Showing papers in "Educational Administration Quarterly in 2007"
TL;DR: A subgroup of principals, leaders for social justice, guide their schools to transform the culture, curriculum, pedagogical practices, atmosphere, and schoolwide priorities to benefit marginalized students.
Abstract: Purpose : A subgroup of principals—leaders for social justice—guide their schools to transform the culture, curriculum, pedagogical practices, atmosphere, and schoolwide priorities to benefit margi...
1,037 citations
TL;DR: In this paper, the authors explored distributed leadership as it relates to two teacher teams in one public secondary school in the US and found that the nature of purpose and autonomy within a teacher team can influence the social distribution of leadership.
Abstract: Purpose:This article explores distributed leadership as it relates to two teacher teams in one public secondary school Both situational and social aspects of distributed leadership are foci of investigationMethods:The qualitative study used constant comparative analysis and discourse analysis to explore leadership as a distributed phenomenon Data from field notes and video recordings of two teacher teams during one semester were usedFindings:Three constructs emerged that informed our understanding of collaborative interaction within each professional learning team: purpose, autonomy, and patterns of discourse Purpose and autonomy, manifest as organizational conditions, largely shape patterns of discourse that characterize the interaction of the team members We argue that the nature of purpose and autonomy within a teacher team can influence the social distribution of leadershipConclusions:The nature of teams in shared governance structures—the fact that teams can organize to either find or solve pr
370 citations
TL;DR: This paper examined how discourses of diversity, circulating in educational policies, reflect and produce particular realities for people of color on university campuses and identified images of diversity and the problems and solutions related to diversity as represented in 21 diversity action plans generated throughout a 5-year period (1999-2004).
Abstract: Background: Universities continue to undertake a range of initiatives to combat inequities and build diverse, inclusive campuses. Diversity action plans are a primary means by which U.S. postsecondary institutions articulate their professed commitment to an inclusive and equitable climate for all members of the university and advance strategies to meet the challenges of an increasingly diverse society.Purpose: To examine, using critical race theory, how discourses of diversity, circulating in educational policies, reflect and produce particular realities for people of color on university campuses.Data Collection and Analysis:Data were collected from 20 U.S. land-grant universities. Line-by-line analysis, employing inductive and deductive coding strategies, was conducted to identify images of diversity and the problems and solutions related to diversity as represented in 21 diversity action plans generated throughout a 5-year period (1999-2004).Findings: Analysis reveals four predominant discourses shaping...
273 citations
TL;DR: In this article, an exploratory study examines conditions that lead elementary principals to support the work of school-based instructional teacher leaders and asks, How do principals' knowledge of knowledge and knowledge transfer affect their support of teacher leaders?
Abstract: Purpose: This exploratory study examines conditions that lead elementary principals to support the work of school-based instructional teacher leaders. The study asks, How do principals' knowledge o...
220 citations
TL;DR: This paper examined the ways in which school leaders defined and made sense of issues of race and demographic change in their schools and found that most of the school leaders's sensemaking seemed related to the local context.
Abstract: Background: School leaders must make sense of the messages they receive from multiple, overlapping contexts of their school environments. Equally important, they must shape meaning of school issues and events with and for other school members.Purpose:The purpose of this study was to examine the ways in which school leaders defined and made sense of issues of race and demographic change in their schools.Data Collection: Interviews, documents, and archival data from a larger study provided information on the programs, policies, and practices that schools modified in response to their growing African American population. For the current study, the author specifically examined the words and actions of school leaders to determine how they defined and made sense of the demographic changes taking place. The author also used other information to establish the contexts around these leaders that might help explain their sensemaking.Findings: Generally, school leaders'sensemaking seemed related to the local context ...
218 citations
TL;DR: In this paper, the authors examined the relative impact of individual characteristics (dispositional variables of positive affectivity, negative affectivity and teacher attitude) to perceived superior support and an organizational characteristic (of organizational values of individualism versus collectivism) on OCB at school.
