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Ford, Timothy G.; Ware, Jordan K. – Leadership and Policy in Schools, 2018
Few studies that examine organizational conditions conducive to teacher learning utilize social-psychological theory to explain how leader actions specifically support teachers' psychological needs as learners. We apply self-determination theory to the conceptualization of a new construct, Teacher Self-Regulatory Climate (TSRC), defined as a set…
Descriptors: Self Determination, Theories, Individual Needs, Educational Environment
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Willis, Chris; Ingle, W. Kyle – Leadership and Policy in Schools, 2018
A small number of districts in Ohio from a variety of locales have adopted merit pay provisions. Using Springer's (2009) taxonomy of teacher compensation, we analyzed compensation provisions of these districts. We asked: What are the characteristics of these districts? What criteria are used to determine merit? Who is determining who receives…
Descriptors: Merit Pay, Teacher Salaries, Compensation (Remuneration), School Districts
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Bialik, Gadi; Gibton, Dan; Dror, Yuval – Leadership and Policy in Schools, 2018
The study's target is to analyze how field-level coalition leaders, namely, the founding principals of Israeli specialized schools, perceive a "high-ambiguity and high-conflict" symbolic educational policy that apparently opposes the basic values that underlie the foundation of specialized schools. Based on an analysis of qualitative…
Descriptors: Ambiguity (Context), Conflict, Special Schools, Principals
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Schechter, Chen; Shaked, Haim; Ganon-Shilon, Sherry; Goldratt, Miri – Leadership and Policy in Schools, 2018
During reforms, principals often experience ambiguity, contradicting demands, and lack of information. As critical change agents and system players, principals interpret reform demands and translate them into school practices through a process of sense-making. The current qualitative research explored 59 elementary school principals' sense-making…
Descriptors: Principals, Administrator Attitudes, Educational Change, Change Agents
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Brown, Chris; Greany, Toby – Leadership and Policy in Schools, 2018
This article examines the impetus for schools to engage in and with evidence in England's self-improving school system. It begins with an examination of how the education policy environment has changed, shifting from predominantly top-down approaches to school improvement to the current government's focus on schools themselves sourcing and sharing…
Descriptors: Foreign Countries, Educational Improvement, Educational Policy, Educational Change
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Avidov-Ungar, Orit – Leadership and Policy in Schools, 2018
The study identifies motivational characteristics of empowerment among teachers in leadership positions involving information and communications technology (ICT) implementation in schools. The participants were 24 teachers who were candidates for an Information and Communications Technology Leadership Award. Analysis of the in-depth interviews…
Descriptors: Empowerment, Teacher Characteristics, Teacher Leadership, Educational Technology
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Fetman, Lisa J. – Leadership and Policy in Schools, 2018
Despite scant empirical support, Arizona's restrictive language policy (Proposition 203, 2000) sustains as a result of the veneer of democracy (a political strategy that projects equitable inclinations while shielding inequitable ideologies). This article compares findings from an ethnographic study of one linguistically diverse Arizona high…
Descriptors: Public Policy, Language Planning, Democracy, State Legislation
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Lu, Jiafang; Hallinger, Phillip – Leadership and Policy in Schools, 2018
In this study, we examine how cooperation and constructive controversy evidenced within school management teams (SMT) relate to collaboration among teachers. Dyad survey data was collected from SMT members and teachers at 32 primary schools in Hong Kong. Results of multilevel regression analysis indicated that cooperation among SMT members was…
Descriptors: Foreign Countries, Teacher Collaboration, Cooperative Planning, Elementary School Teachers
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Eckman, Ellen Wexler – Leadership and Policy in Schools, 2018
This case study followed the implementation of the co-principal leadership model in a K-8 school district for three years. A district superintendent implemented the co-principal model to (1) resolve issues around merging existing schools with well-established principals; (2) provide leadership stability and succession planning; and (3) serve as a…
Descriptors: Case Studies, Principals, Program Implementation, Models
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Fuller, Ed; Hollingworth, Liz – Leadership and Policy in Schools, 2018
Policymakers are proposing the use of outcome measures as indicators of effective principal preparation programs. The three most common metrics recommended are: (1) graduates' effectiveness in improving student achievement test scores, (2) graduate job placement rates, and (3) principal job retention once employed. This article explores the use of…
Descriptors: Principals, Administrator Education, Program Evaluation, Program Effectiveness
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Wachen, John; Harrison, Christopher; Cohen-Vogel, Lora – Leadership and Policy in Schools, 2018
Through policies like No Child Left Behind, the federal government incentivized the use of student performance data as a core strategy for improving student achievement. The assumption behind these efforts is that data will be used to guide teacher practice and promote high-quality instruction. This study examined how teachers describe using data…
Descriptors: Information Utilization, Educational Change, Educational Practices, Teacher Attitudes
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Townsend, Tony; Bayetto, Anne; Dempster, Neil; Johnson, Greer; Stevens, Elizabeth – Leadership and Policy in Schools, 2018
This paper reports on Australian case study research in schools where principals completed the Principals as Literacy Leaders (PALL) program. The purpose was to gather data about the effects of PALL on principals' leadership and the impact of interventions in Reading on teaching, student learning, and achievement. Data gathering included…
Descriptors: Foreign Countries, Case Studies, Principals, Management Development
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Uljens, Michael; Ylimaki, Rose M. – Leadership and Policy in Schools, 2017
This non-affirmative, bridging research program sees education as deliberation-based activity. Non-affirmative education is critical regarding policies and cultural practices, yet being mindful that education preparing for life, work and agency in democratic societies must create spaces for growth that are not only socialization or transformation…
Descriptors: Educational Theories, Educational Research, Grounded Theory, Agenda Setting
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Forsberg, Eva; Nihlfors, Elisabet; Pettersson, Daniel; Skott, Pia – Leadership and Policy in Schools, 2017
This article describes the development of the Swedish curriculum-theory tradition with a focus on different curriculum practices, educational message systems, arenas, and curriculum makers. Attention has been paid to different places, spaces, and times in relation to the selection, ordering, and manifestation of knowledge, norms, and values, as…
Descriptors: Foreign Countries, Curriculum Research, Leadership, Educational Theories
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Young, Michelle D.; Anderson, Erin; Nash, Angel Miles – Leadership and Policy in Schools, 2017
For the last few decades, leadership standards have served as a de facto "recommended curriculum" for preparation programs in the United States. In this article, we: (1) share the new National Educational Leadership Preparation (NELP) standards, (2) present the literature supporting the standards, and (3) critically assess the influence…
Descriptors: Academic Standards, Leadership Training, Administrator Education, Influences
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