bluuebunny/crossref_metadata_2025 huggingface dataset:
Resisting Social Justice
Authors: Bishop Holly N. , Mcclellan Rhonda L.
Published: January 2019

This qualitative study explores how rural high school principals perceive and support LGBTQ students. Through semistructured interviews of these principals, we examine how the context of the schools, specifically rural communities with conservative values, affects principals’ perceptions and implementation of a positive climate for all students. The study's findings suggest that these leaders upheld community normative values by exhibiting their own bias against LGBTQ students. Insights drawn here indicate that the school leader's position within and affinity toward rural school communities provide a unique context for examining equity constraints. Theoharis’ (2007) framework of resistance for social justice leaders is used as a reference for viewing these rural principals, and the study offers an extension to his three-prong model.
Increasing Latina/o Student Success
Authors: Ozuna Taryn Gallego , Saenz Victor B. , Turner Tracy Arámbula , Yamamura Erica K.
Published: January 2019

Drawing upon Franquiz & Salazar's (2004) humanizing pedagogy, this qualitative case study explored the perspectives of 22 school and community leaders in the Rio Grande Valley of South Texas. Focus group narratives revealed that school teachers, administrators, and community leaders emphasized a culturally responsive approach to overcoming obstacles and promoting college readiness in this region. In addition, these stakeholders highlighted the importance of collaborative and asset-based strategies in promoting college readiness. To them, college readiness should include strong relationships among schools, families, and community leaders, and it should extend beyond traditional academic preparation in the classroom.
Educational Leaders and the Acknowledgment Gap
Authors: Tollefson Kaia , Magdaleno Kenneth R.
Published: January 2019

This article takes as its premise the idea that an a priori acknowledgment gap exists relative to other kinds of gaps described in the literature on educational disparities between racial and ethnic groups. The authors define the acknowledgment gap as a disparity between some educational leaders and the communities they serve in understanding and valuing the roles of historical context and cultural, social, and economic capital in facilitating or hindering students’ academic success. A brief summary of gap discourse is included, providing context for the authors’ suggestion that an acknowledgment gap—existing as it does, as a mental state—precedes, explains, and actually lays foundation for the existence of other kinds of gaps describing educational disparities. Examples of the acknowledgment gap are followed by suggested actions that educational leaders can take to reduce it. School leaders working to narrow the acknowledgment gap, the authors suggest, will be creating a stronger platform on which to stand in their ongoing fight to eliminate disparities in educational opportunities and achievement.
Under My Thumb
Authors: Weiner Jennie Miles
Published: January 2019

This study investigates whether and how principals implementing Instructional Leadership Teams (ILTs) were able to share decision-making authority with team members and how team members perceived this authority. Having interviewed and observed ILT members in four, in-district charter schools in a large northeastern city I find that principals had great difficultly releasing authority to team members and deployed a variety of “moves” to keep control over decision-making. Team members also appeared to perceive their authority as subordinate to the principal and embraced a hierarchical model of school leadership with an emphasis on formal authority and autocratic decision-making
Conceptualizing Principal–Student Racial Congruence
Authors: Davis Bradley W. , Lippa Amy P. , Lehr Meghan , Gooden Mark A. , Dinh Trang V.
Published: January 2019

Principal–student racial congruence exists in a school when the race of the principal matches that of the largest race group among the student population. We argue that principal–student racial congruence is a topic that has received little attention in the literature. Using Texas data, we investigate the presence of principal–student racial congruence in public schools and the varying ways it manifests across differing school contexts. We found a slim majority of public schools to be racially congruent. Although we are aware of no research basis for considering racial congruence in administrator placement practices, our analysis suggests that Texas school districts do exactly that. Further, we found the likelihood of a White principal–student match to be much higher than that of any other congruency. The implications of our findings, as well as their contribution to a larger discussion of race and school leadership, are offered in the concluding sections of the article.
Dis Eased
Authors: Radd Sharon I. , Kramer Bruce H.
Published: January 2019

Dis ease refers to the state of being that leads one to investigate the easy assumptions and life norms that frame both conscious choice and unconscious behavior. Whereas disease reflects a medical model of diagnosis, treatment and cure, dis ease challenges dominant frames of reference and rejects simple solutions to complex and intractable challenges. This notion of dis ease, developed and documented in a blog written by the second author while living with Amyotrophic Lateral Sclerosis (ALS), is connected in this article to disability studies and Crip Theory in order to (1) illustrate individual and collective responses to dis ease; (2) argue tine elusiveness but absolute importance of critical consciousness in the practice of school leadership for social justice; and (3) offer possibilities for more fully understanding injustice, developing dichotomous awareness, connecting more authentically with others, and identifying more skillful, just action.
Middle School Students’ Understanding of Peer Alcohol Use and Implications for Secondary School Leaders
Authors: Osterman Karen F. , Bacigalupo Dean C. , Garrett Jennifer
Published: January 2019

