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Leis, Micela; Rimm-Kaufman, Sara E.; Paxton, Carol L. C.; Sandilos, Lia E. – Journal of School Leadership, 2017
Research from the past two decades positions relational trust as a key factor in school reform efforts. Trust between teachers and their principal (teacher-principal trust) and teachers and their colleagues (teacher-teacher trust) are particularly important. "Leading Together" (LT) is a new professional development and coaching model of…
Descriptors: Trust (Psychology), Teacher Administrator Relationship, Peer Relationship, Faculty Development
Venzant Chambers, Terah T.; Huggins, Kristin Shawn – Journal of School Leadership, 2014
Previous work on racial opportunity cost--that is, the price that students of color pay in their pursuit of academic success--is extended here using organizational culture literature to more closely explore the interplay of school culture with the racial opportunity cost experienced by the study participants. Eighteen African American and Latina/o…
Descriptors: Racial Factors, Minority Group Students, Academic Achievement, School Culture
Hernandez, Frank; Murakami, Elizabeth T.; Cerecer, Patricia Quijada – Journal of School Leadership, 2014
In this study, the role that racial identity plays among Latina school principals is examined through a case study of a principal in a K-3 elementary school. Based on a Latina/o critical race framework and a phenomenological research approach, the study explores the degree to which having a strong understanding of one's racial identity formation…
Descriptors: Racial Identification, Hispanic Americans, Principals, Case Studies
Bredeson, Paul V. – Journal of School Leadership, 2013
The leadership-for-learning project described in this article is supported by a grant from the Wallace Foundation and implemented through a partnership of faculty in the Department of Educational Leadership and Policy Analysis at the University of Wisconsin-Madison and faculty at two other universities in the state, the Department of Public…
Descriptors: Instructional Leadership, Urban Schools, High Schools, Principals
Kelley, Carolyn; Salisbury, Jason – Journal of School Leadership, 2013
With strong connection to schoolwide policy and vision and to the realities of the daily life of teachers and students, the department chair is uniquely positioned to play an important role in advancing instructional effectiveness (Printy, 2008; Weller, 2001). This article provides an in-depth look at the efforts of three urban comprehensive high…
Descriptors: Instructional Leadership, Department Heads, Urban Schools, Comprehensive Programs
Kamler, Estelle; Dodge, Arnold; Walker, Joan M. T. – Journal of School Leadership, 2013
The National Association of Secondary School Principals' Selecting and Developing the 21st Century Principal program is a formative assessment identifying skills linked to effective leadership, and it is based on a simulation designed to replicate a school principal's day. The Long Island School Leadership Center became a site for this program in…
Descriptors: Formative Evaluation, Leadership Training, Administrator Education, Pilot Projects
Portin, Bradley S.; Russell, Felice Atesoglu; Samuelson, Catherine; Knapp, Michael S. – Journal of School Leadership, 2013
Drawing on findings from a national study of learning-focused leadership in challenging urban settings, this article examines the work of teacher leadership in urban high schools. In this context, a recently emerging cadre of nonsupervisory teacher leaders, working in collaboration with supervisory leaders, exercises a form of "distributed…
Descriptors: Urban Schools, Instructional Leadership, Expertise, Teacher Leadership
Drago-Severson, Eleanor; Blum-Destefano, Jessica; Asghar, Anila – Journal of School Leadership, 2013
Currently, scholars and practitioners seek to improve leadership programs so that educational leaders can more effectively support adult development--especially since it is connected to improved student achievement. Interview findings presented here stem from a larger mixed methods study. This research investigated how a university course on…
Descriptors: Adult Development, Leadership Training, College Instruction, Interviews
Gray, Nancy L.; Gardiner, Mary E. – Journal of School Leadership, 2013
The purpose of the study was to examine educator-peer social relationships within the context of the organization and to consider the role of the school administrator in establishing collegial and caring relationships. The study was a critical collective case study of six educators--administrators and teachers--in U.S. schools. Through interviews,…
Descriptors: Bullying, Peer Relationship, Teacher Behavior, Interpersonal Relationship
Khalifa, Muhammad – Journal of School Leadership, 2013
The purpose of this research is to describe how an alternative school leader taught at-risk students and their parents to advocate for students' educational interests and how this affected students' academic and social success. In social justice leadership literature, parents and students are described as passive recipients of a strong social…
Descriptors: Instructional Leadership, Leadership Role, Administrator Role, Self Advocacy
Mansfield, Katherine Cumings – Journal of School Leadership, 2013
The purpose of this article is to share the findings from a 2-year ethnography that examined female practitioners' experiences in the field. The article describes the intentions, discourses, actions, and repercussions of female administrators and teachers working to accomplish social justice for racial/ethnic minority girls from challenging…
Descriptors: Women Administrators, Females, Public Schools, Single Sex Schools
Venegas-García, Marcia – Journal of School Leadership, 2013
Literature in leadership studies is devoid of knowledge about the unique ways that Latina/Chicana educators engage as leaders, activists, and agents for change. Women's studies, ethnic studies, and Chicana feminist studies alert us to the complex role that social context and the intersectionality of gender, ethnicity/race, and class play in the…
Descriptors: Teachers, Hispanic Americans, Leadership, Activism
Maslow, Victoria J.; Kelley, Carolyn J. – Journal of School Leadership, 2012
Evaluation policy typically emphasizes summative judgment, but teacher evaluation also has the potential to provide formative feedback to individual teachers and feedback to focus and strengthen organizational systems to improve teaching practice. This study focuses on feedback provided through the evaluation process, with a particular emphasis on…
Descriptors: Teacher Effectiveness, Experienced Teachers, Teaching Methods, Feedback (Response)
Sogunro, Olusegun Agboola – Journal of School Leadership, 2012
With the need for rapid school reform amid changes in socioeconomic and political situations, evidence abounds that today's school principals operate in a stress-strained environment. Participants of this study identified at least a form of stress on the job. More than 96% claimed to have experienced work-related stress at a level they believed…
Descriptors: Failure, Stress Management, School Administration, Publicity
McCartney, Cynthia; Harris, Sandra; Farrow, Vicky – Journal of School Leadership, 2012
Secondary Hispanic immigrant students have many struggles and barriers to overcome. This qualitative study investigated the experiences of 10 secondary immigrant Hispanic students, all non-English speakers, as they lived and attended high school in the United States. Narrative techniques were used to explore the challenges they faced in culture,…
Descriptors: Immigrants, Non English Speaking, Migrant Children, Migrant Problems
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