Medium 9781475832143

JSL Vol 26-N5

Views: 475
Ratings: (0)

JSL invites the submission of manuscripts that contribute to the exchange of ideas and scholarship about schools and leadership. All theoretical and methological approaches are welcome. We do not advocate or practice a bias toward any mode of inquiry (e.g., qualitative vs. quantitative; empirical vs. conceptual; discipline-based vs. interdisciplinary) and instead operate from the assumption that all careful and methodologically sound research has the potential to contribute to our understanding of school leadership. We strongly encourage authors to consider both the local and global implications of their work. The journal’s goal is to clearly communicate with a diverse audience including both school-based and university-based educators. The journal embraces a board conception of school leadership and welcomes manuscripts that reflect the diversity of ways in which this term is understood. The journal is interested not only in manuscripts that focus on administrative leadership in schools and school districts, but also in manuscripts that inquire about teacher, student, parent, and community leadership.

List price: $48.99

Remix
Remove
Annual Subscriptions (6/year) Subscribe Discounts for Institutions
 

6 Articles

Format Buy Remix

Development and Validation of an Instrument to Assess Teacher Leadership Behaviors in a Math–Science Partnership Program

ePub

NITHYA DORAISWAMY

KRISTEN M. PORTER

GRANT WILSON

PETER PAPRZYCKI

CHARLENE M. CZERNIAK

NICOLE TUTTLE

KEVIN CZAJKOWSKI

Development and Validation of an Instrument to Assess Teacher Leadership Behaviors in a Math–Science Partnership Program

ABSTRACT: This paper describes the development and validation of a science teacher leadership instrument modeled on the seven domains of the Teacher Leader Model (TLM) Standards (The Teacher Leadership Exploratory Consortium, 2011). Instrument development was part of National Science Foundation–funded Mathematics and Science Partnership (MSP) program that aimed to develop science teacher leaders through the use of Project-Based Science (PBS) in the context of renewable energy. Ratings of professional development sessions presented by teacher leaders to their peers were analyzed to assess whether the instrument could be used to measure teacher leadership in this context. The resulting TLM Standards Instrument is presented as a valid instrument to observe the development and assessment of teacher leadership.

See All Chapters

“Obviously, That Worked”: Examining Links between Data Use and Classroom Instruction

ePub

MICHELLE D. VAN LARE

“Obviously, That Worked”

Examining Links between Data Use and Classroom Instruction

ABSTRACT: Ever-growing expectations exist for educators to use assessments to collect, analyze, and interpret data, but how, if at all, are these processes affecting instruction? This descriptive case study of one team of second grade teachers offers an analysis of the links between teachers’ use of data within their collaborative team meetings and instructional decisions in the classroom. Findings illustrate three activities that linked teacher discussions and instruction in classrooms: troubleshooting and normalizing expectations, targeting instruction, and identifying what worked. While these links tightly coupled teachers’ collaborative use of data and assessments with their classroom instruction, they did so by prioritizing isolated instructional responses focused on discrete skills and specific instructional strategies. Implications include building structures that reframe what teachers mean by “worked” when inquiring into student learning.

See All Chapters

Education Policy in Leadership Practice: “Accountability Talk” in Schools

ePub

REBECCA LOWENHAUPT

JAMES P. SPILLANE

TIM HALLETT

Education Policy in Leadership Practice

“Accountability Talk” in Schools

ABSTRACT: Over the last few decades, high-stakes accountability has become commonplace in education policy both in the United States and internationally. In this paper, we consider the role of school leaders and “accountability talk” in implementing this shift through a case study of one urban school principal’s talk during a period of reform. Consistent with broader policy discourses, the 650 instances of principal rhetoric in 14 elementary school meetings reflected issues of standardization and assessment through rational appeals to logic (logos). However, the principal’s “accountability talk” also relied on rhetorical sequences that wove these rational appeals together with moral (ethos) and emotional (pathos) claims, thereby connecting the accountability paradigm to more established discourses associated with the educational profession. We argue that school principal’s talk is a primary means through which broader institutional changes and local work practices become coupled together, often in ways that blend apparently competing models of organization. As such, accountability talk should be of both empirical and theoretical interest for scholars studying school leadership and education reform.