Alcohol use by middle school students is a significant national problem with serious consequences. In response to district-wide survey data identifying high rates of drinking at the middle school level, this case study gathered information from students in the suburban district's two middle schools about the use of alcohol among their peers and their understanding of factors contributing to drinking. While the study establishes the complexity of the problem with roots in family, school, and society, consistent with other research, it emphasizes the importance of the school context and suggests proactive and protective leadership strategies that would meet students’ socio-emotional needs, support student engagement, and reduce alcohol use.
Fostering and Achieving Organizational Change
Authors: Kellar Frances , Slayton Julie
Published: January 2019

While education research has explored the role of the principal in the advent of No Child Left Behind (2001), quantitative and qualitative studies fail to describe and explain the ways in which principals’ leadership practices are shaped by their conditions. These conditions include the school culture and climate in which they work; their own beliefs, skills, and understandings about leadership; and the actions they implement to achieve their goals. This article presents a conceptual model, resulting from a qualitative multi-case study, that demonstrates the need for—and benefits of—a more sophisticated approach to examining leadership in practice that takes up the psychological and organizational dimensions of leading in schools.
Sustaining Continuous Improvement through Professional Learning Communities in a Secondary School
Authors: Jones Christopher M. , Thessin Rebecca A.
Published: January 2019

This study sought to discover how one high school principal sustains a context for continued improvement through PLCs using case study methodology. Schools comprised of PLCs allow educators to grapple with the unique needs of their students in their specific contexts. The problem is that there is limited literature and research to indicate how leaders sustain PLCs over time. Therefore, the overarching research question of this study was: How do the principal, PLC leaders, and teachers in a school that has developed and implemented PLCs describe their experience of the change process to sustain the work of continuous improvement?
Fostering a College-Going Culture for Historically Underserved Students: One Principal's Role
Authors: Martinez Melissa A. , Everman Daphne
Published: January 2019

Current scholarship focused on a college-going culture, and college readiness in schools often underestimates or gives little attention to the role of the school leader. This study draws on qualitative data from a larger descriptive case study to help fill this gap by examining the role and approach of one principal at a public high school in Texas that has found success in graduating a large proportion of its racially and economically diverse student population college-ready. The principal's leadership strategies and the challenges he faced are revealed through his narrative and the perspective of multiple stakeholders to more aptly understand how his role and approach contributed to the school's college-going culture.
Exploring Empathy to Promote Social Justice Leadership in Schools
Authors: Boske Christa , Osanloo Azadeh , Newcomb Whitney Sherman
Published: January 2019

This study examines how 57 aspiring school leaders understand what it means to lead for social justice in K-12 schools. Grounded theory was employed for this qualitative study. The data collection included 855 audio and video reflections (15-55 minutes), 513 written narratives, 57 equity audits, and field notes. Emerging themes for this report include: (1) understanding social justice–oriented and equity-oriented pedagogies and work; (2) immersing oneself in culturally diverse contexts; (3) increasing critical consciousness; and (4) deepening empathic responses. Findings suggest promoting social justice-oriented transformative learning throughout coursework is critical to school leaders developing empathic responses toward disenfranchised populations. Implications suggest deepening empathic responses is critical to school leaders promoting social justice–oriented and equity-oriented work in schools.
The Ontario Quandary: Principals’ Perceptions of Accountability Policy and Social Justice
Authors: Wang Fei
Published: January 2019

This qualitative study examines how accountability policies impact school principals’ social justice commitment. The study involved semi-structured interviews with twenty-two Ontario principals. Findings show that principals responded to the accountability policies with strikingly mixed emotions. Some grudgingly accepted the mandates and reluctantly sought to accommodate directives in their agenda. Some critiqued the reforms by highlighting the inequities and drawbacks in the performance-based tests. Others showed significant resistance to the reform and strategically used their power to navigate toward what they felt was best for their students. Such mixed sentiments among principals revealed a deeper struggle among them in navigating the system.
Talking about Race: Overcoming Fear in the Process of Change
Authors: Palmer Emily Lilja , Louis Karen Seashore
Published: January 2019

Purpose

We investigated the way in which structured, multiyear conversations about race and institutional racism occurred in suburban secondary schools with changing racial demographics.

