Pub Date : 2024-02-20DOI: 10.1177/10526846241230950
Muhammet Ibrahim Akyurek, Mehmet Ozdogru, Yılmaz Sarıer
The aim of this study is to determine the effect of shared instructional leadership and social capital on school effectiveness according to teacher perceptions. The study was designed in a descriptive relational survey model. The sample of the study consists of 403 teachers working in schools in the Odunpazarı and Tepebaşı districts located in the city center of Eskişehir, Turkey in the 2021-2022 academic year. In the study, “Shared instructional leadership scale,” “Social capital scale” and “School effectiveness scale” were used. In the study, it was found that teachers’ perceptions of shared instructional leadership, social capital, and school effectiveness levels were high. It was determined that shared instructional leadership and social capital variables together had a high and significant relationship with school effectiveness. The relative importance of the predictor variables on school effectiveness are shared instructional leadership and social capital variables, and these variables were found to be significant predictors of school effectiveness. School principals can contribute to the strengthening of social capital and school effectiveness by exhibiting shared instructional leadership behaviors such as focusing on student learning, sharing authority and responsibilities, strong dialogue and cooperation.
{"title":"The Impact of Shared Instructional Leadership and Social Capital on School Effectiveness","authors":"Muhammet Ibrahim Akyurek, Mehmet Ozdogru, Yılmaz Sarıer","doi":"10.1177/10526846241230950","DOIUrl":"https://doi.org/10.1177/10526846241230950","url":null,"abstract":"The aim of this study is to determine the effect of shared instructional leadership and social capital on school effectiveness according to teacher perceptions. The study was designed in a descriptive relational survey model. The sample of the study consists of 403 teachers working in schools in the Odunpazarı and Tepebaşı districts located in the city center of Eskişehir, Turkey in the 2021-2022 academic year. In the study, “Shared instructional leadership scale,” “Social capital scale” and “School effectiveness scale” were used. In the study, it was found that teachers’ perceptions of shared instructional leadership, social capital, and school effectiveness levels were high. It was determined that shared instructional leadership and social capital variables together had a high and significant relationship with school effectiveness. The relative importance of the predictor variables on school effectiveness are shared instructional leadership and social capital variables, and these variables were found to be significant predictors of school effectiveness. School principals can contribute to the strengthening of social capital and school effectiveness by exhibiting shared instructional leadership behaviors such as focusing on student learning, sharing authority and responsibilities, strong dialogue and cooperation.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"93 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140447322","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 : 2024-01-30DOI: 10.1177/10526846241230760
Fatema Hossain, Ann E. Lopez
{"title":"Introduction 34_2","authors":"Fatema Hossain, Ann E. Lopez","doi":"10.1177/10526846241230760","DOIUrl":"https://doi.org/10.1177/10526846241230760","url":null,"abstract":"","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"32 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140481754","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 : 2023-10-30DOI: 10.1177/10526846231209433
Sam Owens, Emily K. Suh
Inclusion is constantly referenced in educational institutions’ mission and values statements. Despite their purpose of guiding the institution, these brief paragraphs usually create more questions than answers regarding the who, what, and how of inclusion work. This article applies a queered critical discourse studies lens to a manifest content analysis of the term “inclusion” in professional journals from the field of postsecondary developmental education. Queer pedagogies support critical examinations of power and deconstructing dominant discourses. Our analysis of 112 articles across eight journals uncovered how developmental education scholars’ discussion of inclusion and the nature of inclusion work rarely operationally defined who should be included or who is/ought to be included in conversations about educational equity and inclusion. Further, the data included a strand of heteronormative ideologies that suggest an implicit assumption that being inclusive of queer students is only about discussing LGBT students, rather than acting inclusively of the queer population at large. In applying a queer theory lens, we interweave concrete recommendations into our presentation of the findings, challenging educational scholars, educators, and educational leaders to make inclusion language inclusive of all and create spaces that promote discursive as well as physical inclusion.
