-
Call for Papers: A Paradigm Shift to Estimation Thinking in Quantitative Research in Educational Leadership Educ. Adm. Q. (IF 3.629) Pub Date : 2024-04-02 Jiangang Xia
-
A School Leader's Acompañamiento: Identity and Belonging With Immigrant Families Educ. Adm. Q. (IF 3.629) Pub Date : 2024-02-27 Ana Contreras
Purpose:This study explores the community-building practices of a school leader at a middle/high school in a Latino/a and African American community. I analyze how the principal leveraged his immigrant identity and experiences to connect with immigrant families and adapt to their needs to form a sense of belonging in the school and neighborhood. I focus on the power of immigrant and BIPOC school leaders
-
Principals or Agents? How State Education Agencies Build Trust to Balance Support and Accountability in Turnaround Policy Implementation Educ. Adm. Q. (IF 3.629) Pub Date : 2024-02-24 A. Chris Torres
In recent years, policymakers and scholars argued that state education agencies (SEAs) should move away from simply acting as compliance monitors and take on more prominent roles as providers of technical support to schools and school districts. Scholars find that SEAs have struggled to do so, yet there is little empirical work to explain what SEAs do or why they struggle. This study looks at Michigan's
-
Beyond a Transformative Approach and Deep Understanding: External Factors and Mid-Level Leaders’ Policy Implementation to Expand Equity for English Learners Educ. Adm. Q. (IF 3.629) Pub Date : 2024-02-23 Caroline Bartlett, Rebecca Callahan, Madeline Mavrogordato
Purpose: We examine the ways state education agency (SEA) and local education agency (LEA) leaders interpret and use educational policy to guide the provision of services for multilingual students classified as English learners (ELs) in their contexts. Our inquiry focuses on the external factors leaders describe that either enable or constrain their ability to interpret and implement policies designed
-
Management Practices and Implementation Challenges in District Education Directorates in Ghana Educ. Adm. Q. (IF 3.629) Pub Date : 2024-02-12 Minahil Asim, Sheena Bell, Michael Boakye-Yiadom, Hope Pius Nudzor, Karen Mundy
Background: Subnational actors and organizations are crucial mediators of policy implementation due to their proximity to schools. However, in low- and middle-income country contexts, little is known about their management practices and factors that shape the adoption of these practices to improve education delivery. Purpose: We explore the management context of five District Education Directorates
-
The Effects of Academic Press on Student Learning and Its Malleability to School Leadership: A Meta-Analysis of 30 Years of Research Educ. Adm. Q. (IF 3.629) Pub Date : 2024-01-09 Jingping Sun, Rong Zhang, Joseph Murphy, Sijia Zhang
Purpose: The purposes of this study were to: (a) meta-analyze the effects of academic press (AP) on K-12 student achievement in aggregate and in each examined learning subject; (b) meta-analyze the effect of school leadership of different leadership styles on AP; and (c) examine whether school level, subjects, and leadership or AP measures moderate these above-mentioned effects. Research Methods/Approach:
-
Moral Distress Amongst District Leaders: Intensity, Dilemmas, and Coping Mechanisms in the Context of Covid-19 Educ. Adm. Q. (IF 3.629) Pub Date : 2023-04-27 Jeff Walls, Karen Seashore Louis
Purpose: This study examines the sources and intensity of moral distress among school district leaders during the first full school year of the Covid-19 pandemic and investigates their coping mecha...
-
The Politics of School Reopening During COVID-19: A Multiple Case Study of Five Urban Districts in the 2020–21 School Year Educ. Adm. Q. (IF 3.629) Pub Date : 2023-04-11 Jeremy Singer, Julie A. Marsh, David Menefee-Libey, Jacob Alonso, Dwuana Bradley, Hanora Tracy
Purpose: Nearly all schools in the United States closed in spring 2020, at the onset of the COVID-19 pandemic. We analyze traditional public and charter school reopenings for the 2020–21 school yea...