Research Framework

The study draws on interpretive research traditions, in that we assume that how teachers understand race and racism will influence how they work with colleagues and students. As such, the research examines to what extent talking about race and learning about institutional racism affects educators’ mental models and their classroom practices.

Method

Secondary schools in three districts that had participated in ongoing professional development related to racial equity were selected. Grounded theory methods were used for data collection, coding, and analysis of interviews with teachers and administrators.

Findings

This study revealed that principal leadership affected teachers’ engagement in this work. When this occurred, teachers made meaningful changes in classroom practices and their school communities. The primary findings of the study are: (1) fear of being considered racist was a barrier for White teachers and administrators that impeded collective focus on racial achievement gaps; (2) principals’ deep personal engagement over a period of several years encouraged a process of confronting and mitigating this fear, and helped teachers engage with the implications of race for school and classroom practices.

Significance

Discomfort, a critical element in confronting racial inequities in schools, requires school leaders, particularly principals, to authentically participate and engage in order to foster teacher change.
Teacher Quality, Distribution, and Equity in ESSA
Authors: Saultz Andrew , White Rachel S. , Mceachin Andrew , Fusarelli Lance D. , Fusarelli Bonnie C.
Published: January 2019

The Every Student Succeeds Act (ESSA) changed federal teacher policy in a number of important ways. This article uses No Child Left Behind (NCLB), Race to the Top, NCLB waivers, and ESSA to detail these shifts. Since ESSA is in the early phase of implementation, we analyze the policy through the lens of previous empirical work as a way of anticipating how the various components of the law may function. The goal is to understand how the policy differs from previous federal efforts, detail the theory of action of teacher policy under ESSA, and provide concrete ways for educational leaders to implement the law. We find that ESSA focuses on the distribution of highly effective teachers and allows states more autonomy to define teacher quality.
ESSA and School Improvement: Principal1 Preparation and Professional Development in a New Era of Education Policy
Authors: Williams Sheneka M. , Welsh Richard O.
Published: January 2019

School leadership, next to teacher quality, plays the largest role in improving the educational outcomes of students. As such, federal and state policies have sought to hold principals accountable for the academic success of their students. Given the renewed attention paid to school leaders and overall school improvement with the passage of the Every Student Succeeds Act (ESSA), this article examines how district and school capacity to apply for and allocate additional professional development funds provided by ESSA might vary according to school context. We utilize qualitative interview data and the literature pertaining to ESSA to interpret how the new federal education policy might affect the preparation and development of principals and how ESSA might expand the social and economic divide that exists between and within districts. We find that while flexibility and autonomy might be key components of ESSA, under-resourced districts and schools might not experience such flexibility and autonomy due to a lack of resources—both human and fiscal—and a lack of capacity. Thus, we find that vulnerable schools might continue to struggle to improve in the era of ESSA.
Evidence-Based Decision-Making
Authors: Haecker Bonnie M. , Lane Forrest C. , Zientek Linda R.
Published: January 2019

Research has explored the use of evidence-based practices within schools but less is known about evidence-based decision-making among school district central office administrators. This study explored how individual and school-level characteristics of administrators were related to the implementation of evidence-based practices. Findings suggested that administrators were more knowledgeable about evidence-based practices if they were working in districts with existing policies in place to address the use of research in decision-making. Administrators were less knowledgeable about evidence-based practices in small, rural districts.
An Optimist's View of Educational Administration
Authors: Greer John T.
Published: January 2019

The recent waves of educational reform have prophesied a pessimistic view of the future of educational administration, almost to the demise of the profession. However, there is another view—an optimistic view of the profession, as outlined in this article. Citing numerous examples, the author graphically illustrates the reason for his optimism in the future of educational administration.
Inter-University Networking: Collaborating to Improve the Clinical Preparation for School Administrators
Authors: Lane Kenneth E. , Moffett Micheal R.
Published: January 2019

The improvement of clinical preparation programs requires universities to collaborate with each other, the practitioners in the field, and the business community in the establishment of a networking system. This inter-university networking enables research institutions and regional state institutions to work together jointly while maintaining their individual identities and purposes. The practitioners are involved in this endeavor by their contributions to and participation in the programs designed to help them improve as effective leaders in their schools. The business community is involved by using their expertise in the areas of management, public relations, leadership, and finance. The authors advance the Louisiana LEAD program as an example of how inter-university networking improves the clinical preparation of school administrators.
Mentoring: Bridge over Troubled Waters
Authors: Shelton Maria
Published: January 2019