{"title":"Queering the Language of Inclusion: Implications from a Content Analysis of Inclusion Language in Developmental Education Scholarship","authors":"Sam Owens, Emily K. Suh","doi":"10.1177/10526846231209433","DOIUrl":"https://doi.org/10.1177/10526846231209433","url":null,"abstract":"Inclusion is constantly referenced in educational institutions’ mission and values statements. Despite their purpose of guiding the institution, these brief paragraphs usually create more questions than answers regarding the who, what, and how of inclusion work. This article applies a queered critical discourse studies lens to a manifest content analysis of the term “inclusion” in professional journals from the field of postsecondary developmental education. Queer pedagogies support critical examinations of power and deconstructing dominant discourses. Our analysis of 112 articles across eight journals uncovered how developmental education scholars’ discussion of inclusion and the nature of inclusion work rarely operationally defined who should be included or who is/ought to be included in conversations about educational equity and inclusion. Further, the data included a strand of heteronormative ideologies that suggest an implicit assumption that being inclusive of queer students is only about discussing LGBT students, rather than acting inclusively of the queer population at large. In applying a queer theory lens, we interweave concrete recommendations into our presentation of the findings, challenging educational scholars, educators, and educational leaders to make inclusion language inclusive of all and create spaces that promote discursive as well as physical inclusion.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"63 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136102380","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 : 2023-10-10DOI: 10.1177/10526846231208759
Denise D. Mugabe, Ann E. Lopez
{"title":"School Leadership in an Increasingly Diversifying Ecosystem of Student Needs","authors":"Denise D. Mugabe, Ann E. Lopez","doi":"10.1177/10526846231208759","DOIUrl":"https://doi.org/10.1177/10526846231208759","url":null,"abstract":"","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136296225","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 : 2023-08-17DOI: 10.1177/10526846231194350
Karolyn J. Maurer, Lauren Fischbacher, Natalie Fensterstock, Anna V. Osipova
While federal law requires public schools to provide students with disabilities a free and appropriate public education in the least restrictive environment, students with extensive support needs are excluded from general education at alarming rates, raising concerns about equity of access to education. Purposeful school systems in which students’ needs can be met are critical to establish for schools working towards inclusion. The current study used qualitative case study methods to identify schoolwide practices contributing to the successful inclusion of students with extensive support needs in an urban elementary school. Eight interviews with school stakeholders – teachers, parents, a paraprofessional, and an administrator – were conducted. Results revealed formal collaboration structures were embedded within the school’s program, offering teachers and staff consistent opportunities to work together. Four school systems were also found to be critical for the school’s inclusion model, including the Multi-Tiered Systems of Support framework, instructional coaching practices, hiring, and scheduling. The study adds to the literature by detailing inclusive practices, intended to provide administrators with an example of how common systems are operationalized within an effective inclusion model. Future research to support the implementation of systems and practices is discussed.
{"title":"Effective Schoolwide Practices in Support of Students With Extensive Support Needs in an Inclusive Elementary School","authors":"Karolyn J. Maurer, Lauren Fischbacher, Natalie Fensterstock, Anna V. Osipova","doi":"10.1177/10526846231194350","DOIUrl":"https://doi.org/10.1177/10526846231194350","url":null,"abstract":"While federal law requires public schools to provide students with disabilities a free and appropriate public education in the least restrictive environment, students with extensive support needs are excluded from general education at alarming rates, raising concerns about equity of access to education. Purposeful school systems in which students’ needs can be met are critical to establish for schools working towards inclusion. The current study used qualitative case study methods to identify schoolwide practices contributing to the successful inclusion of students with extensive support needs in an urban elementary school. Eight interviews with school stakeholders – teachers, parents, a paraprofessional, and an administrator – were conducted. Results revealed formal collaboration structures were embedded within the school’s program, offering teachers and staff consistent opportunities to work together. Four school systems were also found to be critical for the school’s inclusion model, including the Multi-Tiered Systems of Support framework, instructional coaching practices, hiring, and scheduling. The study adds to the literature by detailing inclusive practices, intended to provide administrators with an example of how common systems are operationalized within an effective inclusion model. Future research to support the implementation of systems and practices is discussed.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"14 1","pages":"633 - 656"},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80083790","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 : 2023-08-08DOI: 10.1177/10526846231194349
Jennifer Grace, Renée E. Lastrapes
Purpose: This study intends to be a catalyst in preparing school leaders to go beyond the call of social justice, to step into the role of anti-racist school leaders who advocate and actualize systemic changes in the educational landscape. Research Methods: Data were gathered using a mixed method approach, starting with an online survey (ARDSA) of 223 school administrators across Texas followed by in-depth interviews with a representative sample of 19 school administrators. Data analysis techniques included quantitative analysis of surveys to determine school and district administrators’ perceptions of racism in schools and need for professional development followed by qualitative analysis to look for patterns and themes. Findings: Women agreed significantly more than men on Perceptions of Racial Inequities, Perceptions of Equitable Expectations, Addressing Racism, Critical Self-Awareness about Race, and Professional Development on Antiracism. Black and Latinx participants placed higher value on Engaging in Dialogues about Race with close connections more than Whites. Latinx and White participants agreed more with the items on remaining silent when witnessing or hearing about racism. Themes that emerged from the qualitative phase of this study included: Fear of Talking about Race, and Lack of Preparation from Educational Leadership Programs to Address Matters of Race. Implications: School districts and educational leadership preparation programs should be intentional about professional development, curriculum, and experiences that support leaders in developing critical awareness about race, understanding positionality and its role in school leadership, critical policy analysis, and engaging in courageous conversations that center race.