-
Navigating Policy and Local Context in Times of Crisis: District and School Leader Responses to the COVID-19 Pandemic Educ. Adm. Q. (IF 3.629) Pub Date : 2023-04-04 Craig De Voto, Benjamin M. Superfine, Marc DeWit
Purpose: To examine how federal/state-level policy guidance and local context have influenced district and school leader responses to the COVID-19 pandemic, as well as how these external/internal f...
-
A Systematic Literature Review of Educational Leadership and U.S. School Shootings: Establishing a Research Agenda Educ. Adm. Q. (IF 3.629) Pub Date : 2023-04-02 Joanne M. Marshall, Brandon L. Clark
Background: Educational leadership perspectives are missing from existing literature related to school shootings, which have been dominated instead by experts in criminal justice, law enforcement, ...
-
Defying Logic? Exploring the Multiple Network Pathways for Principals’ Institutional Logics Educ. Adm. Q. (IF 3.629) Pub Date : 2023-03-28 E. N. Bridwell-Mitchell, Maxwell Yurkofsky
Purpose: The increasing complexity of principals’ roles, including focusing both on learning outcomes and equity issues, requires having the flexibility to view novel problems through multiple lens...
-
Promoting District-Level Culturally Responsive Practices Educ. Adm. Q. (IF 3.629) Pub Date : 2023-03-23 David Aguayo, Madeline W. Good, Sarah Diem, Keith C. Herman, Julia Burke, Trinity Davis, Karen Hall, Carla London, Wendy M. Reinke
Purpose: For culturally responsive practices (CRPs) in schools to be successful, educational leaders must look outside of the school and consider school, district, and system-level policies and pra...
-
Teacher Shortages and Turnover in Rural Schools in the US: An Organizational Analysis† Educ. Adm. Q. (IF 3.629) Pub Date : 2023-03-16 Richard M. Ingersoll, Henry Tran
Purpose: The objective of this study is to provide an overall national portrait of elementary and secondary teacher shortages and teacher turnover in rural schools, comparing rural schools to subur...
-
Exploring Teachers’ Instructional Practice Profiles: Do Distributed Leadership and Teacher Collaboration Make a Difference? Educ. Adm. Q. (IF 3.629) Pub Date : 2023-02-27 Nedim Özdemir, Ali Çağatay Kılınç, Mahmut Polatcan, Selçuk Turan, Mehmet Şükrü Bellibaş
Purpose: While the literature includes multiple studies on the relationship between school leadership and instructional quality, they often use instructional practice as a continuous variable, assu...
-
Capacity and Control: Superintendent-School Board Relations in Locally Controlled Districts Educ. Adm. Q. (IF 3.629) Pub Date : 2023-02-19 Daniella Hall Sutherland
Purpose: In the wake of school board protests nationwide, it is essential for educational leaders, policymakers, and researchers to understand locally controlled educational governance. The stabili...
-
Using Leadership Coaching to Strengthen the Developmental Opportunity of the Clinical Experience for Aspiring Principals: The Importance of Brokering and Third-Party Influence Educ. Adm. Q. (IF 3.629) Pub Date : 2023-02-07 Shelby Cosner, Craig De Voto
Purpose: To identify key issues that university-based leadership coaches act upon in work to fortify the developmental opportunity of the clinical experience for aspiring principals, and how leader...
-
The Rise of the School District Chief Equity Officer: Moving Beyond Mimetic Isomorphism and Promoting Anti-Racist Systemic Change Educ. Adm. Q. (IF 3.629) Pub Date : 2023-02-03 Maria M. Lewis, Marsha E. Modeste, Royel M. Johnson
Purpose: A growing number of school districts have recently added a position to the superintendent's cabinet, often titled chief equity officer. While the chief equity officer position is still in ...
-
Managing Competing Demands in a Teacher Shortage Context: The Impact of Teacher Shortages on Principal Leadership Practices Educ. Adm. Q. (IF 3.629) Pub Date : 2022-11-24 Andrene J. Castro
Purpose: Teacher shortages disrupt multiple aspects of school functioning. Negative effects of shortages are linked to poor outcomes for students, teachers, and organizational climate and culture. ...