Higher education has a language, a culture, and performance standards uniquely different from public schools. As new professors enter this divergent world they need the assistance of those professors whose experience and knowledge should be shared. The author calls for a mentoring system that provides success for all professors.
School Administration in the Twenty-First Century
Authors: Demoulinp Donald F.
Published: January 2019

As we approach the 21st century, changing sociological trends and technological advances will make it necessary for our university system to prepare graduates for careers as administrators. It is a given fact that school administrators entering the 21st century will have to have special skills far above those abilities that most administrators now possess. It will not be enough for school systems or states to appoint unqualified teachers to school administrator jobs to be equally unqualified administrators. States and universities within them will have to unify and redirect energies toward competency of administrative certification, and in the process, tighten standards.
Relating Theory to Practice: Instructional Leadership and the Principal
Authors: Wallman Dwillis G.
Published: January 2019

This is a period of change with new challenges for the leaders of schools. The opportunity to be creative and innovative in the approach to organizing and administering programs for teaching and learning is available today as never before. This paper includes leadership and management issues as they impact the principal's daily work as an instructional leader.
Stress be not Proud: The Myth of Burnout
Authors: Demoulin Donald F.
Published: January 2019

Virtually every form of media has reports concerning teacher burnout in education. Many of these reports have been directed towards a relationship between teacher burnout and a declining educational status in this country. However, the question of concern should be, “Is the term burnout being appropriately used or being systematically abused when describing teacher productivity?”

The following study is a culmination of a seven-year investigation concerning the impact of stress on self efficacy and personal productivity. From information received from the Career Awareness Index and the Instrument Summary Assessment Program, analysis indicates that the term burnout may be an inappropriate descriptor of low to moderate levels of self efficacy and personal productivity. Hence, professional development activities may be incorrectly designed having little or no affect in enhancing self efficacy manners. Therefore, it is imperative that professional development activities be specifically designed to match individual needs and interests in order for positive effects to occur.
Instructional Leadership in Practice: Fostering Meaningful Exchange
Authors: Tallerico Marilyn , Blumberg Arthur
Published: January 2019

The educational literature of recent years speaks to teachers and principals differently. However, a need exists to connect the perspectives of teachers with the administrative structuring of the workplace. A sample of experienced teachers was selected for detailed interviews. The experiences of the teachers help us to better understand the conditions under which they engage in meaningful dialogue about their work.
Viewing Reading Recovery as a Restructuring Phenomenon
Authors: Rinehart James S. , Short Paula Myrick
Published: January 2019

This study investigated components of Reading Recovery that relate to a restructuring paradigm. Specifically, Reading Recovery was analyzed as a way to redesign teachers’ work, empower teachers, and affect the core technology of teaching. Data were collected by a survey that consisted of open-ended questions and of categorical response items. These items were analyzed using the restructuring paradigm. Implications for the restructuring of schools are discussed.
Total Staff Development: Do Not Begin Dropout Prevention without It
Authors: Keller Don , Addis Sandy , Fowler R. Wayne
Published: January 2019

There is no doubt that the student-at-risk problem is a national, state, and local problem; however the success of any at-risk program lies with the entire school staff that comes in contact with the at-risk youth. As school philosophies have changed to meet the needs of these youth, so must the staff development programs. Educators can no longer depend on the colleges and universities to provide the “expertise” that will be required to meet the unique needs of this specialized population or to update those educators who received their degrees or training years before the current emphasis on dropout prevention. Current staff development programs must have support “at the top” that filters down to everyone who comes in contact with the at-risk student. Staff development programs must (1) address the need for individualized, personally-delivered solutions and assistance to at-risk youth, (2) provide solutions that educators believe in because of personal input, (3) reflect the major change in the mission/philosophy of American education, (4) promote the at-risk student's self-acceptance, and (5) effectively communicate to educators the priorities placed on dropout prevention.
A Pathway to Restructuring: Discussion of a University Pilot for Principalship Preparation
Authors: Norris Cynthia J. , Lebsack Joel
Published: January 2019

As education embarks upon the second wave of school reform—sitebased management—the school principal's role assumes a more global and dynamic perspective. At the same time, it becomes increasingly crucial that universities provide future administrators with the necessary expertise to fulfill this new leadership thrust. Preparation programs for school leaders have, in the past, directed their attention primarily to problem-solving approaches. Students have been taught to react to problems presented to them and to manage conflict and problems. They have not always been trained to find, define, and refine the problems that they must confront (Achilles and Norris, 1988: 105).

