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Authors:Susan Kemper Patrick Abstract: Educational Administration Quarterly, Ahead of Print. Purpose: Collaborative workgroups can be particularly fruitful sites for teachers to learn and improve. Prior research has illustrated how teachers' engagement in collaboration differs across school contexts. However, this research offers little guidance for leaders hoping to encourage collaborative learning among teachers in their school. Research Methods: Using survey and administrative data from teachers across Tennessee, this study examines the extent to which teachers in a large statewide sample (N = 9889) report engaging in collaborative learning opportunities and how these opportunities are distributed across and within schools. Using a series of multilevel models, I examine whether organizational conditions of schools influenced by school leaders are associated with the teacher-reported frequency and helpfulness of collaborative learning opportunities. Findings: I find significant variation in frequency across context (e.g., school level, geographic context, district size) and find that collaborative planning time consistently predicts how often teachers collaborate. Once accounting for frequency, teachers rate their collaboration as more helpful in schools with higher ratings of the professional climate/leadership and lower ratings of administrative oversight over collaboration. These relationships vary somewhat across contexts, with stronger negative relationships between oversight and helpfulness in schools with weak professional climates and large schools. Implications: Leaders should consider how to structure their schedules to allow for regular collaboration during the school day but should be cautious in mandating how teachers spend large portions of this collaborative time without shared decision-making with teachers. Citation: Educational Administration Quarterly PubDate: 2022-06-22T06:53:33Z DOI: 10.1177/0013161X221107628
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Authors:Sandra Leu Bonanno Abstract: Educational Administration Quarterly, Ahead of Print. Purpose: Building upon the positive findings from culturally sustaining pedagogical studies, this paper explores how culturally sustaining approaches might operate on an organizational level. Examined in the context of dual language bilingual education (DLBE), this paper proposes a conceptually and empirically-guided culturally and linguistically sustaining school leadership approach (CLSL) as one option for researchers and practitioners to reimagine schools to be more affirming and sustaining for Students of Color (SOC). Research Methods: This project employed a constant comparative analysis across case studies to describe and compare culturally and linguistically sustaining mindsets and practices of DLBE principals in the state of Utah ( Miles et al., 2014). Data collection involved participant methods and data analysis was completed through cycles of inductive and deductive qualitative coding. Findings and Implications: The study unveiled four leadership dimensions – cultivating critical consciousness for self and community, fostering a culturally and linguistically sustaining school climate, supporting culturally sustaining pedagogies, and enacting democratic structures—that operated in tandem to configure a culturally and linguistically sustaining school leadership. The themes bridge existing literature to define culturally sustaining tenets represented in the leadership role by describing ways principals reimagined schools to benefit SOC rather than solely responding to students’ identities and maintaining assimilative student outcomes. Citation: Educational Administration Quarterly PubDate: 2022-06-13T06:21:29Z DOI: 10.1177/0013161X221106972
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Authors:Renée Rinehart Kathawalla, Jal Mehta Abstract: Educational Administration Quarterly, Ahead of Print. Purpose: Existing research on loosely coupled educational systems has largely ignored the social and affective dimensions of such systems. Drawing on literature from organizational behavior, this study examines how “human” factors, including role identity dynamics, power dynamics, and stereotyping, shape the implementation of state-led education reforms. Research Method/Approach: This study draws on interviews and focus groups with 77 actors from different organizational levels in two states and uses a grounded theory analytical approach. Findings: Our findings indicate that stereotyping is ubiquitous across contexts, that the way actors stereotype and perceive each other depends on their positions in the system, and that stereotypes of higher ups often persist even as higher ups are aware of them and try unsuccessfully to mitigate them. We theorize about the reasons for these outcomes and their consequences for efforts at systemic change. Implications for Research and Practice: This study underscores the importance of social and emotional factors in education reform efforts, which have been under-theorized to this point. It demonstrates that reforms could be more successful when higher ups and lower downs have more frequent and meaningful interactions, which facilitate opportunities to break down social and emotional barriers to successful implementation. Citation: Educational Administration Quarterly PubDate: 2022-04-27T07:48:12Z DOI: 10.1177/0013161X221098072