See All Chapters

Principals’ Technology Leadership: How a Conceptual Framework Shaped a Mixed Methods Study

ePub

BARBARA BROWN

MICHELE JACOBSEN

Principals’ Technology Leadership

How a Conceptual Framework Shaped a Mixed Methods Study

ABSTRACT: A multifaceted conceptual framework of principals’ technology leadership informed the design of a mixed methods case study exploring leadership practices across three school jurisdictions in Alberta, Canada. Leadership practices of K-12 school principals involved in making school-wide improvements integrating technology were examined. The intent of this article is to discuss how the conceptual framework influenced the research process as an interconnection of learning theory based on the learning sciences, transformative knowledge-building pedagogies, and the complexities for school leaders as they cultivate a growth-oriented culture. Findings are related to three key areas: (1) leadership preparation is needed in instructional leadership and technological fluency; (2) online networks can support professional learning; and (3) practitioner–researcher partnerships can support innovation in schools.

See All Chapters

The Dynamic Roots of School Leaders’ Twitter Use: A Structurational Perspective on Technology Use

ePub

VINCENT CHO

VIRGINIA SNODGRASS RANGEL

The Dynamic Roots of School Leaders’ Twitter Use

A Structurational Perspective on Technology Use

ABSTRACT: Some postulate that social media tools, such as Twitter, might be used to support educator professional learning. Drawing upon interviews and tweets from 17 school administrators, this study examined the factors and consequences of administrators’ Twitter use. It finds that administrators’ understandings and uses of Twitter changed over time, subject to influences such as interactions with colleagues, one’s sense of online visibility, and abilities to develop workarounds for Twitter’s limitations. The discussion explores issues relating to the future of educators’ social media use, as well as how to theorize about the implementation and adoption of technologies in education.

KEY WORDS: Principals, Social Media, Structuration Theory, Technology

Much of the charm associated with Web 2.0 (e.g., blogs, wikis, social media) derive from hopes around its capacity to distribute information. Today, people can consume, create, and share online content, from almost anywhere and with almost anyone. For instance, arguments that Web 2.0 might be used to support professional learning have become increasingly commonplace (Gunawardena et al., 2009; Hung, 2002; Johnson, 2001). Among such claims, there has been strong enthusiasm for how Twitter may serve as a tool for connecting educators (Burden, 2010; Carpenter & Krutka, 2014; Richardson & Mancabelli, 2011). Such connections could especially benefit school administrators, since they may struggle with professional isolation (Barkley & Becker, 2013; Dussault & Thibodeau, 1997; Cho, 2016) .

See All Chapters

Getting Personal! Twitter Communication between School Districts, Superintendents, and the Public

ePub

YINYING WANG

Getting Personal!

Twitter Communication between School Districts, Superintendents, and the Public

ABSTRACT: The purpose of this study is to examine the Twitter communication between school districts, superintendents, and the public. Content analysis of the tweets posted by the 100 largest U.S. school districts and those district superintendents was performed to investigate how the districts and the superintendents communicated with the public on Twitter. Next, paired sample t-tests were performed to compare the differences between public sentiment toward the districts and the superintendents. The findings suggest that the districts and their superintendents primarily used Twitter for one-way information broadcasting, leaving Twitter’s two-way communication functionality largely untapped. Further, the public expressed significantly less negative sentiment toward the superintendents than the districts, whereas no statistical difference existed in the public’s positive or neutral sentiment toward the districts and the superintendents. The findings provide novel insights into educational institutions’ and leaders’ Twitter communication. More importantly, the findings offer research-based guidance on districts’ and superintendents’ Twitter communication. Recommendations were provided for districts and leaders to use social media effectively and thus engage the public and garner social support for education.

See All Chapters

Details

Print Book
E-Books
Articles

Format name
ePub
Encrypted
No
Sku
BPE0000199509
Isbn
9781475832143
File size
2.22 MB
Printing
Allowed
Copying
Allowed
Read aloud
Allowed
Format name
ePub
Encrypted
No
Printing
Allowed
Copying
Allowed
Read aloud
Allowed
Sku
In metadata
Isbn
In metadata
File size
In metadata