Many experts have recognized this dearth in principalship preparation and have advocated curriculum that encourages reflective practice (Schon, 1983; Sergiovanni, 1987) and the integration of theory and practice (Schwab, 1964; McCarthy, 1987). It is important that immersion in theory or practice not be designed merely to promote an existing order, but that it provides future leaders with the understandings for “question[ing] existing practices and … create[ing] visions of a better way” (Norris, 1990, p. 10). Effective preparation programs must also provide students with self-awareness and insight in how their thought patterns and behaviors might serve as facilitating forces, or as hindrances, to the proper execution of their leadership roles (Norris, 1990). Personal awareness provides the first step in enhanced development of latent capabilities that are strengthened as development opportunities are intentionally provided through individualized approaches to learning (Norris, 1990; Messick, 1984).

This paper 1) describes a current university pilot program based on these assumptions of principalship preparation; 2) discusses that program's effectiveness as perceived by student participants; and 3) explores current university efforts to institutionalize the more successful components from that effort.
Restructuring that Lasts: Managing the Performance Dip
Authors: Eastwood Kenneth W. , Louis Karen Seashore
Published: January 2019

The literature and research on school improvement and reform tends to focus on the early stages of the change process, and to neglect what happens to make change a more permanent feature of the school's activities. This lack of attention is problematic during a period when the demands for sustained and lasting reform are proliferating. Our paper reviews what is known about institutionalization and the management of change in schools, and develops a model for managing the “performance dip,” the period in the life of any major change activity during which dicontinuation of effort is most likely.
The Regular Education Initiative: Educational Reorganization for Rural School Districts
Authors: Cappers Colleen A. , Larkin John
Published: January 2019

The purpose of this analysis is to explore how rural school administrators can implement educational processes to enable the full inclusion of students with disabilities into the general education program. First, we review related literature including the historical basis of inclusion, the limitations of traditional special education practices, arguments of those opposed to full inclusion, and the unique characteristics of rural communities. We ground our analysis in a theoretical framework comprised of a categorical description of organizational theories and behavior. We apply this framework to consider how rural community characteristics can enable or constrain the structural, human resource, political, and symbolic processes of restructuring schools to the benefit of all students.

As the field of education moves into the twenty-first century, yet another challenge faces American educators. An issue, which both challenges and requires educational restructuring, is the full inclusion of students with disabilities in the general education program.
Perceptions of Desired Skills for Effective Principals
Authors: Kowalski Theodore J. , Reitzug Ulrich C. , Mcdaniel Phillip , Otto Douglas
Published: January 2019

Concepts such as shared decision making and decentralization are prominent in current school reform literature. The attention they are receiving is causing those who prepare and employ principals to reexamine skills required for building-level administration. However, little is known about current perceptions of teachers and principals relative to skill requirements for principals. This dearth of knowledge hinders appropriate considerations relative to professional preparation (long dominated by an emphasis on technical skills), employment decisions, and staff development. This study examined teacher and principal perceptions of skills required for principal effectiveness. Katz's (1955) widely used taxonomy that classifies managerial skills as technical, human, and conceptual served as an organizing framework for the study.
School Reform: Real Improvement Takes Time
Authors: Streshly William , Bernd Mac
Published: January 2019

Politicians and educational leaders are under pressure to come up with quick fixes for our nation's schools. However, significant changes in schools are complex processes which take years to accomplish. Moreover, the results of a faculty's efforts may not be fully measurable for ten years or more. A case study of a California school district, which was given ten uninterrupted years to develop and implement an outcome-based instructional model, suggests that more time be given to schools to implement program improvement strategies. The study also reinforces the research linking positive labor relations to environmental conditions for successful school districts.
The High School Dropout: Antecedents and Alternatives
Authors: Baldwin Beatrice , Moffett M. Randy , Lane Ken
Published: January 2019

Administrators recognize that students dropping out of school is one of the most difficult challenges to our public school system. Today's school administrators can begin to deal with this crisis by becoming familiar with the characteristics of dropouts and the reasons for dropping out. This paper outlines what school administrators can do to increase their understanding of local dropout problems and to decrease dropping out. The suggestions include analyzing local data, instituting early tracking of potential at-risk students, creating alternative programs, reorganizing to improve school climate, and initiating new forms of student assessment.
The “Foxfire” Principal: Managing the Restructured School
Authors: Rothberg Robert A. , Hill Marie Somers
Published: January 2019