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Authors:Victor G. Hugg, Michael D. Siciliano, Alan J. Daly Abstract: Educational Administration Quarterly, Ahead of Print. Purpose: School leaders rely on a number of collaborative policy tools to address fiscal and governance issues. While prior research has examined the dynamics and implications of research-practice and public-private partnerships, this study addresses a third form of collaboration: interdistrict cooperative agreements. Method: We develop a unique data set to study the formation of interdistrict agreements formed among 333 public school districts in the state of Iowa from 2008 through 2017. Aimed at reducing costs and improving student outcomes, these agreements collectively reflect an intergovernmental network that develops through predominantly bilateral agreements. We examine the factors and mechanisms that can facilitate and hinder interdistrict collaboration through a stochastic actor-oriented model for analyzing panels of network observations. Findings: We find both transitivity and popularity to be positively associated with the inclination to form cooperative relationships. Further, school districts are more likely to collaborate with districts that have a: (1) greater number of enrolled students; (2) smaller percentage of students that receive free or reduced-price lunch; (3) higher student-to-teacher ratio; and (4) lower average teacher salary. Propinquity and homophily effects are present as well: between any two given school districts, the likelihood of collaboration improves as geographical distance and the absolute difference in district-level measures decreases. Implications: Understanding the antecedents of education network formation enables examinations of how network characteristics can reduce the cost of providing education or improve student outcomes. Citation: Educational Administration Quarterly PubDate: 2022-03-02T04:20:55Z DOI: 10.1177/0013161X221081855
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Authors:Laura K. Rogers Abstract: Educational Administration Quarterly, Ahead of Print. Background and Purpose: District school improvement efforts have increasingly focused on improving the quality of support principals receive from the central office. This study uses the theoretical lens of recoupling to examines efforts by one urban district in the midst of change to revise the role of principal supervisors. Analysis focuses on how district organizational structures and systems supported (or did not support) principal supervisors' work in the new role. Research Methods: This qualitative study draws upon semi-structured interview data from 31 principals, principal supervisors, and central office leaders. Data were analyzed using an iterative, multi-round coding process that identified emergent themes. Findings: District central office structures, systems, and roles shape principal supervisors' ability to effectively develop principal leadership. System-wide changes to support principal supervisors' new work appeared to be at odds with existing district context and structure, limiting their effectiveness. Additionally, three organizational barriers emerged that limited principal supervisors' ability to meet the new role expectations: misaligned central office expectations, overlapping responsibilities between supervisors and other central office administrators, and an incoherent district definition of instructional leadership. Implications: Findings provide guidance for districts seeking to build central office capacity for school support by highlighting the importance of implementing district-level structural supports and other system considerations in addition to changing administrator roles. Citation: Educational Administration Quarterly PubDate: 2022-02-28T12:14:23Z DOI: 10.1177/0013161X221081828
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Authors:Taeyeon Kim, Jennie Weiner Abstract: Educational Administration Quarterly, Ahead of Print. Purpose: This study builds on research scrutinizing school autonomy in policy and school governance by shifting the focus from a formal structural view of autonomy to examining how principals negotiate autonomy in their daily work. Drawing on multiple dimensions of autonomy and street-level bureaucracy, this study examined how principals, as both professionals and bureaucrats, work to expand and strategize their autonomy in practice. Research Methods/Approach: We used portraiture to document and interpret the experience and perspectives of three principals at urban, suburban, and rural PK-12 traditional public schools in the Midwest of US during the 2018–2019 school year. Findings: Principals faced a “bounded” or “partial” autonomy in which they had to constantly negotiate their individual autonomy (e.g., how they spent their time on any given day) with institutional autonomy (e.g., the demands of the role via external expectations). The findings show the ways participants utilized institutional autonomy to support individual autonomy and dealt with the boundaries of their autonomy. While these strategies gave them a bit more “control” over decision-making, they also often resulted in overwork and/or conflict with district priorities. Implications for Research and Practice: Detailed portraits offer key insights for rethinking school autonomy with multiple dimensions intersected in leadership practice. Findings yield knowledge regarding how to best support districts and school leaders in creating greater alignment between institutional and individual demands, thus increasing the likelihood that autonomy, as an improvement strategy, can be effective. Citation: Educational Administration Quarterly PubDate: 2022-02-14T03:26:28Z DOI: 10.1177/0013161X221080374