-
Introduction: Coloniality, Educational Leadership, and White Supremacy: The Other Global Pandemic Educ. Adm. Q. (IF 3.629) Pub Date : 2022-11-17 Tyson E.J. Marsh, James Wright, Muhammad Khalifa, Gerardo R. López
In lieu of writing a separate introduction to this special issue, the three guest editors invited the EAQ Editor-In-Chief to join them as a coauthor in their introduction. López, agreed but took a ...
-
Tempering Applied Critical Leadership: The Im/Possibilities of Leading for Racial Justice in School Districts Educ. Adm. Q. (IF 3.629) Pub Date : 2022-11-15 Vidya Shah, Nada Aoudeh, Gisele Cuglievan-Mindreau, Joseph Flessa
How do leaders make the impossible choice between harm enacted on racially oppressed students and families, and harm enacted on them as advocates for racial justice in systems steeped in whiteness?...
-
Toward Decolonizing Our Scholarship and Discourses: Lessons From the Special Issue on Decoloniality for EAQ Educ. Adm. Q. (IF 3.629) Pub Date : 2022-11-14 Talgat Bainazarov, Alounso A. Gilzene, Taeyeon Kim, Gerardo R. López, Lawrence Louis, Soon-young Oh, Emma K. Taylor
Members of the Educational Administration Quarterly (EAQ) internal editorial team took a critical look at the publication record of our journal with respect to epistemological plurality over the pa...
-
Match or Mismatch? Assistant Principals’ Roles and Their Perceptions of the Evaluation System Educ. Adm. Q. (IF 3.629) Pub Date : 2022-11-08 Anna Moyer, Ellen Goldring
Purpose: We examine the extent to which assistant principals’ time spent in different leadership roles (instructional leadership, student affairs, and school management) is associated with their pe...
-
Time Demands and Emotionally Draining Situations Amid Work Intensification of School Principals Educ. Adm. Q. (IF 3.629) Pub Date : 2022-10-26 Fei Wang, Katina Pollock, Cameron Hauseman
Emotion is central to principals’ daily operation of schools. As principals’ work is intensifying, principals are increasingly encountering emotionally charged situations on a daily basis. This art...
-
Organizing Schools for Collaborative Learning: School Leadership and Teachers’ Engagement in Collaboration Educ. Adm. Q. (IF 3.629) Pub Date : 2022-06-21 Susan Kemper Patrick
Purpose: Collaborative workgroups can be particularly fruitful sites for teachers to learn and improve. Prior research has illustrated how teachers' engagement in collaboration differs across schoo...
-
Examining the Foundations of Culturally and Linguistically Sustaining School Leadership: Towards a Democratic Project of Schooling in Dual Language Bilingual Education Educ. Adm. Q. (IF 3.629) Pub Date : 2022-06-12 Sandra Leu Bonanno
Purpose: Building upon the positive findings from culturally sustaining pedagogical studies, this paper explores how culturally sustaining approaches might operate on an organizational level. Exami...
-
Humans in Hierarchies: Intergroup Relations in Education Reform Educ. Adm. Q. (IF 3.629) Pub Date : 2022-04-27 Renée Rinehart Kathawalla, Jal Mehta
Purpose: Existing research on loosely coupled educational systems has largely ignored the social and affective dimensions of such systems. Drawing on literature from organizational behavior, this s...
-
Public School District Characteristics and the Formation of Longitudinal Interdistrict Collaboration Networks Educ. Adm. Q. (IF 3.629) Pub Date : 2022-03-02 Victor G. Hugg, Michael D. Siciliano, Alan J. Daly
Purpose: School leaders rely on a number of collaborative policy tools to address fiscal and governance issues. While prior research has examined the dynamics and implications of research-practice ...