The Foxfire Teacher Outreach Network has expanded teacher thinking and practice. The principal must possess complementary attitudes and actions for a school to become a setting in which change can occur, staff and students can flourish, and risk taking is valued. This article explores the challenges that administrators face when they create student centered environments.
The Courage to be Creative
Authors: Lutz Frank W.
Published: January 2019

For thirty years the “theory movement” in educational administration pursued a logical positivistic paradigm and a goal of developing a “science” of administration. Since Kuhn (1962), that model has been challenged, but not until Weick (1976) did much appear in the literature of educational administration that took note of that challenge. Still, little “radical” revision has taken place. This article suggests possible revision in both theory and practice of education based on post-positivistic thought.

Creativity is a necessary sequel to being. Furthermore, the word courage in my title refers to the particular kind of courage essential for the creative act. This is rarely acknowledged … and even more rarely written about. (Rollo May from The Courage To Create, 1975)
Long-Term Rural Superintendents: Characteristics and Attributes
Authors: Chance Edward W. , Butler Charles , Ligon Joe , Cole Rendell
Published: January 2019

This paper presents the results of a study of superintendents who have served in one rural school district for twelve years or more. Superintendents in twenty-four districts were identified and interviewed. The superintendents shared demographic information, insights into their school boards, and professional opinions as to the reasons for their longevity. Reasons for their success were a stable school board, open communication, hiring good employees, and working closely with the local community.
Educational Leadership: A New Vision and a New Role within an International Context
Authors: Reilly David H.
Published: January 2019

The worldwide condition of education is not well according to many observers of the international scene. In many countries, including the United States, continuing reform and change of education is a way of life. A new vision of leadership is necessary if educators are to achieve results that are considered successful by most societies. This paper addresses two levels of educational leadership within the context of an international mission for education.
School-Based Management, Decentralization, and Citizen Control–A Perspective
Authors: Hughes Larry W.
Published: January 2019

School-based management and teacher-parent empowerment have both currency and emotional ring. The terms have become a kind of rallying cry. But each term lacks definition and bad things can happen when things only sound good.
Problems of Practice: From the Principal's Perspective
Authors: Osterman Karen F.
Published: January 2019

This article explores the way that principals understand the nature of the problems that deter schools from better accomplishing their missions. The views presented are those of approximately 40 elementary and secondary principals in two urban school districts in the Mid-Atlantic and Southwest regions of the United States. From the perspective of these principals, schools as organizational workplaces for administrators, teachers, and students are plagued by stress, frustration, and alienation. Although a multi-faceted and complex problem in itself, this organizational malaise is viewed as an outgrowth of an even more complex problem—a growing gap between the culture of the schools and the society of which they are a part. These observations emphasize the importance of examining the way in which organizational policies and procedures of schools and school districts impact upon the motivational needs of administrators, teachers, and students.
Perceptions of Beginning Public School Principals
Authors: Lyons James E.
Published: January 2019

This study was designed to determine the level of competency that beginning principals perceived they had in their primary areas of responsibility when appointed to the position. Secondarily, the study determined what beginning principals perceived to be their greatest challenges and frustrations, most familiar and most unfamiliar areas of responsibility, and who was most and least helpful to them as new principals. The findings indicated that beginning principals are challenged by the following: delegating responsibilities and becoming familiar with the principal's role, the local school, and school operations. Their major frustrations were role adjustment, the (large) amount of responsibility, and time management.
Changing Schools from Within
Authors: Cohen Marvin T.
Published: January 2019

This article will focus on a collaboration between two urban intermediate schools and the Graduate School of Bank Street College of Education. The collaboration took place over a four year period and focused on bringing about changes that would enable the schools to better serve their student bodies. The plans and processes varied in each school based on the needs as perceived by those involved. In order to reform schools and support systemic change, there must be a change in teacher beliefs and attitudes about teaching and learning. Our work suggests that there are bureaucratic and cultural supports that need to be in place to bring about change. These include 1) time for teachers to talk together; 2) administrative support; 3) a structure that supports variety and innovation; 4) allowance for design changes; and 5) district support and flexibility.
Perceptions of Search Consultants of Qualities School Boards Seek in Superintendents
Authors: Lyons James E.
Published: January 2019