Abstract: Purpose:The success of schools fundamentally depends on teachers’ willingness to go above and beyond the call of duty, namely, to exhibit organizational citizenship behaviors (OCBs). Attempts to understand the causes of OCB frequently focus on individual characteristics; only recently have researchers begun to direct their attention to more contextual variables. The present study continues this line of research and proposes an integrative model. This allows the authors to examine simultaneously the relative impact of individual characteristics (dispositional variables of positive affectivity, negative affectivity, and teacher attitude) to perceived superior support and an organizational characteristic (of organizational values of individualism versus collectivism) on OCB at school.Method:Data were collected from a survey of 104 teachers and their principals at eight elementary schools in northern Israel.Results: A mixed models analysis demonstrates that perceived supervisor support and collectivism were p...
215 citations
TL;DR: In this paper, the authors used critical race theory and focus group interview data from African American male students at four universities to reveal that potent Black misandric beliefs exist in both academic and social spaces in the collegiate environment.
Abstract: Background: Racial primes are an outgrowth and inculcation of a well-structured, highly developed, racially conservative, “race-neutral” or “color-blind” racial socialization process in which children learn race-specific stereotypes about African Americans and other race/ethnic groups As they get older, they continue to receive—both involuntary and voluntary—corroborating messages of anti-Black stereotypes from adults, friends, games, folklore, music, television, popular media, and the hidden curriculum A result of this belief system is Black misandry Black misandry refers to an exaggerated pathological aversion toward Black men created and reinforced in societal, institutional, and individual ideologies, practices, and behaviorsFindings: Through the use of focus group interview data from African American male students at four universities, it reveals that potent Black misandric beliefs exist in both academic and social spaces in the collegiate environmentConclusions: Using critical race theory as a
210 citations
TL;DR: The authors argued that critical race theory is a valuable lens with which to analyze and interpret administrative polices and procedures in educational institutions and provides avenues for action in the area of racial justice.
Abstract: On June 28, 2007, the U.S. Supreme Court issued its opinion in Parents Involved in Community Schools v. Seattle School District No. 1, et al. (2007). The central issue in this case focused on the constitutionality of using race as a voluntary means to educational ends in elementary and secondary school desegregation plans in Seattle (and Louisville, Kentucky), and the majority opinion ruled that the U.S. Constitution is “color-blind” and that for schools that were never guilty of segregation by race, “the way to stop discrimination on the basis of race is to stop discriminating on the basis of race” (pp. 40-41). This color-blind interpretation of the law and legal policy has had a major ideological and substantive impact on the administrative organization of schools and postsecondary education. In this special issue of Educational Administration Quarterly, we argue that critical race theory (CRT) is a valuable lens with which to analyze and interpret administrative polices and procedures in educational institutions and provides avenues for action in the area of racial justice. CRT has emerged from the legal arena to uncover the deep patterns of exclusion and what is taken for granted with respect to race and privilege (Ladson-Billings, 1998). It relies on various strands of social
168 citations
TL;DR: In this article, the authors examined whether school-level differences in teacher quality are related to student learning in reading and math in a longitudinal cohort consisting of more than 14,000 students nested in a random sample of 197 elementary schools.
Abstract: Purpose: No Child Left Behind (NCLB) brought attention to the need for states to upgrade the criteria used to certify teachers for entry into the profession. This study focuses on collective teacher qualifications mandated by NCLB and the role they play in explaining differences in school achievement and growth rates.Research Methods:The study examines whether school-level differences in teacher quality are related to student learning in reading and math in a longitudinal cohort consisting of more than 14,000 students nested in a random sample of 197 elementary schools.Findings: First, as a school-level resource, collective teacher quality was positively related to school achievement levels in reading and math. Second, the strength of the relationship was conditional on school demographic composition; for example, the positive relationship in reading was enhanced in school contexts where targeted student subgroups (e.g., low socioeconomic students, students receiving English services) were more highly clu...
159 citations
TL;DR: This paper examined how elementary principals in Connecticut influenced the induction experiences of new teachers and how school leaders' professional backgrounds and beliefs affected their approaches to induction, and found that three principals strongly promoted new teachers' instructional growth in their direct interactions with them and by facilitating their work with mentors and grade team members, while the other three school leaders did not have as much positive impact on new teachers.
