Medium 9781475811698

Jsl Vol 18-N1

Views: 733
Ratings: (0)

The Journal of School Leadership is broadening the conversation about schools and leadership and is currently accepting manuscripts. We welcome manuscripts based on cutting-edge research from a wide variety of theoretical perspectives and methodological orientations. The editorial team is particularly interested in working with international authors, authors from traditionally marginalized populations, and in work that is relevant to practitioners around the world. Growing numbers of educators and professors look to the six bimonthly issues to: deal with problems directly related to contemporary school leadership practice teach courses on school leadership and policy use as a quality reference in writing articles about school leadership and improvement.

List price: $39.99

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

5 Articles

Format Buy Remix

Editorial: New Directions and Possibilities in the Service of Students

ePub

JEFFREY S. BROOKS

As I begin my tenure as editor of the Journal of School Leadership, I find the journal and the field making a positive and welcome shift toward a focus on educational processes and outcomes that may improve educational experiences for students. Although that may seem an implicit or prima facie aim of a field such as educational leadership and a journal with a title such as the Journal of School Leadership, a century-long focus on management and administration—and a knowledge base primarily (though certainly not exclusively) concerned with efficient school systems, personnel issues, organization of staff, and policy compliance—has given way to a host of new and exciting areas of inquiry. That is not to say that items in the previous list are no longer important; they are. But I suggest that educational researchers and practitioners now commonly acknowledge and embrace the notion that traditional pillars of the knowledge base of educational leadership, such as finance, law, facilities, and personnel management, must be complemented, complicated, and infused with other dimensions of practice that have traditionally been marginalized. These include the following:

See All Chapters

The Moral Agency of the Educational Leader in Times of National Crisis and Conflict

ePub

STEPHANIE PAUL DOSCHER
ANTHONY H. NORMORE

ABSTRACT: Many researchers have called for educational leaders to develop a moral grounding for their work. This essay begins a discussion of how Starratt’s (2005) spiraling framework of moral responsibility represents a process through which educational leaders can evolve from taking a transactional approach to problem solving, to using moral and transformational means of resolving controversial issues. In pursuit of a special ethics of the education profession, Starratt poses five domains of moral responsibility: as human being, citizen and public servant, educator, educational administrator, and educational leader. In this essay, the authors apply each domain to the ethical analysis of dilemmas of educational leadership, specifically those brought forth by current national crises and conflict (i.e., Hurricane Katrina, war in Iraq, and September 11 terrorist attacks), in order to reveal archetypal behaviors of educational leaders as proactive moral agents.

See All Chapters

Those Moral Aspects Unique to the Profession: Principals’ Perspectives on Their Work and the Implications for a Professional Ethic for Educational Leadership

ePub

WILLIAM C. FRICK
KATHRINE J. GUTIERREZ

ABSTRACT: This study examined aspects of work-related behavior considered morally and ethically unique to the profession of educational leadership as expressed by practitioners. The purpose was to empirically test and develop a practical, profession-specific ethic as articulated by Shapiro and Stefkovich (2001, 2005) and Stefkovich (2006). The study used phenomenological-like interview techniques and included 11 principals of diverse public secondary schools representing rural, suburban, suburban/metro, and urban settings. Findings suggest that practitioners can articulate a unique moral practice for educational leadership, one distinct unto itself. Implications of findings offer explanatory power of the moral, value, and ethical bases for educational leadership decision making and in developing and refining a professional ethic for educational leadership.

This investigation focused on secondary school principals’ interpretation of their work as a unique moral activity in relation to a specific ethical perspective: the ethic of the profession and its associated model for promoting students’ best interests (Shapiro & Stefkovich, 2001, 2005; Stefkovich, 2006). This ethical framework serves to elevate the profession of educational leadership by positing a central moral ideal in the form of an injunction of special duty: serve the best interests of the students (Shapiro & Stefkovich, 2001) by promoting their success (Interstate School Leaders Licensure Consortium, 1996) and by focusing on their individual needs (Walker, 1998).

See All Chapters

Exploring Success-Based Learning as an Instructional Framework in Principal Preparatory Programs

ePub

CHEN SCHECHTER

ABSTRACT: The professional expertise of educational leaders has been defined through the lens of problem-solving processes. Problem-based learning has therefore become an increasingly popular instructional approach in principal preparatory programs. As such, this study represents an initial attempt to explore learning from success (i.e., success-based learning) as an alternative instructional framework in leadership preparation. The study explores what students in a principal preparatory program consider as affecting their ability to foster collective learning from success as a leadership practice strategy. Data analysis of interviews, reflective journals, and participant observations revealed the following themes: immediate results versus long-term learning processes, switching cognitive gears, legitimacy and legitimation, efficacy, criteria for measuring and choosing successes, time and space, generosity, and the principal’s role. This study reinterprets principal preparation programs to include the collective process of learning from success, thus providing an alternative instructional framework on how to prepare principals for today’s public school reality.

See All Chapters

An Exploration of Administrative Heuristics in the United States and the United Kingdom

ePub

FENWICK W. ENGLISH
CHERYL L. BOLTON

ABSTRACT: This article is a report on a study of the use of heuristics, shortcuts, and rules of thumb by middle-line managers in institutions of higher education in the United States and the United Kingdom. Using a nonprobability convenience sample, the coinvestigators interviewed 13 middle-line managers over 5 months from eight institutions. The results indicate that managers employed a range of heuristics in response to a variety of decision-making situations and that choices to determine which heuristic was most appropriate revolved around the respondents’ perceptions of personal risk, situational ambiguity, and level of emotionality. An intriguing metaphor that emerged from the study is that of a DNA strand; that is, the three elements of emotionality, ambiguity, and risk were constants in an interactive relationship between administrators and line managers and their connection to the institution. Even at middle-management levels, administrators maintained some independence from their institutions at the level of personal and moral decisions.

See All Chapters

Details

Print Book
E-Books
Articles

Format name
ePub
Encrypted
No
Sku
I000000037086
Isbn
9781475811698
File size
787 KB
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