This study sought to determine those qualities that school boards seek when they employ superintendents as perceived by superintendent search consultants. The author found the following qualities to be extremely important when school boards are seeking superintendents: performance in previous positions, performance during the interview, evidence of leadership and managerial skills, communication skills, and experience and success with school constituent groups.
The Evolving Role of Superintendents in School-Based Management
Authors: Kowalski Jackie , Oates Arnold
Published: January 2019

As school-based management and collaborative decision making are implemented in the educational system, the role of the superintendent will take on a new look. The superintendent will become a leader of leaders and a collaborative decision maker. The author explores the necessary leadership characteristics and skills of the superintendent in this new role.
The Principal in a Community of Learning
Authors: Kleine-Kracht Paula A.
Published: January 2019

Describing schools as “communities of learning” requires that our understanding of the roles played by teachers and principals be altered. This article discusses the principal's role in a community of learning as both facilitating and modeling learning. It provides examples of both types of behavior and discusses the implications of this re-conceptualization for the pre-service training of administrators.
Administrators Can Use Alternative Schools to Meet Student Needs
Authors: Griffin Barbara L
Published: January 2019

Students enrolled in an alternative school program indicated they were more satisfied with the alternative program than with a traditional high school program. School administrators should be aware of the perceptions of students toward alternative schools and the implications for traditional secondary schools.
Leadership Preparation: A Cooperative Effort between a College and School District
Authors: Mims Nancy Griffin
Published: January 2019

This cooperative program offers a model and suggestions for school districts and colleges who want to collaborate in the preparation of future administrators. Leadership theories are enhanced by on-site visits and in discussions with the county personnel who put those theories into practice.
Women in K-12 Educational Administration: A Synthesis of Dissertation Research
Authors: Grady Marilyn L , O'Connell Patricia A.
Published: January 2019

One part of the literature concerning women in educational administration that is frequently overlooked is the dissertation research. The purpose of this study is to examine the dissertation research about women in K-12 educational administration. The study profiles the dissertations by purpose, subjects, and findings of the research. Dissertation research included in the study was completed between 1957 and 1989. The review concludes with a summary of trends and promising practices that may lead to gender equity for women as educational administrators.
Competencies and Aspirations: Determining Internship Needs-An Eight-Year Study
Authors: Bratlien Maynard J.
Published: January 2019

This study analyzed administrative content areas prioritized according to competence and aspiration by midmanagement (principal) interns over an eight-year period of time as they completed administrative certification programs. As part of the internship program, separate prioritizations on entry-level competencies and future professional aspirations were correlated to determine needed areas of emphasis for students’ field experiences. The long-term study of these prioritizations provided an analysis that held important implications for those involved with the design and implementation of field-based training components for future campus level administrators.
Emerging Perspectives on Planning and Change Processes
Authors: Beach Robert H.
Published: January 2019

The development of ideas in planning and change has been affected by empirical studies from practice. Historical theories relative to planned change are being modified by this impact and are shifting toward more flexible and people oriented processes, better tailored to the unique conditions found in schools. An overview of planning and change theory is presented with a discussion as to how observations from practice are being integrated with this theory. The implications of this merging of theory and practice for the educational leader contemplating change are considered in the context of an evolving knowledge base informed by practice.
Restructuring Educational Leadership Preparation: Identifying Needed Conditions
Authors: Daresh John C.
Published: January 2019

In this article, a description is presented of the strategy and steps that were followed at the University of Northern Colorado in restructuring its educational leadership preparation program. Details are provided concerning the ways in which changes were made, and how these changes were supported through attention to personnel issues, linkage relationships within the university, and linkages outside the university.
Superintendent Behaviors and Activities Linked to School Effectiveness: Perceptions of Principals and Superintendents
Authors: Griffin Gloria , Chance Edward W.
Published: January 2019

This article focuses on the behaviors, activities, and perceptions of superintendents in the creation of effective school districts. It also examines the principal's perception of the superintendent's role in leading a district to a state of effectiveness. School districts were viewed as macro social systems and school sites as micro social systems for purposes of this leadership study.
Principals’ Observations of a State Level Project: Leadership to Transform Schools
Authors: Alexander Gary C. , Keller Linda
Published: January 2019

Shared decision making and shared leadership from multiple perspectives is essential in order for true educational transformation to occur.

A collaborative research effort between the University of Minnesota and the Minnesota Office of Educational Leadership (OEL) provided data on the perceptions of principals at twenty-two urban, suburban, and rural schools participating in the transformation process.

