Showing papers in "Journal of Research on Leadership Education in 2014"
TL;DR: Teacher leadership is increasingly recognized as a resource for instructional improvement as discussed by the authors, and teacher leader initiatives have expanded rapidly despite limited knowledge about how to prep teachers for instruction improvement, which is a challenge for teachers.
Abstract: Teacher leadership is increasingly recognized as a resource for instructional improvement. Consequently, teacher leader initiatives have expanded rapidly despite limited knowledge about how to prep...
91 citations
TL;DR: In this paper, the authors present results from a study of leadership coaches who worked with novice principals in a university-based induction program for a 3-year period, finding that coaches adapted their leadership coaching practice in response to the principal's needs and shifted their coaching strategies as a result.
Abstract: This article presents results from a study of leadership coaches who worked with novice principals in a university-based induction program for a 3-year period. The qualitative case study describes how the support the coaches provided to the novice principals changed over time. The study reveals that coaches adapted their leadership coaching practice in response to the principal’s needs and shifted their coaching strategies as a result. The article concludes with a discussion of the findings in relation to existing research on leadership coaching for K-12 school leaders and offers suggestions for future research.
61 citations
TL;DR: Impact V as mentioned in this paper, a grant-funded preparation partnership among a community of institutions, considers whether such a partnership is a viable way to cultivate transformational and transformative sensibilities in building leaders.
Abstract: This article describes IMPACT V, a grant-funded preparation partnership among a community of institutions, and then considers whether such a partnership is a viable way to cultivate transformational and transformative sensibilities in building leaders. Methods included content analysis of baseline and summative student artifacts. Findings suggest that the program promoted elements of transformational leadership, as well as transformative leadership focused on liberation, democracy, equity, and justice. The program promoted school change and cultivated leadership and personal growth but suffered from unevenness in the program partnerships. Implications for leadership preparation are considered.
40 citations
TL;DR: The degree to which theoretical concepts about social justice might permeate leadership preparation programs' design is discussed in this article, but it is not clear how these concepts actually anchor the design of these programs.
Abstract: Scholars are increasingly considering how theoretical concepts about social justice might permeate leadership preparation programs’ design. Yet the degree to which these concepts actually anchor th...
39 citations
TL;DR: In this article, an exploratory study gathered information about the use of action research within doctor of education programs in educational leadership and explored faculty understanding of and perspectives on action research, finding that action research is used infrequently to meet dissertation requirements.
Abstract: This exploratory study gathered information about the use of action research within doctor of education programs in educational leadership and explored faculty understanding of and perspectives on action research. Survey data established that action research is used infrequently to meet dissertation requirements. Contributing factors include lack of clarity regarding the nature of action research (AR) and concerns about methodological legitimacy. Because the development of collaborative leadership skills and the pursuit of social justice objectives are inherent to the action research process, these results call for additional discussion regarding this distinctive methodology and its role in the preparation of educational leaders at the doctoral level.
37 citations
TL;DR: In this article, the authors describe longitudinal research investigating how a university course on leadership for adult development (Leadership for Transformational Learning [LTL]) influenced graduates' conceptions of leadership immediately after the course and years later.
Abstract: Given the complexity of contemporary leadership, scholars and practitioners seek to improve preparation programs so that school leaders can more effectively support adult development. This article describes longitudinal research investigating how a university course on leadership for adult development (Leadership for Transformational Learning [LTL]) influenced graduates’ conceptions of leadership immediately after the course and years later. This article describes (a) course goals, structures, and curricula; (b) changes in thinking that leaders attributed to LTL; and (c) course ideas and practices that leaders named as essential to their current thinking and work. This investigation offers insight into how university courses can support leaders’ internal growth.
35 citations
TL;DR: In this paper, the authors suggest specific theory that could be taught, strategies for teaching it that are illuminated by examples of student work, and benefits that are likely to accrue.
Abstract: Teaching organizational theory in a way that bridges to leadership practice is vital to preparing deft educational leaders who understand the organizational behavior of schools and districts. Organizational theory guides understanding of the complexities of schools and districts and can be a basis for collaborative and effective decision making. This article suggests specific theory that could be taught, strategies for teaching it that are illuminated by examples of student work, and benefits that are likely to accrue.
23 citations
TL;DR: In this paper, the authors describe a process of self-assessment attuned to equity and justice in the policies and practices that affect student diversity, namely, those associated with the selection of candidates.
Abstract: The authors describe a process of self-assessment attuned to equity and justice in the policies and practices that affect student diversity, namely, those associated with the selection of candidates. The disproportionate rate of rejection for applicants from underrepresented groups and the unsystematic process of applicant selection operated as hidden curriculum affecting the opportunities for the program to enhance meaningful relationships among diverse groups of students. The authors describe institutional and sociopolitical conditions, and individual actions reflecting a faculty’s will to policy. Faculty efforts supported and challenged systemic change to increase racial and ethnic diversity among aspiring educational administrators.
21 citations
TL;DR: Leaders from Bermuda and Florida are interviewed about how they identify and manage their most pressing challenges, which are composed of both adaptive and technical work, requiring leaders to learn to diagnose and manage them.
Abstract: We interviewed eight principals from Bermuda and Florida about how they identify and manage their most pressing challenges. Their challenges are composed of both adaptive and technical work, requir...
14 citations
TL;DR: In this paper, the authors examine the role of education degrees in the development of instructional leadership expertise and commitment to high levels of learning among diverse student groups, and how educators can be supported in this learning within the context of an education doctorate (EdD).
Abstract: This article examines two questions: (a) In what ways can doctoral-level learning experiences help executive-level P-12 leaders to develop instructional leadership expertise and commitment to high levels of learning among diverse student groups? (b) How can educators be supported in this learning within the context of an Education Doctorate (EdD)? To explore these questions, we first draw on the literature concerning adult professional learning, instructional leadership, and the doctoral education of educators aiming for administrative roles and practice, to create a framework for examining university-based efforts to guide aspiring leaders’ learning in these realms. Then, focusing on the “instructional leadership” strand of an EdD program in which we are instructors, we examine how an appropriate learning environment can be constructed, and then illustrate the nature and evidence of learning with mini-cases of three different kinds of students who participated in the program.
12 citations