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O'Rourke, David; Ylimaki, Rose M. – Journal of School Leadership, 2014
This article focuses on the broader political sphere as it affects superintendents and other constituents of rural districts. The current landscape of education reform focuses on accountability--particularly at the policy level of both state and federal education agencies. This article draws on the literature and an empirical study that examined…
Descriptors: Superintendents, Administrator Attitudes, Personal Narratives, Rural Schools
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Knapp, Michael S.; Feldman, Susan; Yeh, Theresa Ling – Journal of School Leadership, 2013
This article traces how the work of instructional leadership in the urban high school embodies a response to particular pressures in the school's environment. Based on evidence from multiple-case study research in four urban districts, the article demonstrates how supervisory and nonsupervisory leaders fashioned responses to the district (and…
Descriptors: Urban Schools, High Schools, Instructional Leadership, Educational Environment
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Beard, Karen Stansberry – Journal of School Leadership, 2013
The third pillar of No Child Left Behind emphasizes determining which educational programs and practices have been proven effective through rigorous scientific research. This study addressed Davis, Darling-Hammond, LaPointe, and Meyerson's (2005) call for a "need for additional research to determine the impact and relative importance of…
Descriptors: Instructional Leadership, Federal Legislation, Superintendents, Academic Achievement
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Feuerstein, Abe – Journal of School Leadership, 2013
The goal of this article is to explore the various ways that superintendents have responded to accountability-based educational reform efforts such as No Child Left Behind, the factors that have influenced their responses, and the implications of these responses for current and future educational leaders. With respect to the first issue, empirical…
Descriptors: Superintendents, Educational Change, Accountability, Educational Legislation
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Jackson, Karen M. – Journal of School Leadership, 2012
This study outlines the relationship between teachers' and principals' perceptions of their influence over policies within their school and teachers' actual employment decisions--specifically, teachers' decisions to stay (continue their affiliation with their school), to move (transfer to a different school), or to leave the teaching profession.…
Descriptors: Teacher Influence, Employment, Principals, Instructional Leadership
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McNeal, Laura – Journal of School Leadership, 2012
This article examines the intersection of teacher unions, school reform and the No Child Left Behind Act. Specifically, this article highlights the legal challenges that school leaders are likely to experience as they attempt to implement No Child Left Behind Act's reconstitution mandates in failing schools, while not infringing on teachers' legal…
Descriptors: Unions, Court Litigation, Federal Legislation, Accountability
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Holme, Jennifer Jellison; Heilig, Julian Vasquez – Journal of School Leadership, 2012
High school exit exam requirements are affecting a growing number of U.S. students--particularly low-income students and students of color. This article examines the policy and legal landscape of exit testing policy to shed light on some of the key issues facing local school leaders charged with implementing these policies. The article first…
Descriptors: Exit Examinations, Testing, Low Income Groups, Court Litigation
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Daly, Alan J.; Finnigan, Kara S. – Journal of School Leadership, 2012
A number of scholars are exploring the district context in which schools are embedded. These studies suggest the importance of the district office as a support or constraint to the work of schools and offer strategies for building relations between district and site leaders. While this is an important task, what is frequently overlooked is that…
Descriptors: Best Practices, School Districts, Urban Schools, Social Networks
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Liang, Guodong; Akiba, Motoko – Journal of School Leadership, 2011
This study examined the characteristics of performance-related pay (PRP) for teachers in the United States. From 1999 to 2007, the percentage of districts offering PRP and the percentage of teachers receiving PRP increased significantly. Large and ethnically diverse districts in urban areas with less union influence were more likely to offer PRP.…
Descriptors: Teacher Characteristics, Unions, Urban Areas, Teacher Salaries
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Provost, John; Boscardin, Mary Lynn; Wells, Craig – Journal of School Leadership, 2010
Perspectives of principal leadership behavior contribute to how principals and other school leaders understand the role of the principal in an era of significant educational reforms. A Q methodology was used with 30 principals, assistant principals, and other educational administrators working in a variety of roles and different types of districts…
Descriptors: Assistant Principals, Q Methodology, Educational Change, Data Analysis
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O'Doherty, Ann; Ovando, Martha N. – Journal of School Leadership, 2009
In this original qualitative study, we examined the processes employed by a school district that had made progress in closing achievement gaps in a post-No Child Left Behind context. The district served more than 26,000 students in an economically and ethnically diverse community. Secondary analysis of the findings uncovered a primary…
Descriptors: Academic Achievement, Achievement Gap, Change Strategies, Educational Change
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Fierro, Elsy; Rodriguez, Mariela A. – Journal of School Leadership, 2006
The role of administrator preparation programs should be one of creating the conscientization (Freire, 2000) of aspiring administrators. Administrator preparation programs with a social justice perspective support and agitate aspiring administrators to act and address equity issues affecting all of those involved in the school learning community…
Descriptors: Social Justice, Administrator Education, Bilingual Education, Instructional Leadership
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Tschannen-Moran, Megan; Parish, Jennifer; DiPaola, Michael – Journal of School Leadership, 2006
This study of school climate underscores the importance of the quality of interpersonal relationships in a school to student achievement. This study improves on previous studies in three ways: First, it makes use of a parsimonious school climate framework that is easier to interpret than previous measures; second, it replaces a subscale that…
Descriptors: Context Effect, Educational Environment, Interpersonal Relationship, Academic Achievement
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Marshall, Catherine; Ward, Michael – Journal of School Leadership, 2004
This article presents answers to the question: What do powerful educational leaders think about training practitioners for social justice? The data are drawn from interviews with a former governor and leaders from the American Association of School Administration (AASA), National Association of Secondary School Principals (NASSP), National…
Descriptors: Social Justice, Federal Legislation, School Administration, Leadership Responsibility
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Garza, Encarnacion, Jr. – Journal of School Leadership, 2004
This article presents the author's reaction to Catherine Marshall and Michael Ward's article on research on social justice and training for leadership. The author read Marshall and Ward's article carefully, making mental notes in preparation for his reaction. In the midst of his reflection about the study, the author suddenly realized that he was…
Descriptors: Social Justice, Policy Formation, Politics of Education, Social Bias