi.org/10.1177/1942775120964821","url":null,"abstract":"This study examines what aspiring principal candidates in one university-based preparation program learned as a result of developing and implementing a school improvement plan. A case study approach was used to examine 53 aspiring principals’ reports of what they learned from implementing school improvement plans. Findings revealed three significant themes: (1) the importance of collaboratively engaging the participants of the school improvement plan; (2) the essential need of establishing relationships; and (3) understanding the significance and impact of data-driven decisions. Findings can inform leadership preparation programs to redirect coursework that will help aspiring principals improve leadership skills.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"17 1","pages":"160 - 180"},"PeriodicalIF":0.8,"publicationDate":"2020-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1942775120964821","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43390978","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 : 2020-10-09DOI: 10.1177/1942775120962148
R. Geesa, K. Stith, M. Rose
Higher education institutions in the United States with graduate-level educational leadership programs traditionally do not offer professional learning opportunities in integrative STEM education. The objective of this paper is to share our journey to prepare and implement a course designed for P-12 educational leaders to build knowledge and skills to lead impactful integrative STEM programming. Results of the demand survey indicated a high amount of interest in an integrative STEM education course. Findings from interviews and the modified Delphi study informed our decisions for the development, objectives, assessments, and outcomes of the course to enhance integrative STEM culture in educational settings.
{"title":"Preparing School and District Leaders for Success in Developing and Facilitating Integrative STEM in Higher Education","authors":"R. Geesa, K. Stith, M. Rose","doi":"10.1177/1942775120962148","DOIUrl":"https://doi.org/10.1177/1942775120962148","url":null,"abstract":"Higher education institutions in the United States with graduate-level educational leadership programs traditionally do not offer professional learning opportunities in integrative STEM education. The objective of this paper is to share our journey to prepare and implement a course designed for P-12 educational leaders to build knowledge and skills to lead impactful integrative STEM programming. Results of the demand survey indicated a high amount of interest in an integrative STEM education course. Findings from interviews and the modified Delphi study informed our decisions for the development, objectives, assessments, and outcomes of the course to enhance integrative STEM culture in educational settings.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"17 1","pages":"139 - 159"},"PeriodicalIF":0.8,"publicationDate":"2020-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1942775120962148","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45877479","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 : 2020-08-06DOI: 10.1177/1942775120947460
Davis Clement, M. Thornton, Trevor Doiron, Michelle D. Young, D. Eddy-Spicer, Frank Perrone, Daniel W. Player
Characteristics that contribute to successful redesign and launch of principal preparation programs may be understood collectively as the capacity of those programs. A model of capacity for redesign of principal preparation programs should strike a balance between the technical and professional aspects of teaching and leadership and the cultural and relational aspects of organizations. We surveyed a national sample of program directors and interviewed a purposive sample of those in the midst of redesigning their programs to arrive at a framework of the tools and raw materials programs need to meet the new demands of principal preparation.
{"title":"Program Capacity for Redesign in Educational Leadership Preparation","authors":"Davis Clement, M. Thornton, Trevor Doiron, Michelle D. Young, D. Eddy-Spicer, Frank Perrone, Daniel W. Player","doi":"10.1177/1942775120947460","DOIUrl":"https://doi.org/10.1177/1942775120947460","url":null,"abstract":"Characteristics that contribute to successful redesign and launch of principal preparation programs may be understood collectively as the capacity of those programs. A model of capacity for redesign of principal preparation programs should strike a balance between the technical and professional aspects of teaching and leadership and the cultural and relational aspects of organizations. We surveyed a national sample of program directors and interviewed a purposive sample of those in the midst of redesigning their programs to arrive at a framework of the tools and raw materials programs need to meet the new demands of principal preparation.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"17 1","pages":"109 - 133"},"PeriodicalIF":0.8,"publicationDate":"2020-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1942775120947460","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43711228","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 : 2020-07-29DOI: 10.1177/1942775120945356
M. Thornton, Maysaa Barakat, Ain A. Grooms, L. Locke, Daniel Reyes-Guerra
This qualitative study describes and interprets how two educational leadership programs, participants in the UCEA (University Council for Educational Administration) Program Design Network Improvement Community, identified and responded to a problem of practice by focusing on the needs of each program regarding the recruitment, selection, admission, and retention of candidates from underrepresented groups. Through collaborative learning and research, the programs were able to guide the change processes of their institutional structures to focus on attracting more diverse applicant pools that are more focused on issues of diversity in the schools they will serve.
{"title":"Revolutionary Perspectives for Leadership Preparation: A Case of a Networked Improvement Community","authors":"M. Thornton, Maysaa Barakat, Ain A. Grooms, L. Locke, Daniel Reyes-Guerra","doi":"10.1177/1942775120945356","DOIUrl":"https://doi.org/10.1177/1942775120945356","url":null,"abstract":"This qualitative study describes and interprets how two educational leadership programs, participants in the UCEA (University Council for Educational Administration) Program Design Network Improvement Community, identified and responded to a problem of practice by focusing on the needs of each program regarding the recruitment, selection, admission, and retention of candidates from underrepresented groups. Through collaborative learning and research, the programs were able to guide the change processes of their institutional structures to focus on attracting more diverse applicant pools that are more focused on issues of diversity in the schools they will serve.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"17 1","pages":"90 - 108"},"PeriodicalIF":0.8,"publicationDate":"2020-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1942775120945356","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46320311","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 : 2020-07-24DOI: 10.1177/1942775120941904
Marsha E. Modeste, Alexandra E. Pavlakis, Chi Nguyen
In the field of educational leadership, there is some work around the preferred theories of scholars, but little to no research on how the chosen theories are subsequently applied. Better understanding the purpose, role, and depth of how theory is used in educational leadership can help inform the teaching and mentorship of aspiring leaders and scholars. To examine the nature of theory use in educational leadership, we applied Dressman’s typology of theory use in literacy (2007), to 47 policy and practice-oriented articles in Educational Administration Quarterly. We found similar patterns to Dressman’s typology, but also important differences. Implications are discussed.
{"title":"Theory Amid Policy and Practice: A Typology of Theory Use in Educational Leadership Scholarship","authors":"Marsha E. Modeste, Alexandra E. Pavlakis, Chi Nguyen","doi":"10.1177/1942775120941904","DOIUrl":"https://doi.org/10.1177/1942775120941904","url":null,"abstract":"In the field of educational leadership, there is some work around the preferred theories of scholars, but little to no research on how the chosen theories are subsequently applied. Better understanding the purpose, role, and depth of how theory is used in educational leadership can help inform the teaching and mentorship of aspiring leaders and scholars. To examine the nature of theory use in educational leadership, we applied Dressman’s typology of theory use in literacy (2007), to 47 policy and practice-oriented articles in Educational Administration Quarterly. We found similar patterns to Dressman’s typology, but also important differences. Implications are discussed.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"17 1","pages":"55 - 89"},"PeriodicalIF":0.8,"publicationDate":"2020-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1942775120941904","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43437601","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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