-
Is Role Change Enough? District Organizational Supports for Principal Supervision Educ. Adm. Q. (IF 3.629) Pub Date : 2022-02-28 Laura K. Rogers
Background and Purpose: District school improvement efforts have increasingly focused on improving the quality of support principals receive from the central office. This study uses the theoretical...
-
Negotiating Incomplete Autonomy: Portraits from Three School Principals Educ. Adm. Q. (IF 3.629) Pub Date : 2022-02-14 Taeyeon Kim, Jennie Weiner
Purpose: This study builds on research scrutinizing school autonomy in policy and school governance by shifting the focus from a formal structural view of autonomy to examining how principals negot...
-
Black Women Principals in American Secondary Schools: Quantitative Evidence of the Link Between Their Leadership and Student Achievement Educ. Adm. Q. (IF 3.629) Pub Date : 2022-01-28 Sung Tae Jang, Nicola A. Alexander
Purpose: This study aims to provide quantitative knowledge concerning the leadership of Black women principals in American secondary schools. We examined (1) the demographic composition of the scho...
-
The Deep Roots of Inequity: Coloniality, Racial Capitalism, Educational Leadership, and Reform Educ. Adm. Q. (IF 3.629) Pub Date : 2022-01-17 James Wright
Purpose: This article is a critical analysis of educational leadership and administration’s historically privileged Eurocentric epistemologies, research methodologies, and intellectual norms, shapi...
-
Who Leads Turnaround Schools? Characteristics of Principals in Tennessee's Achievement School District and Innovation Zones Educ. Adm. Q. (IF 3.629) Pub Date : 2021-12-29 LaTanya L. Dixon, Lam D. Pham, Gary T. Henry, Sean P. Corcoran, Ron Zimmer
Purpose: While previous research has examined the impact of school turnaround models, less is known about the principals who lead these turnaround schools. This study examines the personal demograp...
-
Computer Science Trends and Trade-offs in California High Schools Educ. Adm. Q. (IF 3.629) Pub Date : 2021-12-03 Paul Bruno, Colleen M. Lewis
Purpose: We aim to better understand the curricular, staffing, and achievement trade-offs entailed by expansions of high-school computer science (CS) for students, schools, and school leaders. Meth...
-
How Conceptions of Equity Inform Principal Data Use: A Purposeful Examination of Principals From Four School Districts Educ. Adm. Q. (IF 3.629) Pub Date : 2021-11-29 Rachel Roegman, Ruqayyah Perkins-Williams, Matt Budzyn, Olivia Killian-Tarr, David Allen
In this study, we examine principals’ data use within four districts are engaged in district-level professional learning around equity. Drawing on Gutierrez's framework for dimensions of equity, we consider how principals engage in data use in light of the dimensions of access, achievement, identity, and power. Findings suggest each district had its own definition of equity and engaged in work at advancing
-
Student Assignment Policies and Racial and Income Segregation of Schools, School Attendance Zones, and Neighborhoods Educ. Adm. Q. (IF 3.629) Pub Date : 2021-11-22 Kendra Taylor, Erica Frankenberg
Purpose: This article examines the relationship between educational and residential segregation in three school districts with differing approaches to student assignment. Racial and income segregation within school districts is often only examined at the school level, even as school patterns are often related to residential and attendance zone segregation depending on integration policies aimed at
-
From Compliance to Improvement: How School Leaders Make Sense of Institutional and Technical Demands When Implementing a Continuous Improvement Process Educ. Adm. Q. (IF 3.629) Pub Date : 2021-11-20 Maxwell Yurkofsky
Purpose: A recurring frustration in educational research is the tendency for school leaders to implement reforms in ways that prioritize compliance over more substantive improvements to practice. Drawing on new institutional theory and sensemaking theory, this article explores the different ways leaders respond to continuous improvement (CI) reforms and why they frequently privilege external compliance
-
“If I Ever Leave, I Have a List of People That Are Going With Me:” Principals’ Understandings of and Responses to Place Influences on Teacher Staffing in West Virginia Educ. Adm. Q. (IF 3.629) Pub Date : 2021-11-15 Erin McHenry-Sorber, Matthew P. Campbell, Daniella Hall Sutherland