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Authors:Sung Tae Jang, Nicola A. Alexander Abstract: Educational Administration Quarterly, Ahead of Print. Purpose: This study aims to provide quantitative knowledge concerning the leadership of Black women principals in American secondary schools. We examined (1) the demographic composition of the schools in which Black women principals serve, (2) these principals’ instructional leadership behaviors, (3) the collective responsibility among teachers in those schools, and (4) the association between their interacting identities and the math achievement scores of the 9th graders at the schools they led. Research Design and Methods: We used a critical quantitative intersectionality framework along with the base-year data from the High School Longitudinal Studies 2009 provided by the National Center for Education Statistics. Multiple regression analysis and linear mixed-effect modeling were used to examine how the convergence of principals’ race or ethnicity and gender is associated with the variables of interest. Findings: The results showed that on average, Black principals served schools with relatively higher percentages of students who were eligible for free or reduced-cost lunch and relatively higher percentages of students of color. We found that Black women principals were associated with a higher level of teachers’ collective responsibility as perceived by teachers and higher math achievement scores among students. There was a positive association between the principals’ instructional leadership behaviors perceived by teachers and female principals. Implications for Research and Practice: The importance of understanding the multiplicative influences of race or ethnicity and gender in research and principal preparation programs are discussed. We suggest that policymakers prepare intersectionality-informed policy interventions that specifically support leadership by Black women principals. Citation: Educational Administration Quarterly PubDate: 2022-01-28T08:52:48Z DOI: 10.1177/0013161X211068415
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Authors:James Wright Abstract: Educational Administration Quarterly, Ahead of Print. Purpose: This article is a critical analysis of educational leadership and administration’s historically privileged Eurocentric epistemologies, research methodologies, and intellectual norms, shaping the field through conceptions of coloniality. The purpose of this article is toward decolonizing educational leadership. Problem: Dominant, Eurocentric knowledge systems are epistemically imposing. Racialized and ethnic critiques of Eurocentric epistemologies and educational leadership norms are relatively new in dominant knowledge production institutions such as University Council of Educational Administration and peer-review journals such as Education Administration Quarterly. Questions: Why are BIPOC (Black, Indigenous, and People of Color) epistemologies a critical issue in educational leadership, research, practice, and leadership preparation' In what ways have educational leadership research, practice, and training represented BIPOC epistemologies' Conceptual Framework: This article refines and advances theories of coloniality by a concept that I coined Coloniality Racial-Capitalism and Modernity. Coloniality, the darker side of modernity, is highlighted in educational leadership practices and reform for perpetuating epistemicide in the service of racial capitalism. Contributions to the Field: This article reconnects the struggles of Blackamericans to a global struggle, such as the progenitors in the Blackamerican struggle understood. Furthermore, placing coloniality in conversation with other critical work in educational leadership around coloniality’s articulations of racism and inequity is useful for BIPOC and their allies in fights for educational justice for BIPOC children. Citation: Educational Administration Quarterly PubDate: 2022-01-17T10:48:33Z DOI: 10.1177/0013161X211029483
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Authors:Paul Bruno, Colleen M. Lewis Abstract: Educational Administration Quarterly, Ahead of Print. Purpose: We aim to better understand the curricular, staffing, and achievement trade-offs entailed by expansions of high-school computer science (CS) for students, schools, and school leaders. Methods: We use descriptive, correlational, and quasi-experimental methods to analyze statewide longitudinal course-, school-, and staff-level data from California, where CS course taking has expanded rapidly. Findings: We find that these rapid CS course expansions have not come at the expense of CS teachers’ observable qualifications (namely certification, education, or experience). Within-school course taking patterns over time suggest that CS enrollment growth has come at the expense of social studies, English/language arts (ELA), and arts courses, as well as from other miscellaneous electives. However, we find no evidence that increased enrollment of students in CS courses at a school has a significant effect on students’ math or ELA test scores. Implications: Flexible authorization requirements for CS teachers appear to have allowed school leaders to staff new CS courses with teachers whose observable qualifications are strong, though we do not observe teachers’ CS teaching skill. Increasing CS participation is unlikely to noticeably improve school-level student test scores, but administrators also do not need to be overly concerned that test scores will suffer. However, school leaders and policymakers should think carefully about what courses new CS courses will replace and whether such replacements are worthwhile. Citation: Educational Administration Quarterly PubDate: 2021-12-03T10:37:16Z DOI: 10.1177/0013161X211054801