Abstract: Purpose:The purpose of the study was to examine (a) ways in which elementary principals in Connecticut influenced the induction experiences of new teachers and (b) how school leaders’ professional backgrounds and beliefs affected their approaches to induction.Research Methods:The study included six elementary principals from three Connecticut districts, and 1st- and 2nd-year teachers, mentors, and other teachers from the principals’ schools. Data collection in 2000-01 involved interviewing principals, beginning teachers, mentors, and other educators; and observing principals’ meetings with new teachers, mentor-mentee meetings, and other induction activities.Findings:The study found that three of the principals strongly promoted new teachers’ instructional growth in their direct interactions with them and by facilitating their work with mentors and grade team members; in contrast, the other three school leaders did not have as much positive impact on new teachers. The article provides evidence that these d...
140 citations
TL;DR: This paper conducted a critical race policy analysis of Texas school finance policy and identified the racial effects that the school funding system has on seven majority-Mexican American school districts, using Critical Race Theory (CRT) and Latina/o Critical (LatCrit) theoretical frameworks.
Abstract: Purpose: The purpose of this article is to conduct a critical race policy analysis of Texas school finance policy. This empirical article examines three chapters of the Texas education code (TEC) and identifies the racial effects that the school funding system has on seven majority-Mexican American school districts.Methodology: Critical Race Theory (CRT) and Latina/o Critical (LatCrit) theoretical frameworks are employed in this article in which race and property are highlighted as concepts central to the analysis. The methodology allows for a critical perspective on history and the racial effects of policy to be outlined. First, a historical analysis of race and racism, schooling, and politics in Texas contextualizes the debate over school finance equity. Second, an analysis of the effects that the school finance system has on communities of color is completed.Analysis and Findings:An examination of primarily 2002—2003 school finance data, Texas Supreme Court opinions, and TEC indicates that majority-Mex...
TL;DR: In this paper, the authors investigated how various accountability contexts, including states, local boards, districts, school site councils, parent associations, and teachers, affect the ability of principals to influence instructional and supervisory decisions in their schools.
Abstract: Purpose:The study investigates how various accountability contexts—including states, local boards, districts, school site councils, parent associations, and teachers—affect the ability of principals to influence instructional and supervisory decisions in their schools.Data:Data for the analysis come from 1999-2000 Schools and Staffing Survey responses of 8,524 elementary, middle, and high school principals in low-, moderate-, and high-control states. Principals responded to queries regarding their personal influence and the influence of various other policy actors on decisions in the instructional and supervisory domains in the principals’ schools.Analysis:To examine variation in principal influence within and between states, the study uses hierarchical linear modeling as its primary analytic technique.Findings:Results indicate that the various accountability contexts differentially affect principals’ influence, which also vary by domain, extent of state control, and region.Implications for Practice:Princ...
TL;DR: In this paper, the authors examined how collective bargaining agreements govern the assignment of teachers to schools and classrooms and whether any observed variation among the agreements is due to district demographics and/or performance.
Abstract: Background: School leaders argue that to make the improvements in both quality and equity that government mandates demand, they need more flexibility with regard to personnel management—specifically, teacher assignment. According to some, such flexibility is constrained by collective bargaining between teachers unions and school districts.Purpose: To examine how collective bargaining agreements govern the assignment of teachers to schools and classrooms and whether any observed variation among the agreements is due to district demographics and/or performance.Research Methods:Sixty-six collective bargaining agreements between teachers unions and Florida's school districts were collected and analyzed for provisions germane to teacher assignment. The authors looked for contrasts among the contracts by district size, district socioeconomic status, district race, and district Florida Comprehensive Assessment Test performance with data from the Florida Department of Education.Findings: Although staffing rules o...
TL;DR: In this article, a scale of group-level Organizational Citizenship Behavior (OCB) in the education system was developed and validated using data collected from a survey of 206 Israeli teachers and their principals at 13 schools.