{"title":"What Do School Administrators Think About Race? A Critical Race Mixed-Method Study","authors":"Jennifer Grace, Renée E. Lastrapes","doi":"10.1177/10526846231194349","DOIUrl":"https://doi.org/10.1177/10526846231194349","url":null,"abstract":"Purpose: This study intends to be a catalyst in preparing school leaders to go beyond the call of social justice, to step into the role of anti-racist school leaders who advocate and actualize systemic changes in the educational landscape. Research Methods: Data were gathered using a mixed method approach, starting with an online survey (ARDSA) of 223 school administrators across Texas followed by in-depth interviews with a representative sample of 19 school administrators. Data analysis techniques included quantitative analysis of surveys to determine school and district administrators’ perceptions of racism in schools and need for professional development followed by qualitative analysis to look for patterns and themes. Findings: Women agreed significantly more than men on Perceptions of Racial Inequities, Perceptions of Equitable Expectations, Addressing Racism, Critical Self-Awareness about Race, and Professional Development on Antiracism. Black and Latinx participants placed higher value on Engaging in Dialogues about Race with close connections more than Whites. Latinx and White participants agreed more with the items on remaining silent when witnessing or hearing about racism. Themes that emerged from the qualitative phase of this study included: Fear of Talking about Race, and Lack of Preparation from Educational Leadership Programs to Address Matters of Race. Implications: School districts and educational leadership preparation programs should be intentional about professional development, curriculum, and experiences that support leaders in developing critical awareness about race, understanding positionality and its role in school leadership, critical policy analysis, and engaging in courageous conversations that center race.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90929629","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 : 2023-07-31DOI: 10.1177/10526846231193835
Jianjun Wang
{"title":"Introduction: Building Professional Leadership for Multifaceted School Improvement","authors":"Jianjun Wang","doi":"10.1177/10526846231193835","DOIUrl":"https://doi.org/10.1177/10526846231193835","url":null,"abstract":"","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"81 1","pages":"431 - 433"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74706406","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 : 2023-07-11DOI: 10.1177/10526846231187567
J. Jacobs, R. Burns, Samantha Haraf, Jennifer McCorvey
To address the inequities within the educational system, there are calls for teachers to have an intentional focus on equity. Unfortunately, teachers often do not receive enough preparation within their certification programs or during in-service trainings to center equity- driven practices. This study provided insight into the features that one group of teacher leaders relied upon and found essential when working to enact high-quality, equity-centered professional learning for teachers, and researchers utilized these findings to develop a framework for equity-centered professional learning. The context for this research was teacher leader-led professional learning within the context of a job-embedded professional learning experience for teacher leaders. Data collection included professional learning lesson plans, written reflections by teacher leaders after the professional learning sessions, and field notes. Findings point to five features of professional learning focused on equity that teacher leaders utilized. These include: (1), Safe, trusting community grounded in relationships, (2) Dialogue to explore and critically reflect upon biases, beliefs, and experiences, (3) Active learning opportunities that promote dissonance, (4) Authentic connections to equity within the local context through inquiry, and (5) Responsiveness to participants’ varied experiences and understanding of equity. The findings have implications for routines of practice that can be utilized to enact these essential features and how an equity lens can permeate the design of professional learning.