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Authors:Erin McHenry-Sorber, Matthew P. Campbell, Daniella Hall Sutherland Abstract: Educational Administration Quarterly, Ahead of Print. Purpose: Schools across the predominately rural state of West Virginia are experiencing widespread teacher shortages, though recruitment and retention difficulties are unevenly distributed across place. Using spatial in/justice as our framework, we explore how principals define place, how place influences principal perceptions of teacher recruitment and retention, and how principals respond to these staffing challenges given their leadership experiences, relationship to school community, and understandings of place affordances and disadvantages. Research Methods/Approach This research utilized interviews with eight principals across six school districts in West Virginia over a four-month time frame. We inductively coded interview transcripts in iterative cycles using our research framework as a guide for emic and etic codes. Findings: We find principals’ understanding of place influences on staffing to be specific to the unique attributes of each community and the placement of their leadership experiences – as community returners, seasoned though not originally from the community, and new-to-place. Their understandings of spatial in/justice as it relates to teacher staffing shape ideas of place affordances and disadvantages and recruitment and retention practices. These findings complexify the teacher staffing picture across geographically diverse rural places and the responses available to leaders given their leadership experience and relationship to place. Implications for Research and Practice The place-specific influences on teacher staffing problematize statewide policy mechanisms for ameliorating teacher shortages. The findings also suggest the need for further in-depth qualitative research within districts and across states, with an emphasis on racially diverse rural places. Citation: Educational Administration Quarterly PubDate: 2021-11-15T02:49:30Z DOI: 10.1177/0013161X211053590
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Authors:Stephanie R. Forman, James Lamar Foster, Jessica G. Rigby Abstract: Educational Administration Quarterly, Ahead of Print. Purpose: This article examines how school leaders connect Social-Emotional Learning (SEL) with anti-racist practices. Current literature has yet to explain how leaders support race conscious approaches to SEL that promote marginalized students’ well-being, particularly with White teachers who often resist learning about race and Whiteness. Research Approach: We conducted a qualitative study of three leaders in one district in the Puget Sound region of Washington state. The first data collection and analysis phase drew from interviews, observations, and artifacts from a larger study to identify anti-racist SEL intersections and the leaders associated with these intersections. In the second phase, we conducted additional interviews with three leaders and performed a critical frame analysis to characterize the frames used by leaders to shape what SEL means and who it serves. Findings: We describe three anti-racist SEL intersections in which leaders made explicit connections between SEL and broader anti-racist goals within their work with White teachers. We found that leaders framed SEL strategically to address White teachers’ emotions, and as tools teachers might use to understand and address students’ racialized classroom experiences Implications: Findings provide illustrative examples of leadership that connects anti-racist practice with SEL and explore how leaders’ novel understanding of SEL and anti-racism undergirds this leadership approach. Citation: Educational Administration Quarterly PubDate: 2021-11-10T12:20:01Z DOI: 10.1177/0013161X211053609
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Authors:Ethan Chang, Ronald David Glass Abstract: Educational Administration Quarterly, Ahead of Print. Purpose: This paper conceptualizes a just leadership learning ecology through an analysis of one nontraditional site of leadership preparation: the Highlander Research and Education Center (originally founded as the Highlander Folk School). Methodology: Drawing on cultural historical activity theory (CHAT) and institutional theory (IT), we examine the core design and pedagogy of Highlander, which co-founder, Myles Horton, referred to as the “Highlander idea.” Findings: We illustrate how a residential learning and living environment, norms of epistemic humility and democratic decision making, and horizontal teaching and learning roles fostered social justice leadership. This just leadership learning ecology reflected institutions present at the time of Highlander's founding, including cultural scripts rooted in prophetic Christianity, class consciousness, and unfolding social movements in Appalachia and the South. Implications: Our analysis of Highlander extends recent efforts to re-envision the how and who of leadership preparation and addresses the observed lack of coherence within this subfield. Citation: Educational Administration Quarterly PubDate: 2021-11-06T03:04:36Z DOI: 10.1177/0013161X211054835