Abstract: Purpose: Most writings on Organizational Citizenship Behavior (OCB) to date have focused on analysis at the individual level and paid less attention to other analytical frameworks at the group level (i.e., team, unit, or organization). This article approaches OCB from the less conventional perspective of group-level activities and uses it to develop and validate a scale of Group-level Organizational Citizenship Behavior (GOCB) in the education system.Data Collection:Data were collected from a survey of 206 Israeli teachers and their principals at 13 schools.Findings: The scores were found to be statistically valid and demonstrated a high degree of reliability. In addition, two intra-factors (GOCB-I [group-level OCB toward individuals] and GOCB-O [group-level OCB toward the organization]) that are quite similar to those suggested in previous OCB literature emerged as key components.Conclusions: The advantages of the group-level scale over other individual-level scales are explored and discussed in detail. ...
TL;DR: In this article, the authors explored the distribution of educational leadership preparation degree programs among different types of institutions and distribution of advanced degrees, by type, exploring change over time and the relationship to regional labor market estimates.
Abstract: Purpose: This article sheds light on some basic questions about the distribution of educational leadership preparation degree programs among different types of institutions and the distribution of advanced degrees, by type, exploring change over time and the relationship to regional labor market estimates.Method: We used data from five major national data sets (Institutional Postsecondary Education Data System, Survey of Earned Doctorates, Schools and Staffing Survey, National Center for Education Statistics Common Core of Data, and Census data) to explore the production of graduate degrees in educational leadership by institutions of higher education and the distribution of graduate degrees across building level leaders in K-12 public education systems. We used two institutional classification systems— the Carnegie Classification and the U.S. News & World Report higher education classification—to group postsecondary institutions by resources and rank. The time period for our analysis is 1990 to 2003.Find...
TL;DR: The authors provided an analysis of articles in Education Administration Quarterly (EAQ) over the 25-year period 1979-2003, focusing on four key themes: types of articles published, methodologies employed, topic areas emphasized, and books and articles exerting considerable influence.
Abstract: Purpose: The objective of this article is to provide an analysis of articles in Education Administration Quarterly (EAQ) over the 25-year period 1979-2003Approach: The approach is document analysisFindings: Information is presented on four key themes: (a) types of articles published; (b) methodologies employed; (c) topic areas emphasized; and (d) books and articles exerting considerable influenceImplications: Based on publication patterns, questions are framed that could help shape editorial policy in EAQ In addition, areas of work that merit greater attention are noted
TL;DR: In this article, the authors explored the perceptions of teachers regarding principal support for and understanding of effective writing instruction and whether certain areas of knowledge influence principals' actions and interventions and found that the first factor accounted for 55.79% of the variance and the second for 6.94%.
Abstract: Purpose: This study explored the perceptions of teachers regarding principal support for and understanding of effective writing instruction and whether certain areas of knowledge influence principals' actions and interventions.Research Design:Researchers surveyed teacher participants using the Principal's Support for Writing Instrument and also asked whether their principal was trained in writing as a process. The sample (N = 169) included elementary and secondary rural, urban, and suburban teachers.Findings: An exploratory principle-axis factor analysis with a promax rotation was conducted to determine the underlying structure of the 13 survey items. Results of the factor analysis yielded a two-factor correlated solution. The first factor accounted for 55.79% of the variance and the second for 6.94%. The two-factor correlated structure was confirmed using structural equation modeling. Most fit statistics were observed to be good. Using the subscales as observed variables, a path analysis was conducted us...
TL;DR: In this paper, the influence of Educational Administration Quarterly (EAQ) on the scholarly literature in education during the 25-year period 1979 to 2003 was examined, concluding that EAQ's substantive, ongoing influence is limited to a small percentage of its published articles, which are cited predominantly by subsequent articles in EAQ.
