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Descriptors:
Web Sites; Electronic Publishing; Web 2.0 Technologies; Program Implementation; Technology Integration; Information Technology; Technology Planning; Systems Analysis; Systems Building; Systems Development; Information Policy; Administrative Policy; Case Studies; Institutional Characteristics; Position Papers; Content Analysis; Technology Uses in Education; Organizational Effectiveness; Organizational Change; Organizational Climate; Organizational Culture; Organizational Theories; Community Colleges

Abstract:
As the oldest implementation of Web 2.0 technologies, blogs present an opportunity to understand how community college administrators are addressing two conundrums: conundrum of control and the conundrum of adaptability. These problems arise from the need of leaders to put organizational controls in place even as these controls limit the tool's usefulness and the adaptability of the technology. The purpose of this study using a multiple case study method is (1) to further the understanding of how community college administrators and blog authors strike a balance between organizational control and adaptability when implementing and using blog technologies and (2) to create a model that will help administrators better strike this balance within a loosely coupled system of college units and individuals. The findings have implications for how organizations use other Web 2.0 tools such as Facebook and Twitter. (Contains 3 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Instructional Leadership; Teacher Leadership; Principals; Coaching (Performance); Teachers; Power Structure; Participative Decision Making; Context Effect; Educational Administration; Transformational Leadership

Abstract:
Purpose: The purpose of this article is to uncover what scholars know and do not know about instructional leadership, paying particular attention to what they have learned about how this work is done and where knowledge falls short. The author takes a first step at integrating three distinct literatures: (a) the traditional instructional leadership literature (centered primarily on the principal), (b) the teacher instructional leadership literature, and (c) the coach instructional leadership literature. Research Design: The author utilizes a distributed lens to examine the principal, teacher leader, and coach instructional leadership literatures. This lens illuminates what scholars know about instructional leaders in interaction with one another, their followers, and particular contexts as they work toward the improvement of teaching and learning. The author proposes that analyzing these three literatures together may allow scholars to apply findings from one research area to another, as well as to generate new knowledge around how leaders improve instruction. Conclusions: An integrated, comprehensive understanding of what scholars do and do not know about instructional leadership can begin to shape future studies that will address existing shortcomings around the "how" of leadership that emerge across these literatures. (Contains 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Effectiveness; Lifelong Learning; Elementary Schools; Feedback (Response); Educational Change; Instructional Leadership; Guidance; Case Studies; Leadership Responsibility; Participative Decision Making; Principals; Administrator Role; Empowerment; Educational Improvement; Influences; Motivation; Work Environment; Interpersonal Communication; Transformational Leadership; Foreign Countries; Teacher Administrator Relationship

Abstract:
Administrators in five highly effective elementary schools were studied. These leaders, through acts of will and insight, had given up iconic and heroic leadership status, so that school leadership might be shared. Leadership has a significant effect on student learning. Principals' influence is often indirect, works through others, and happens best by developing teachers' efficacy in curriculum and instruction, engaging and motivating staff, fostering a shared purpose, creating conditions for effective teaching and learning, fostering program coherence, encouraging organizational learning, and through feedback, direction, and communication. Significant leadership practices include communicating a clear vision and priorities, focusing time and attention on what matters most, enabling teachers to develop pedagogical and content skills and capacity, providing instructional guidance, empowering others to make significant decisions, addressing supportive structures and resources, developing school improvement plans, providing instructional guidance and coherence, engaging the larger school and district community, acting ethically, and engaging in continuous learning and growth. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Leadership Effectiveness; Principals; Educational Change; Federal Legislation; Administrator Effectiveness; Organizational Effectiveness; Leadership Qualities; Educational Environment; Praxis; Theory Practice Relationship; Best Practices; Participative Decision Making; Leadership Styles; Organizational Culture; Administrator Characteristics; Institutional Characteristics; Effective Schools Research; Teacher Attitudes