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Authors:George J. S. Dei (Nana Adusei Sefa Tweneboah), Asna Adhami Abstract: Educational Administration Quarterly, Ahead of Print. Our paper will examine the question of counter-hegemonic knowledge production in the Western academy and the responsibilities of the Racialized scholar coming to know and producing knowing to challenge the particularity of Western science knowledge that masquerades as universal knowledge in academia. We engage the topic from a stance examining the coloniality of knowledge in educational leadership by centering Indigenous knowledge systems in the academy as a means to disrupt Euro-colonial hegemonic knowledging. We ask: How do we challenge the “grammar of coloniality” of Western knowledge and affirm the possibilities of a reimagining of “new geographies” and cartographies of knowledge as varied and intersecting ontologies and epistemologies that inform our human condition as “learning experiences, research, and knowledge generation” practices' The paper highlights epistemic possibilities of multicentricity, that is, multiple ways of knowledge as critical to understanding the complete history of ideas and events that have shaped and continue to shape human growth and development. The paper highlights Indigeneity as a salient entry point to producing counter-hegemonic knowing. The paper concludes pointing to implications for educational “re-search” and African educational futurity. Citation: Educational Administration Quarterly PubDate: 2021-10-20T10:07:07Z DOI: 10.1177/0013161X211036079
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Authors:Kevin L. Clay, Nora C. R. Broege Abstract: Educational Administration Quarterly, Ahead of Print. Background: Over the past 30 years, much debate has been produced about improving the quality and caliber of curriculum taught to public school students. Less prominent in these discussions has been the content of Black history and culturally relevant curriculum. Many states and districts assume they are adequately including these experiences through theme months (i.e., Black History Month) or single school days dedicated to workshops on diversity and equity. Unlike most states, the State of New Jersey has legislated the inclusion of Black history education through the enactment of the Amistad Legislation. In doing so it stands out among its peers, but has this legislation actually enacted curricular change' Research Design: We engage a decoloniality framework in this exploratory case study of two districts, describing how each is interpreting Amistad, the processes they subsequently implement, the curricular results, and if/how these attempts address dominant Eurocentric frames essential to the project of coloniality. Findings: We find that simply following the legislation itself does not result in a great deal of reform. The districts we profile, rather than follow the vague dictum of Amistad, opt to follow the “spirit” of the law. The result is clear curricular reform and district-level changes. Our cases present interesting points of discussion as they are at two distinct points on the spectrum of implementation—one having already established a well-regarded curriculum, the other in the early stages of reform. Despite this, administrators in each express the value of Amistad for their students, faculty, and communities. Citation: Educational Administration Quarterly PubDate: 2021-08-09T09:58:23Z DOI: 10.1177/0013161X211026962
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Authors:Nimo M. Abdi Abstract: Educational Administration Quarterly, Ahead of Print. Purpose: This critical phenomenology study examines the experiences of Somali mothers’ involvement with an urban school in London, United Kingdom. Specifically, the study explores Somali mothers’ experiences and responses in navigating the coloniality of gender discourses imbedded in school structure and culture. The research questions that guided the study concerned the gender-based tools that Somali mothers use to navigate the school structure and culture and how school leaders can recognize and tap into parental knowledge and ways of being to serve these communities. Methods: This study is based on the stories of five Somali immigrant mothers. Data collection included focus groups, field memos, site observations, and school archival data. Data were analyzed through hermeneutic interpretation of whole-part-whole. Findings: Somali mothers use three important elements—identity, resistance, and traditions—to respond to coloniality of gender in school as they negotiate tensions between the Somali conception of motherhood and western notions of gender. The findings emphasize the practices rooted in Indigenous Somali culture and gender roles as assets. Implications: This research argues that the matripotent leadership practices of Somali mothers can inform theory, practice, and policy, as these practices offer a more collective and humanizing approach to leadership centered in ideals connected to a non-Western conception of motherhood, gender, and gender dynamics. Citation: Educational Administration Quarterly PubDate: 2021-08-04T01:02:48Z DOI: 10.1177/0013161X211033555
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Authors:Rachel Roegman, Ruqayyah Perkins-Williams, Matt Budzyn,
Olivia Killian-Tarr, David Allen First page: 183 Abstract: Educational Administration Quarterly, Ahead of Print. In this study, we examine principals’ data use within four districts are engaged in district-level professional learning around equity. Drawing on Gutierrez's framework for dimensions of equity, we consider how principals engage in data use in light of the dimensions of access, achievement, identity, and power. Findings suggest each district had its own definition of equity and engaged in work at advancing equity based on this unique definition. We conclude with implications for policy, preparation, and practice related to these different understandings of equity. Citation: Educational Administration Quarterly PubDate: 2021-11-29T04:11:24Z DOI: 10.1177/0013161X211056084