Purpose: Schools across the predominately rural state of West Virginia are experiencing widespread teacher shortages, though recruitment and retention difficulties are unevenly distributed across place. Using spatial in/justice as our framework, we explore how principals define place, how place influences principal perceptions of teacher recruitment and retention, and how principals respond to these
-
The Principal-Teacher Churn: Understanding the Relationship Between Leadership Turnover and Teacher Attrition Educ. Adm. Q. (IF 3.629) Pub Date : 2021-11-13 David E. DeMatthews, David S. Knight, Jinseok Shin
Purpose: Principals are critical to school improvement and play a vital role in creating inclusive and high-performing schools. Yet, approximately one in five principals leave their school each year, and turnover is higher in schools that serve low-income students of color. Relatedly, high rates of teacher turnover exacerbate challenges associated with unstable learning environments. Our study examines
-
Leadership for Family and Community Engagement: A Qualitative Policy Analysis of State Principal Evaluation Processes Educ. Adm. Q. (IF 3.629) Pub Date : 2021-11-10 Linda Mayger, Kathleen Provinzano
Purpose: The primary purpose of this policy analysis is to examine how states changed their principal performance evaluation systems since the passage of Every Student Succeeds Act in 2015. In particular, we focus on whether states have capitalized on the flexible policy landscape to make space for meaningful family and community engagement (FCE) in assessing principals’ effectiveness. Research Methods:
-
School Leaders’ Use of Social-Emotional Learning to Disrupt Whiteness Educ. Adm. Q. (IF 3.629) Pub Date : 2021-11-10 Stephanie R. Forman, James Lamar Foster, Jessica G. Rigby
Purpose: This article examines how school leaders connect Social-Emotional Learning (SEL) with anti-racist practices. Current literature has yet to explain how leaders support race conscious approaches to SEL that promote marginalized students’ well-being, particularly with White teachers who often resist learning about race and Whiteness. Research Approach: We conducted a qualitative study of three
-
Diversity Ideology and School Leadership: Obscuring Inequities for Emergent Bilingual Students in Career and Technical Education Educ. Adm. Q. (IF 3.629) Pub Date : 2021-11-06 Mark R. Emerick
Purpose: The purpose of this article is to examine the ways in which school leaders in career and technical education (CTE) conceptualized diversity and inclusion for emergent bilingual students (EBs) and how their beliefs about diversity manifested in institutional support (or lack thereof) for EBs. Research Method: This study draws on data collected during a year-and-a-half long qualitative case
-
Toward a Just Leadership Learning Ecology: A CHAT-IT Analysis of the Highlander Idea Educ. Adm. Q. (IF 3.629) Pub Date : 2021-11-06 Ethan Chang, Ronald David Glass
Purpose: This paper conceptualizes a just leadership learning ecology through an analysis of one nontraditional site of leadership preparation: the Highlander Research and Education Center (originally founded as the Highlander Folk School). Methodology: Drawing on cultural historical activity theory (CHAT) and institutional theory (IT), we examine the core design and pedagogy of Highlander, which co-founder
-
Defining Rigor in Justice-Oriented EdD Programs: Preparing Leaders to Disrupt and Transform Schools Educ. Adm. Q. (IF 3.629) Pub Date : 2021-10-29 Jess R. Weiler, Kofi Lomotey
Faculty in practitioner-oriented EdD programs must continually defend the presence of rigor in their programs. The existence of rigor determines the preparedness of our educational leaders to disrupt and transform educational organizations to bring about equitable and socially just outcomes; however, perceptions of rigor by the larger community impact the overall success of these programs and their
-
Coming to Know and Knowing Differently: Implications of Educational Leadership Educ. Adm. Q. (IF 3.629) Pub Date : 2021-10-20 George J. S. Dei (Nana Adusei Sefa Tweneboah), Asna Adhami