Abstract:
In 2004, The U.S. Department of Education stated, "Great schools have great leaders" (p.1). Research supported their declaration as our nation actively pursued educational reform. School systems across the country searched for good school principals to lead, believing they were the "cornerstones of good schools" (DiPaola & Tschannen-Moran, 2003, p. 43). In 2004, the U. S. Department of Education published national statistics, which summarized that there was a shortage of top-notch principals to meet the demands of No Child Left Behind. As schools struggled, they realized the problem did not lie in the quantity of school principals but in the quality of the principal and learning environments (2004). However, the real challenge became finding effective leaders to facilitate successful learning environments for teachers and students to learn. In the meantime, teachers became frustrated and angry with weak leadership and promised changes with no results. Schools experienced declining assessment scores, an increasing number of students who were experiencing school failure, dropping out, and in trouble with the law because of involvement in crime and violence. Therefore, research continues to be necessary to find what makes an effective leader and successful learning environment in high schools to quiet the "Angry Voices" (Brown, 2009). (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Bullying; Questionnaires; Path Analysis; Foreign Countries; Transformational Leadership; Principals; School Organization; Elementary Schools; Administrator Behavior; Organizational Climate; Organizational Culture; Teacher Attitudes; Work Environment; Organizational Effectiveness; Leadership Styles; Educational Administration; Schematic Studies

Abstract:
Purpose: The purpose of this paper is to determine the relationships between leadership styles of primary school principals and organizational health and bullying. Design/methodology/approach: Two hypotheses were formulated in relation to the research. Three instruments were used--a multi-level questionnaire for measuring leadership, an Organizational Health Inventory (OHI-S), and a negative acts questionnaire (NAQ) for measuring workplace bullying. The questionnaires were administered to 500 teachers working in primary schools in Turkey. Path analysis was conducted using the AMOS programs; other statistical analyses were conducted via LISREL and EQS 6.1 programs. Findings: There is a positive relationship between transformational leadership acts of principals and organizational health and a negative relationship between the transformational leadership acts of principals and workplace bullying. While a reverse relationship between organizational health and workplace bullying is identified, there is a relationship between transactional leadership acts of principals and organizational health. No relationship between transactional leadership acts of principals and workplace bullying is found. Practical implications: These results suggest the desirability of principals striving to improve transformational leadership behaviors in order to develop their schools as healthy organizations and to solve the problem of bullying therein. Originality/value: Several resources are provided as tools, such as the NAQ, the OHI-S, and the multifactor leadership questionnaire. These may be profitably used in similar studies. (Contains 2 figures and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cognitive Ability; Subcultures; Cultural Pluralism; Change Strategies; Critical Theory; Multicultural Education; Intercultural Programs; Cultural Awareness; Transformational Leadership; Organizational Climate; Organizational Culture; Social Justice; Administrative Principles; Sensitivity Training; Student Participation; Teacher Participation; Institutional Characteristics; Transformative Learning

Abstract:
In this article, the author provides a model that juxtaposes leadership, critical theory, and learning to address the needs of educators, the organization, and students. This model provides educators with a foundational approach to nurture students' critical consciousness through self-awareness and to actualize transformational change within their institution. The Layers of Critical Engagement help educators to frame and employ multiculturalism through identity development processes and contexts. College and university educators require training and exposure to experiences that will aid them in becoming self-reflective, in recognizing institutionalized otherblindness, and in manifesting productive ways in which they can serve as actively engaged advocates for change. In this regard, they position themselves within the institution as cultural workers who have successfully negotiated the application of the Layers of Engagement. Students need these cultural workers to generate genuine relationships with diverse populations and to help them develop into culturally competent citizens. The Layers of Engagement impact student learning by challenging students to construct a critically conscious lens, which empowers them to enhance their cognitive abilities and to involve themselves in implementing transformational change at the institutional, regional, and global levels. In order for this synthesis to transpire, the organization must reflect safe, inclusive, and intercultural themes. Members of the campus community should exhibit several forms of diversity, each sharing vocabulary and customs that encompass all constituencies and subcultures. This climate will foster global citizenship and will accommodate positive, sustainable change. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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High Schools; Rural Schools; Career Education; School Districts; Educational Change; Developmental Studies Programs; Case Studies; Program Descriptions; Change Strategies; Educational Policy; Program Implementation; Organizational Culture; Institutional Mission; Partnerships in Education; Stakeholders; Capacity Building; Systems Development; Instructional Leadership; Leadership Effectiveness; School Organization; Institutional Characteristics; Educational Innovation; Transformational Leadership