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Authors:Mark R. Emerick First page: 223 Abstract: Educational Administration Quarterly, Ahead of Print. Purpose: The purpose of this article is to examine the ways in which school leaders in career and technical education (CTE) conceptualized diversity and inclusion for emergent bilingual students (EBs) and how their beliefs about diversity manifested in institutional support (or lack thereof) for EBs. Research Method: This study draws on data collected during a year-and-a-half long qualitative case study at a large, nationally recognized CTE center. The primary sources of data were interviews with administrators, teachers, and students; local artifacts, student records, and state-level enrollment data were also used. Findings: CTE administrators adhered to diversity ideology when discussing issues of diversity and EBs' inclusion at their institution and believed that they cultivated an inclusive educational environment. This ideology resulted in superficial diversity and inclusion initiatives that did not ensure that EBs had equitable access to CTE program nor that teachers had a sufficient system of support to ensure EBs’ academic success, despite the administration's stated commitment to equal opportunity and inclusion. Implications: These findings suggest the need for administrators to critically examine their conceptualization of diversity and equity when considering how to support EBs in CTE programs. Citation: Educational Administration Quarterly PubDate: 2021-11-06T03:05:05Z DOI: 10.1177/0013161X211052510
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Authors:LaTanya L. Dixon, Lam D. Pham, Gary T. Henry, Sean P. Corcoran, Ron Zimmer First page: 258 Abstract: Educational Administration Quarterly, Ahead of Print. Purpose: While previous research has examined the impact of school turnaround models, less is known about the principals who lead these turnaround schools. This study examines the personal demographics, experience, educational background, prior school performance, salaries, and turnover of principals who led two turnaround models in Tennessee's lowest performing schools: a state-run Achievement School District (ASD) that has not yielded positive nor negative effects and local Innovation Zones (iZones) that averaged positive effects on student achievement over six years. Methods: We analyze longitudinal, administrative data from the Tennessee Department of Education from 2006–2007 to 2017–2018 to compare pre- and post-reform means and trends in principal characteristics between ASD, iZone, and similarly low-performing comparison schools. Results: ASD schools had higher principal turnover rates and lost principals whose schools performed higher while iZone schools retained more principals and lost principals whose schools performed lower. Moreover, iZone schools employed more experienced principals, more Black principals, and principals with higher graduate degree attainment and paid their principals more than ASD schools. Salary differences between ASD and iZone schools were not explained by principals’ characteristics, such as years of experience. Implications: Our findings reveal differences in leadership characteristics between iZone and ASD schools that were consistent with differences in the effectiveness of the two turnaround approaches. Citation: Educational Administration Quarterly PubDate: 2021-12-29T02:03:19Z DOI: 10.1177/0013161X211055702
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Authors:Maxwell Yurkofsky First page: 300 Abstract: Educational Administration Quarterly, Ahead of Print. Purpose: A recurring frustration in educational research is the tendency for school leaders to implement reforms in ways that prioritize compliance over more substantive improvements to practice. Drawing on new institutional theory and sensemaking theory, this article explores the different ways leaders respond to continuous improvement (CI) reforms and why they frequently privilege external compliance over the perceived needs of their schools. Methods: This study used interviews, observations, and artifacts to analyze how six leaders across two midwestern school districts led the implementation of a CI method. Data analysis involved an iterative process of identifying emergent themes, refining themes based on existing research, and evaluating their usefulness in explaining differences within and across school leaders, in order to understand the different ways leaders responded to CI and what factors caused them to prioritize compliance over substantive improvement. Findings: Findings illuminate six different responses to CI that vary across three dimensions: whether leaders prioritize bridging or buffering, the form or the function of reform, and concerns for external legitimacy or internal improvement. Leaders’ professional identities, their beliefs about the usefulness of CI, and their perception of district regulation contributed to whether they implemented CI in a way that prioritized concerns for legitimacy over improvement. Implications: These findings trace the shallow reach of recent reform efforts to the ways leaders make sense of the complex institutional and technical demands of their role, offer an integrative typology of leaders’ different approaches to implementation, and identify factors that support more productive responses to district reform. Citation: Educational Administration Quarterly PubDate: 2021-11-20T11:08:50Z DOI: 10.1177/0013161X211053597
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