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Book part
Publication date: 1 May 2013

Sarah W. Nelson and Charles L. Slater

This introductory chapter provides background information and an organizational structure for the book. The authors begin with a brief history of the research project that…

Abstract

This introductory chapter provides background information and an organizational structure for the book. The authors begin with a brief history of the research project that undergirds the work presented in each chapter. Drawing from the fields of enology and viticulture, the authors introduce the concepts of terroir, millerandage, and appellations as section headings that help to frame brief descriptions of each chapter. The authors conclude with an invitation for the reader to engage with the authors in a discussion about the contents of the book.

Details

Understanding the Principalship: An International Guide to Principal Preparation
Type: Book
ISBN: 978-1-78190-679-8

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Article
Publication date: 11 September 2017

Seon-Hi Shin, Charles L. Slater and Steve Ortiz

The purpose of this paper is to examine what factors affect student achievement in reading and mathematics. The research questions addressed the perceptions of school…

Abstract

Purpose

The purpose of this paper is to examine what factors affect student achievement in reading and mathematics. The research questions addressed the perceptions of school principals and background characteristics related to student achievement in Korea and the USA with respect to differences among students in low, middle and high quantiles.

Design/methodology/approach

Data were taken from the Program for International Student Assessment 2012. Scores in the reading and mathematics were analyzed in conjunction with a principal survey. The Quantile Regression method was used for data analysis with three quantile points. T-statistics were used to test for significance. The predictor set consisted of seven school-leadership variables, and four to six additional covariates.

Findings

The most important finding for the USA was a relationship between organizational hindrance (HND) and low student achievement for the middle and upper quantiles in mathematics and for all quantiles in reading. The (HND) variable included poor teacher-student relations, low expectation of students, overly strict enforcement of rules, lack of attention to student needs, resistance to change, lateness to class, and lack of preparation. The most important finding for Korea was that there were significant associations across all groups between teacher attitude (TCHATT) and student reading achievement and with the low group in mathematics.

Research limitations/implications

This study adds to knowledge about school capacity and suggests that the leadership role of the principal is to overcome negative environmental factors and create a positive organization.

Originality/value

The non-Gaussian approach of regression analysis allowed us to identify significant differences that we otherwise might not have found.

Details

International Journal of Educational Management, vol. 31 no. 7
Type: Research Article
ISSN: 0951-354X

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Article
Publication date: 2 May 2017

Patricia Silva, Charles L. Slater, Gema Lopez Gorosave, Victoria Cerdas, Nancy Torres, Serafin Antunez and Fernando Briceno

The purpose of this paper is to examine the role of school leaders to provide social justice in three contexts: Costa Rica, Mexico, and Spain.

Abstract

Purpose

The purpose of this paper is to examine the role of school leaders to provide social justice in three contexts: Costa Rica, Mexico, and Spain.

Design/methodology/approach

A qualitative study was conducted under the interpretative tradition characterized by a search for an understanding of the social world from the point of view of a school director from each of the three countries. Interviews were conducted to determine their views on social justice, the actions they took, and the obstacles they confronted.

Findings

The directors conceived of education as a right and believed in equal educational opportunity, and fair distribution of resources. They used a variety of methods to promote social justice, increase social cohesion, and provide emotional education. Obstacles came from educational authorities who tried to control rather than support their efforts. They were committed to working in schools with marginalized populations, but their efforts had taken a toll on their personal and professional lives.

Research limitations/implications

The research looked at just three principals whose experiences were unique to their context. However, the study has the advantage of looking at schools not typically included in educational research.

Practical implications

The work of these school directors underscores the need for preparation in skills, knowledge, and values to work for social justice.

Originality/value

The value of this research is to illuminate the narratives of school leaders. Working across borders can provide insights about the possibilities of change and strength to persevere.

Details

Journal of Educational Administration, vol. 55 no. 3
Type: Research Article
ISSN: 0957-8234

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Book part
Publication date: 1 May 2013

Charles L. Slater and Sarah W. Nelson

This chapter explores the concepts of awareness of self and others and their application to equity-oriented educational leadership. Drawing from the literature, the…

Abstract

This chapter explores the concepts of awareness of self and others and their application to equity-oriented educational leadership. Drawing from the literature, the authors define key concepts and how these concepts affect the work of school leaders. The authors then present an analysis of the career development of three principals who each struggle with how they will define themselves in relation to the community in which they work. Collectively these cases illustrate the importance of attending to self-awareness and cultural knowledge in the preparation of equity-oriented educational leaders. All participants’ names have been changed to protect their identity.

