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Distributed leadership in schools: The case of elementary schools adopting comprehensive school reform models. Educational Evaluation and Policy Analysis
, 2003
"... leadership focused on the activities of a single member of the school community—the school principal (Bridges, 1982). A well-known conclu-sion from this research was that strong principal leadership—and especially strong instructional leadership—is central to successful program-matic change and inst ..."
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Cited by 67 (5 self)
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leadership focused on the activities of a single member of the school community—the school principal (Bridges, 1982). A well-known conclu-sion from this research was that strong principal leadership—and especially strong instructional leadership—is central to successful program-matic change and instructional improvement (see, for example, Berman and McLaughlin,
Leadership of inquiry: Building and sustaining capacity for school improvement
- Educational Evaluation and Policy Analysis
, 2003
"... The notion of a gifted leader of change conjures up powerful and enduringicons—images of founding fathers, presidents, CEOs, and leaders ofsweeping social reforms are institutionalized in our collective consciousness. The field of education has celebrated its share of individuals for exercising this ..."
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Cited by 51 (0 self)
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The notion of a gifted leader of change conjures up powerful and enduringicons—images of founding fathers, presidents, CEOs, and leaders ofsweeping social reforms are institutionalized in our collective consciousness. The field of education has celebrated its share of individuals for exercising this kind of leadership. From Horace Mann’s leadership of the common school movement in the 1840’s through examples of modern day school reformers like Deborah Meier, educational literature is replete with extraordinary people of vision and action who have led their respective schools, districts, or systems to achieve good results for children, often despite overwhelmingly difficult circumstances. Such cases of singular greatness in educational leadership, compounded by remarkably enduring early twentieth century theories about managing schools (Taylor, 1911; Bobbitt, 1913), subtly perpetuate a collective myth. This myth promotes the expectation that the solutions to the myriad educational woes found in districts and schools across America are tightly wrapped up in finding the right persons to fill formal roles at or near the top of the education hierarchy— principals, district administrators, superintendents—visionary change agents who
How teachers experience principal leadership: The roles of professional community, trust, efficacy, and shared responsibility. Educational Administration Quarterly
- in England and Wales. School Effectiveness and School Improvement
, 2008
"... Purpose: The leadership of the principal is known to be a key factor in supporting student achievement, but how that leadership is experienced and instructionally enacted by teachers is much less clear. The purpose of this study was to examine var-ious factors that are often present in principal–tea ..."
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Cited by 47 (2 self)
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Purpose: The leadership of the principal is known to be a key factor in supporting student achievement, but how that leadership is experienced and instructionally enacted by teachers is much less clear. The purpose of this study was to examine var-ious factors that are often present in principal–teacher interactions and teacher–teacher relationships to see how those may have an impact on teachers ’ class-room instructional practices. Data Collection and Analysis: Data for this quantitative study are from a teacher sur-vey developed for the national research project, Learning from Leadership, funded by the Wallace Foundation. There are 4,165 completed surveys in the database, which reflects responses from teachers in grades K-12 in a sample of schools across the United States. Using a conceptual framework based on various known components of effective schools today, a stepwise linear regression examined the relationships among practices such as shared leadership and professional community with contextual vari-ables such as trust and efficacy. Findings: Three types of instructional behaviors—Standard Contemporary Practice,
Creating a framework for research on systemic technology innovations
- The Journal of The Learning Sciences
, 2004
"... This article examines why cognitively oriented technology innovations, designed to foster deep thinking and learning, have not become widespread in K–12 schools. We argue a key reason is that most design-based research does not explicitly address sys-temic issues of usability, scalability and sustai ..."
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Cited by 44 (3 self)
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This article examines why cognitively oriented technology innovations, designed to foster deep thinking and learning, have not become widespread in K–12 schools. We argue a key reason is that most design-based research does not explicitly address sys-temic issues of usability, scalability and sustainability. This limitation must be over-come if research is to create usable knowledge that addresses the challenges con-fronting technology innovations when implemented in real-world school contexts. This is especially important in an era when political forces push schools away from the cognitively rich, inquiry-oriented approaches espoused by the Learning Sciences. We suggest expanding our conception of design-based research to include research on innovations in the context of systemic reform as a potential solution to the prob-lem. To that end, we introduce research questions and issues arising from our own ex-periences with a technology-rich innovation in the context of a systemic reform ini-tiative as a starting point in the creation of an expanded design-based research agenda. These questions and issues have important implications for both the contin-ued viability of research on technologies for learning and on the future of technology use in schools that stems from such research. Over the past decade, the Learning Sciences have built on knowledge of how people learn (Bransford, Brown, & Cocking, 1999) and made major investments in the de-sign and development of learning environments that employ technology to foster
High-stakes accountability in urban elementary schools: challenging or reproducing inequality
- The Teachers College Record
, 2004
"... In this article, the authors use data from interviews and observations in four urban elementary schoolsFtwo high-performing and two probation schoolsFto examine how schools respond to high-stakes accountability policies. The authors show that school responses to high-stakes accountability depend on ..."