{"title":"Identifying Key Features of Equity-Centered Professional Learning","authors":"J. Jacobs, R. Burns, Samantha Haraf, Jennifer McCorvey","doi":"10.1177/10526846231187567","DOIUrl":"https://doi.org/10.1177/10526846231187567","url":null,"abstract":"To address the inequities within the educational system, there are calls for teachers to have an intentional focus on equity. Unfortunately, teachers often do not receive enough preparation within their certification programs or during in-service trainings to center equity- driven practices. This study provided insight into the features that one group of teacher leaders relied upon and found essential when working to enact high-quality, equity-centered professional learning for teachers, and researchers utilized these findings to develop a framework for equity-centered professional learning. The context for this research was teacher leader-led professional learning within the context of a job-embedded professional learning experience for teacher leaders. Data collection included professional learning lesson plans, written reflections by teacher leaders after the professional learning sessions, and field notes. Findings point to five features of professional learning focused on equity that teacher leaders utilized. These include: (1), Safe, trusting community grounded in relationships, (2) Dialogue to explore and critically reflect upon biases, beliefs, and experiences, (3) Active learning opportunities that promote dissonance, (4) Authentic connections to equity within the local context through inquiry, and (5) Responsiveness to participants’ varied experiences and understanding of equity. The findings have implications for routines of practice that can be utilized to enact these essential features and how an equity lens can permeate the design of professional learning.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83598840","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 : 2023-07-10DOI: 10.1177/10526846231187571
Sakhavat Mammadov, Nancy B. Hertzog
School district administrators must address structural racism and inequitable access to advanced learning opportunities in their school districts. District administrators in one large district in the northwestern part of the United States sought research-based advice by asking the authors to provide the answer to the “million-dollar” question, “ What is the most effective and equitable way to deliver services to advanced learners?” This paper shares the response provided to the school district and discusses the complexity of the question. Based on a systematic literature review of best practices in the field of gifted education, we share our findings in three categories: (1) administrative structures, (2) pedagogy of gifted education, and (3) social and emotional considerations for advanced learners. We conclude by offering recommendations drawn from this review to develop a holistic view of programming and serving all students with advanced academic needs.
{"title":"Million Dollar Question: What is the Most Effective and Equitable Way to Deliver Services to Advanced Learners?","authors":"Sakhavat Mammadov, Nancy B. Hertzog","doi":"10.1177/10526846231187571","DOIUrl":"https://doi.org/10.1177/10526846231187571","url":null,"abstract":"School district administrators must address structural racism and inequitable access to advanced learning opportunities in their school districts. District administrators in one large district in the northwestern part of the United States sought research-based advice by asking the authors to provide the answer to the “million-dollar” question, “ What is the most effective and equitable way to deliver services to advanced learners?” This paper shares the response provided to the school district and discusses the complexity of the question. Based on a systematic literature review of best practices in the field of gifted education, we share our findings in three categories: (1) administrative structures, (2) pedagogy of gifted education, and (3) social and emotional considerations for advanced learners. We conclude by offering recommendations drawn from this review to develop a holistic view of programming and serving all students with advanced academic needs.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78518935","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 : 2023-07-03DOI: 10.1177/10526846231187577
E. Saclarides, B. Kane
Mathematics coaches are often positioned as important mediators between district administrators and teachers regarding messages about ambitious and equitable instruction. Despite this, little research has sought to unpack the connection between what coaches learn at professional development and how they make their learning available to teachers. In this study, we partnered with one district administrator and four mathematics coaches and conducted 15 semi-structured interviews to better understand how these coaches made their professional learning available to teachers. Mathematics coaches emphasized using various structures and resources when making their professional learning available to teachers. Participants also highlighted challenges they encountered when striving to make their learning available. Implications for practice and research are discussed.
{"title":"An Exploration of How Mathematics Coaches Make Their Own Professional Learning Available to Teachers","authors":"E. Saclarides, B. Kane","doi":"10.1177/10526846231187577","DOIUrl":"https://doi.org/10.1177/10526846231187577","url":null,"abstract":"Mathematics coaches are often positioned as important mediators between district administrators and teachers regarding messages about ambitious and equitable instruction. Despite this, little research has sought to unpack the connection between what coaches learn at professional development and how they make their learning available to teachers. In this study, we partnered with one district administrator and four mathematics coaches and conducted 15 semi-structured interviews to better understand how these coaches made their professional learning available to teachers. Mathematics coaches emphasized using various structures and resources when making their professional learning available to teachers. Participants also highlighted challenges they encountered when striving to make their learning available. Implications for practice and research are discussed.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"53 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74080972","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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