Abstract: Study Purpose: This article examines the influence of Educational Administration Quarterly (EAQ) on the scholarly literature in education during the 25-year period 1979 to 2003. This article continues part of the first critique of EAQ conducted by Roald Campbell in 1979.Study Methods: Two citation measures are used in this study to assess EAQ influence: (a) citation frequency, the total citations counts to EAQ articles found in the Web of Science database and (b) the impact factor, a ratio of citations to articles published that is calculated as part of the Journal Citation Reports.Study Findings: The findings point to three conclusions: (a) EAQ's substantive, ongoing influence on the scholarly education literature is limited to a small percentage of its published articles, which are cited predominantly by subsequent articles in EAQ; (b) this level of influence, though perhaps not the form, appears to be generally comparable to the level of other scholarly education journals with a solid academic reputati...
TL;DR: The authors reviewed research published by Educational Administration Quarterly (EAQ) during the past 10 years to determine if confidence intervals and effect sizes were being reported as recommended by the American Psychological Association Publication Manual.
Abstract: Purpose: The purpose of this study was to review research published by Educational Administration Quarterly (EAQ) during the past 10 years to determine if confidence intervals and effect sizes were being reported as recommended by the American Psychological Association (APA) Publication Manual .Research Design:The author examined 49 volumes of the journal, which included 245 articles from the most recent 10-year time frame. As the debate on statistical reform is focused on reporting confidence intervals and properly interpreting p values and null hypothesis statistical testing (NHST), the author examined all empirical studies from the 10-year time frame to determine if confidence intervals were included in the results and, if so, interpreted correctly. Because effect size measures are, alongside confidence intervals, at the heart of statistical reform goals in psychology, the author also examined effect-size practices in EAQ. Descriptive statistics (frequencies and percentages) were utilized to report the...
TL;DR: This article examined the factors that predict who among those receiving educational administration doctorates is most likely to become a faculty member and found that 19% of doctoral recipients in educational administration pursue faculty careers.
Abstract: Purpose: This study examines the factors that predict who among those receiving educational administration doctorates is most likely to become a faculty member. Research Design: The study uses 10 years of data on all doctoral recipients from programs in educational administration gathered from the Survey of Earned Doctorates (1990 to 2000). Statistical models, using logistic regression, determined which variables (preparation, experience, and personal) best predicted whether graduates pursued postsecondary academic careers. A separate model determined which variables predicted the likelihood of holding a graduate assistantship (the best predictor of a faculty career). A third model determined the variables that best predicted the selectivity of an individual’s undergraduate institution. Findings: The study found that 19% of doctoral recipients in educational administration pursue faculty careers. The best predictors of becoming a faculty member were attending a research university full time, holding an assistantship, being single, having no children, and being younger than age 30. A second track to the professoriat is also evident. Many who pursue faculty careers are older, worked full time in graduate school, and held faculty positions before they graduated. Conclusions: More research is needed about the second track to the educational professoriat. From a policy perspective, questions remain about the characteristics most desired for those training future school administrators as well as future educational administration faculty.
TL;DR: In this paper, the authors provide foundational findings from Roald Campbell's (1979) assessment of Educational Administration Quarterly (EAQ), and introduce EAQ articles assessing the journal since 1979 that will appear in upcoming issues of EAQ.
Abstract: The purpose of this article is (a) to provide foundational findings from Roald Campbell’s (1979) assessment of Educational Administration Quarterly (EAQ); (b) to introduce EAQ articles assessing the journal since 1979 that will appear in upcoming issues of EAQ; (c) to update readers on recent journal changes, address journal misconceptions, and summarize subscriber, citation, and journal impact information; and (d) to outline current and future issues facing EAQ and the study of educational leadership and organizations. As current editors of the journal, our intent is to make EAQ processes and outcomes more transparent to readers and to potential authors.
TL;DR: This article reviewed a volume that emerged from a 2-year participatory effort to look at new research directions in educational administration, presenting a conversation between two researchers, an old-timer (Karen Seashore Louis) and a relative newcomer (Meredith Honig), to probe for differences and convergence in perspectives on what this collection offers to the field.
Abstract: Purpose:The authors review a volume that emerged from a 2-year participatory effort to look at new research directions in educational administration. The review is presented as a conversation between two researchers—an old-timer (Karen Seashore Louis) and a relative newcomer (Meredith Honig)—to probe for differences and convergence in perspectives on what this collection offers to the field.