Ethnographic techniques were used to gather data to understand the development of leadership skills, shared governance, and shared vision at individual sites

Findings from the indepth interviews indicate that an awareness of obstacles to change are a necessary first step toward implementing change; a majority of principals support some degree of site-centered decision making; central office administration needs to facilitate site autonomy; and examples of site autonomy and true shared governance exist.
Keys to Success: Critical Skills for Novice Principals
Authors: Schmieder June H. , Mcgrevin Carol Z. , Townley Arthur J.
Published: January 2019

Both pressure from the public to reform and restructure education and the quality of current principal training have prompted a recent examination of the education of school leaders. The issues addressed in this study include questioning principals and superintendents on the skills critical to beginning principal. Of additional interest is the attitude of principals and superintendents toward administrative certificate programs.

Results indicate that there is strong agreement among and between principals and superintendents regarding critical skills for new principals. Principals and superintendents were also in strong agreement about the need for more internship-based principalship training programs.
Communication Skills: A Key to Collaboration and Change
Authors: Osterman Karen F.
Published: January 2019

Communication is frequently identified as an essential aspect of leadership, an argument that is supported strongly by research regarding organizational change and leader effectiveness. This paper reviews that research and argues that this area of study should be formally addressed in preparation programs—for administrators and teachers. The paper also describes an on-going effort to develop communication skills as part of a university-based administrative preparation program that incorporates principles of experiential or problem-based learning and reflective practice.
Values, Valuation and Explanation in School Organizations
Authors: Willower Donald J.
Published: January 2019

A philosophical grounding for valuation in educational administration that is concrete and practical is presented. It is based on a naturalistic perspective that shows how scientific methods and relevant concepts and explanations can be used in situations requiring moral deliberation. Examples illustrate how administrators and others can employ tentative explanations and consequence analysis to facilitate choices among competing values.
Conflict Management: A Review of the Literature for School Leaders
Authors: Johnson Patsy E.
Published: January 2019

School leaders who realize that conflict is not necessarily negative or positive can learn to manage conflict by understanding the five steps of the conflict process. They are the antecedent conditions, perception and conceptualization, behaviors, resolution and management, and the aftermath or outcome. A review of the literature indicates that successful management of conflict can result in desired coordination and efficiency of the school as well as innovation and adaptation.
Private Investment in Public Education: Boon or Boondoggle?
Authors: Mccarthy Martha M.
Published: January 2019

This article investigates two aspects of corporate involvement in public education: commercialization of public schools and use of private companies to deliver instructional services or to manage schools. The extent of private investment in education and arguments for and against these activities are reviewed. Also explored are value conflicts among supporters and critics of such corporate involvement and implications of recent developments in this arena for the future of public education.
Visioning for the Future: What Can Educational Leaders Do to Build a Shared Commitment to Interagency Collaboration?
Authors: Barnett Bruce G.
Published: January 2019

Interagency collaboration is being touted as a means for schools to address the increasing social, emotional and health care needs of students. In this article, we contend that if interagency collaboration is to become more than a buzzword, then school leaders must work diligently to build a shared commitment to the school's vision by engaging service providers in sustained and collective discussions and decisions about the school's direction. Two promising approaches for building this shared commitment—strategic planning and collaborative visioning—are highlighted, including a discussion of how several newly-formed collaboratives are confronting the cultural, procedural/regulatory, and personal barriers that prohibit meaningful interagency collaboration.
Exploring the Influences of Contextual Variables on Beginning Principals
Authors: Bogotch Ira E. , Keaster Ric , Baldwin Beatrice , Wonycott Angel
Published: January 2019

Beginning school principals work within distinct school district contexts, influencing how they think and act as school leaders. This discussion describes how their perceptions compare across three geo-political contexts: urban, suburban and rural. The results are presented as storylines, emphasizing how contextual variables interact to influence differences in school leadership. As storylines, the implications concern social issues beyond any one school district or any one isolated context variable such as race or gender.
School Leadership Development in Western Australia: An Impact Study
Authors: Wildy Helen , Wallace John
Published: January 2019

This paper reports an impact study of the Western Australian School Leadership Program, an innovative leadership development program for principals, deputy principals and heads of department of elementary and secondary government schools in the state of Western Australia. Approximately half of the people in promotional positions in state government schools had participated in the program at the time of the study. Perceptions of the nature and extent of change in leader practice as a result of involvement in the program were sought from all program participants using a questionnaire and a series of case studies. A design feature of the study was that participants were asked to select a colleague with whom they worked closely to give their perceptions of the nature and extent of change. It was found that the program was perceived to have an impact on leader behavior in schools. This effect was enhanced when a number of leaders from the same school participated in the program.