Abstract:
This case study describes how Porterville Unified School District (PUSD), a rural school district in California's Central Valley, began to fulfill its vision to transform high school and career education through the implementation of Linked Learning. Linked Learning is a state-wide initiative for redesigning large comprehensive high schools into smaller learning communities in the form of career-based pathways. The case explains how Porterville's district leadership team made Linked Learning the centerpiece of its district-wide reform effort and describes the key strategies the leadership team developed in collaboration with stakeholders to implement a system of pathways across five high schools. Appended are: (1) Data Collected for Porterville Case Study; (2) Porterville Pathways P8 Coalition By-Laws; and (3) Organizational Chart. (Contains 4 figures, 3 tables, and 9 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Experiential Learning; Group Dynamics; Learner Engagement; Organizational Change; Organizational Culture; Program Descriptions; Leadership Training; Program Design; Organizational Climate; Organizational Effectiveness; Organizational Theories; Organizational Development; Foreign Countries

Abstract:
How can action learning be used as part of an overall approach to changing the culture of an organisation? This article describes some of the work being done by managers in South Cambridgeshire district to build a more empowered and engaged organisation following the appointment of a new chief executive tasked with raising standards in an organisation which had had a challenging history, where morale was low and where significant reductions in the workforce were taking place. The article describes the purpose of action learning in this particular context, the membership of the action learning groups and the uses to which action learning is being put by managers in the Council. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Enrollment Management; Educational Change; Strategic Planning; Best Practices; Educational Practices; Sustainability; Change Strategies; Barriers; Institutional Characteristics; Organizational Change; Cultural Differences; Conflict Resolution; Culture Conflict; Student Financial Aid; Enrollment Influences; Enrollment Projections; Decision Making; Information Utilization; Success; School Holding Power; Textbook Content; Performance Factors; Organizational Effectiveness; Staff Development; Leadership Effectiveness; Data; Benchmarking; Organizational Climate; Organizational Culture

Abstract:
As external forces demand change in the delivery of postsecondary education and institutions seek to take advantage of new opportunities, the potential for achieving higher levels of student and institutional success is vast. New technologies, communication tools, data use, and organizational constructs present key factors in improving the delivery of higher education. "Strategic Enrollment Management: Transforming Higher Education" brings practitioners up to the present and into new territory by addressing the latest SEM emphases. This book provides a roadmap for the required paradigm shift, building on the solid foundation of prior SEM practice and offering insights to new approaches that will lead to sustainable SEM efforts into the future. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Secondary Schools; Foreign Countries; Principals; Instructional Leadership; Semi Structured Interviews; Team Training; Metropolitan Areas; Group Dynamics; Educational Practices; Case Studies; Teamwork; Participative Decision Making; Administrator Attitudes; Institutional Characteristics; Leadership Effectiveness; Leadership Styles

Abstract:
As secondary school environments become increasingly complex, shifts are occurring in the way leadership is being practised. New leadership practices emphasize shared or distributed leadership. A senior executive leadership team with responsibility for school leadership is likely to be one of the many, varied forms of new leadership practices adopted in secondary schools. However, research has shown that many teams do not reach their potential and many more fail. Therefore, the purpose of this exploratory study was to investigate the processes that underlie senior executive leadership team performance and effectiveness. A multi-case study design was used. Three randomly selected senior executive leadership teams from government secondary schools within the Sydney metropolitan area, in New South Wales, Australia participated. Data were obtained from individual, digitally recorded face-to-face semi-structured interviews. The findings from this exploratory study suggest that complex environmental events necessitated a shift from single leader to team centred leadership in these three schools. Principals in the study played a critical role, fulfilling the role of team leader, and applying leadership functions flexibly to enable team development, management and effectiveness. Further, the results provide insights into the innate complexity of leadership conducted synchronously by a collective. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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