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Cited by 35 (0 self)
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In this article, the authors use data from interviews and observations in four urban elementary schoolsFtwo high-performing and two probation schoolsFto examine how schools respond to high-stakes accountability policies. The authors show that school responses to high-stakes accountability depend on the schools ’ accountability status. In probation schools, responses focus narrowly on complying with policy demands, focusing on improving the performance of certain students, within benchmark grades, and in certain subject areas. In contrast, higher performing schools emphasize enhancing the performance of all students regardless of grade level and across all subject areas. Given the concentration of poor students and students of color in the lowest performing schools, the authors conclude that issues of educational equity need to be given greater consideration in the implementation of high stakes accountability policies. One of the most consistent findings in educational research is that family background is linked to children’s educational outcomes, attainment, and adult occupational status (Blau & Duncan, 1967; Coleman et al., 1966; Jencks et al., 1972; Orfield, 1993). While education is viewed by many as an important mechanism for social mobility, many scholars argue that schools reproduce rather than challenge social inequality. Over the past decade, policy makers have mobilized multiple policy instruments in an effort to ensure that all children receive high quality education. One increasingly popular but controversial strategy relies on external accountability mecha-nisms, including high-stakes testing, to transform instructional practices and make teachers and students more accountable for their performance. Critics argue that these policies will exacerbate inequalities by leading teachers to marginalize low-performing students (Clotfelter & Ladd, 1996;
Teacher teams and distributed leadership: A study of group creativity & collaboration
- American Educational Research
, 2004
"... On behalf of: ..."
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How principals and peers influence teaching and learning
- doi: http://dx.doi.org/10.1177/1094670509353043 UNICEF Office of Research
, 2010
"... This paper examines the effects of principal leadership and peer teacher influence on teachers ’ instructional practice and student learning. Using teacher survey and student achievement data from a mid-sized urban southeastern school district in the United States in 2006-2007, the study employs mul ..."
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Cited by 31 (2 self)
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This paper examines the effects of principal leadership and peer teacher influence on teachers ’ instructional practice and student learning. Using teacher survey and student achievement data from a mid-sized urban southeastern school district in the United States in 2006-2007, the study employs multilevel structural equation modeling to examine the structural relationships between student learning and theorized dimensions of principal leadership, teacher peer influence, and change in teachers ’ instructional practice. The findings confirm previous empirical work and provide new contributions to research on the chain of hypothesized relationships between leadership practice and student learning. Both principal leadership and teacher peer influence were significantly associated with teachers ’ instructional practices and English language arts (ELA) student learning. A major contribution of this research is the strong and significant indirect relationships which mediate education leadership and student learning. The results indicate the importance of principals work for student learning because of their indirect influence on teachers ' practices through the fostering of collaboration and communication around instruction.
The study of educational leadership and management: Where does the field stand today
- Educational Management Administration & Leadership
, 2005
"... This article comments on the state of research in educational leadership and management as a field of study between 1990 and the present. We discuss the role of research reviews and compendia in the field as a means of identifying past trends, current dilemmas, and future directions for scholarship. ..."
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Cited by 28 (5 self)
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This article comments on the state of research in educational leadership and management as a field of study between 1990 and the present. We discuss the role of research reviews and compendia in the field as a means of identifying past trends, current dilemmas, and future directions for scholarship. We conclude five major points. First, today there is less agreement about the significant problems that scholars should address than in past years. Second, scholarly directions seem to be changing, as an increasing number of scholars are approaching educational leadership and management as a humanistic and moral endeavor rather than a scientific one. Third, although there are more diverse and robust methodological tools available for inquiry, programs of sustained empirical research are few in number. Fourth, a reluctance to evaluate the worth of contrasting conceptual and methodological approaches according to an accepted set of scholarly criteria leaves researchers, policy-makers and practitioners to fall back upon individual judgments of what is useful and valid knowledge. Finally, a lack of empirical rigor in the field continues to impact the development of a future generation of researchers.
Leadership for teacher learning: A community of practice perspective
- Educational Administration Quarterly
"... Purpose: The study is a two-stage inquiry into the influence of high school principals ..."
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Cited by 24 (1 self)
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Purpose: The study is a two-stage inquiry into the influence of high school principals