Our paper will examine the question of counter-hegemonic knowledge production in the Western academy and the responsibilities of the Racialized scholar coming to know and producing knowing to challenge the particularity of Western science knowledge that masquerades as universal knowledge in academia. We engage the topic from a stance examining the coloniality of knowledge in educational leadership
-
The Correlation between Social Justice Leadership and Student Alienation Educ. Adm. Q. (IF 3.629) Pub Date : 2021-10-18 Suzan Canlı, Hasan Demirtaş
Purpose This study aimed to investigate the correlation between social justice leadership levels of school principals and school alienation levels of students in Turkey. Furthermore, it investigated the students’ perceptions about social justice leadership and alienation from school and whether there were significant differences based on gender, socioeconomic status and student grade levels. Research
-
Homeward Bound? Rural Principal Hiring, Transfer, and Turnover Patterns in Texas Educ. Adm. Q. (IF 3.629) Pub Date : 2021-10-18 Andrew Pendola,Edward J. Fuller
-
Understanding Charter School Leaders’ Perceptions of Competition in Arizona Educ. Adm. Q. (IF 3.629) Pub Date : 2021-10-01 Benjamin Creed, Huriya Jabbar, Michael Scott
Purpose: School choice policies are expected to generate competition leading to improvement in school practices. However, little is known about how competition operates in public education—particularly in charter schools. This paper examines charter-school leaders’ competitive perception formation and the actions taken in response to competition. Research Methods: Using Arizona charter-school leaders’
-
Red for Ed Teacher Movements: Exploring Roles and Symbols in the Politics of the Superintendency Educ. Adm. Q. (IF 3.629) Pub Date : 2021-08-16 Michael A. Szolowicz, R. Aaron Wisman
Purpose: In recent years, a new wave of teacher-led political action has erupted resulting in work stoppages in several states across the United States. This study examines how superintendents navigated this Red for Ed movement in two representative states. Methods: Framed as a multisite, embedded case study, we drew from public documents and semistructured interviews with superintendents. We took
-
The Moderation Role of Transformational Leadership in the Effect of Instructional Leadership on Teacher Professional Learning and Instructional Practice: An Integrated Leadership Perspective Educ. Adm. Q. (IF 3.629) Pub Date : 2021-08-16 Mehmet Şükrü Bellibaş, Ali Çağatay Kılınç, Mahmut Polatcan
Aim: While integrated leadership has received significant scholarly attention in the past decade, most existing research in this vein has focused on its impact on student achievement and often dismissed how it might be related to instructional practices, which are at the center of many school reforms. In this research, we examined the relationship between integrated leadership and teacher professional
-
Searching for Amistad in Two School Districts: A Case Study of Black History Curriculum Implementation in New Jersey Educ. Adm. Q. (IF 3.629) Pub Date : 2021-08-09 Kevin L. Clay, Nora C. R. Broege
Background: Over the past 30 years, much debate has been produced about improving the quality and caliber of curriculum taught to public school students. Less prominent in these discussions has been the content of Black history and culturally relevant curriculum. Many states and districts assume they are adequately including these experiences through theme months (i.e., Black History Month) or single
-
Somali Immigrant Mothers’ Experiences of School Engagement: Implications for School Leaders Educ. Adm. Q. (IF 3.629) Pub Date : 2021-08-04 Nimo M. Abdi
Purpose: This critical phenomenology study examines the experiences of Somali mothers’ involvement with an urban school in London, United Kingdom. Specifically, the study explores Somali mothers’ experiences and responses in navigating the coloniality of gender discourses imbedded in school structure and culture. The research questions that guided the study concerned the gender-based tools that Somali
-
Performance, Process, and Interpersonal Relationships: Explaining Principals’ Perceptions of Principal Evaluation Educ. Adm. Q. (IF 3.629) Pub Date : 2021-04-24 Jennifer L. Nelson, Jason A. Grissom, Margaux L. Cameron