Details

Understanding the Principalship: An International Guide to Principal Preparation
Type: Book
ISBN: 978-1-78190-679-8

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Book part
Publication date: 1 May 2013

Abstract

Details

Understanding the Principalship: An International Guide to Principal Preparation
Type: Book
ISBN: 978-1-78190-679-8

To view the access options for this content please click here
Book part
Publication date: 1 May 2013

Abstract

Details

Understanding the Principalship: An International Guide to Principal Preparation
Type: Book
ISBN: 978-1-78190-679-8

To view the access options for this content please click here
Book part
Publication date: 1 May 2013

Constance Magee and Charles L. Slater

This narrative inquiry examined the experiences of new urban principals as they transitioned into their role during their first year. The research questions focused on the…

Abstract

This narrative inquiry examined the experiences of new urban principals as they transitioned into their role during their first year. The research questions focused on the challenges new principals faced and the types and effectiveness of support that were offered. Findings confirmed that principals addressed student behavior and campus appearance before shifting their attention to classroom instruction. Coaching, mentoring, and change of principal workshops were helpful district support.

Details

Understanding the Principalship: An International Guide to Principal Preparation
Type: Book
ISBN: 978-1-78190-679-8

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Book part
Publication date: 1 May 2013

Charles F. Webber

This chapter presents a rationale for the International Study of Principal Preparation, provides an overview of the study, offers descriptions of the assumptions that…

Abstract

This chapter presents a rationale for the International Study of Principal Preparation, provides an overview of the study, offers descriptions of the assumptions that should underpin the pre-appointment experiences of school principals, and describes the context of the principalship. The chapter will close with commentary intended to assist and guide designers and providers of principal preparation programming.A central point of this chapter is that it is unlikely that a template for principal preparation can be designed for application in all settings. Indeed, attempts to create such a template are likely to result in culturally and educationally inappropriate approaches to leadership development and to ineffective principals. Instead, leadership development is best approached through a thoughtful and reflective awareness of a set of assumptions about leadership in cross-cultural settings and of the contextual variables impacting school leaders.

Details

Understanding the Principalship: An International Guide to Principal Preparation
Type: Book
ISBN: 978-1-78190-679-8

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Book part
Publication date: 1 May 2013

John Churchley is the Assistant Superintendent-Human Resources for the Kamloops/Thompson School District in British Columbia, Canada. He has a background in both arts…

Abstract

John Churchley is the Assistant Superintendent-Human Resources for the Kamloops/Thompson School District in British Columbia, Canada. He has a background in both arts education and educational leadership. These two fields are reflected in his work as a practitioner and leader and in his academic research. He has taught music at elementary, secondary, and university levels and has worked as a fine arts curriculum consultant and as a school principal and district administrator. John holds a Doctor of Education degree from the University of Nottingham and keeps connected academically through an appointment as Adjunct Professor at Thompson Rivers University and through his involvement in the Arts, Aesthetics, Creativity, and Organization Research Network. His research interests include: the aesthetic experience; integrated arts/aesthetic education; leadership development and its intersection with aesthetic education; and public education issues in human resources management, labor law, and labor relations. E-mail: jchurchley@sd73.bc.ca

Details

Understanding the Principalship: An International Guide to Principal Preparation
Type: Book
ISBN: 978-1-78190-679-8

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Book part
Publication date: 28 May 2019

Serafín Antúnez, Patricia Silva and Charles L. Slater

Directing schools of high complexity in disadvantaged social contexts with high rates of emigration requires skills for emotional leadership. Directors with self-managing…

Abstract

Directing schools of high complexity in disadvantaged social contexts with high rates of emigration requires skills for emotional leadership. Directors with self-managing capacities are needed to manage their own emotions. They also need to mobilise people (teachers, students and families) by focussing on their feelings of satisfaction, identification with the group, belonging, joy, success, unity and cohesion.

The content of this chapter presents the study of the emotional management of directors who perform their work in two highly complex schools in Catalonia, Spain. The views of these directors as well as teachers and families examine: (1) the construction of their professional identity, (2) their social and ethical commitment to the community, (3) the orientation towards the values of social justice and (4) their emotional leadership practices focussed on personal attention towards all of the actors in the school community.

The chapter concludes with 10 suggestions that can be useful to improve the professional practice of school directors. These should also be taken into account when designing and implementing initial and ongoing training programmes for school leaders and to inspire ideas for future research.

Details

Emotion Management and Feelings in Teaching and Educational Leadership
Type: Book
ISBN: 978-1-78756-011-6

Keywords

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