Purpose: Multiple-measure principal evaluation systems have become commonplace in the past decade, but we do not know how principals perceive their evaluations under these regimes. This study analyzes how principals perceive evaluation in a state that was an early adopter of such a system. It describes how attitudes are explained by individual and contextual factors, performance ratings, and elements
-
Principal Turnover: Using Teacher-Assessments of Principal Quality to Understand who Leaves the Principalship Educ. Adm. Q. (IF 3.629) Pub Date : 2021-04-24 Aliza N. Husain, Luke C. Miller, Daniel W. Player
Purpose: The purpose of this article is to estimate the relationship between principal quality and turnover. Principals can have potentially large effects on student outcomes. When school leaders leave their roles, they cause disruptive effects to the school’s climate. If effective principals are more likely to leave, the negative effects of principal turnover are likely exacerbated. Relatively little
-
Linking Student Outcomes to School Administrator Discretion in the Implementation of Teacher Observations Educ. Adm. Q. (IF 3.629) Pub Date : 2021-04-02 Seth B. Hunter, April Ege
Purpose: Many studies have explored school administrator discretion in the implementation of teacher evaluation and observation systems. However, we are unaware of any studies that quantitatively link discretionary administrator behaviors to student outcomes. The purpose of this study was to (a) explore the determinants of observations arising from administrator discretion and (b) explore the extent
-
Practicing Parental Involvement: Heterogeneity in Parent Involvement Structures in Charter and Traditional Public Schools Educ. Adm. Q. (IF 3.629) Pub Date : 2021-02-10 Rebecca L. Boylan, Amy Petts, Linda Renzulli, Thurston Domina, Brittany Murray
Purpose: This study examines differences in the mechanisms that charter schools and traditional public schools use to facilitate parental school involvement and the degree to which these differences account for the high levels of involvement among charter school parents. Data and Research Methods: We merge data from principals and teachers from the nationally representative Schools and Staffing Survey
-
Images of Educational Leadership: How Principals Make Sense of Democracy and Social Justice in Two Distinct Policy Contexts Educ. Adm. Q. (IF 3.629) Pub Date : 2021-01-08 Tina Trujillo, Jorunn Møller, Ruth Jensen, René Espinoza Kissell, Eivind Larsen
Purpose: This article investigates how school leaders make sense of social justice and democracy in their practice in two settings, a high-stakes testing and accountability context, the San Francisco Bay Area, California, and a low-stakes testing and accountability context, Norway. It demonstrates how leaders view relationships among education, democracy, and social justice, when located in a neoliberal
-
Using Adolescent Perceptions of Misconduct to Help Educational Leaders Identify and Respond to Sexual Misconduct Educ. Adm. Q. (IF 3.629) Pub Date : 2020-11-02 Frank Hernandez, Jonathan McPhetres, Jamie Hughes
Purpose. In the current study, we present data describing adolescents’ perceptions and knowledge of educator sexual misconduct. Prior research has not investigated how adolescents understand these ...
-
Hearts and Minds First: Institutional Logics in Pursuit of Educational Equity Educ. Adm. Q. (IF 3.629) Pub Date : 2020-08-10 Ann M. Ishimaru, Mollie K. Galloway
Purpose:Despite an explosion of professional development to help educators discuss issues of race and equity, expectations for addressing racial disparities outstrip current leadership practices, a...
-
How National Context Indirectly Influences Instructional Leadership Implementation: The Case of Israel Educ. Adm. Q. (IF 3.629) Pub Date : 2020-07-24 Haim Shaked, Pascale Benoliel, Philip Hallinger
Purpose: Instructional leadership has been identified as a key responsibility of principals who achieve promising results for school improvement. This study investigated how the national context ha...
-
Toward a Theory of Sympathetic Leadership: Asian American School Administrators’ Expectations for Justice and Excellence Educ. Adm. Q. (IF 3.629) Pub Date : 2020-07-17 Daniel D. Liou, Jia “Grace” Liang
Purpose: This qualitative case study illuminates the leadership practices of four female Asian American administrators in urban schools. Due to their underrepresentation in leadership roles, the ne...