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This paper is concerned with the epistemological and methodological challenges involved in studying the distribution of leadership across people within the school – the leader‐plus aspect of a distributed perspective, which it aims to investigate.

The paper examines the entailments of the distributed perspective for collecting and analyzing data on school leadership and management. It considers four different operationalizations of the leader‐plus aspect of the distributed perspective and examines the results obtained from these different operationalizations. The research reported in this paper is part of a larger study, an efficacy trial of a professional development program intended to prepare principals to improve their practice. The study involved a mixed method design. For the purpose of this paper a combination of qualitative and quantitative data, including an experience sampling method (ESM) principal log, a principal questionnaire (PQ), and a school staff questionnaire (SSQ) was used.

While acknowledging broad similarities among the various approaches, the different approaches also surfaced some divergence that has implications for thinking about the epistemological and methodological challenges in measuring leadership from a distributed perspective. Approaches that focus on the lived organization as distinct from the designed organization, for example, unearth the role of individuals with no formal leadership designations in leading and managing the school.

Limited by the data set, the paper focuses on only four operationalizations of the leader plus aspect of the distributed perspective rather than taking a more comprehensive look at how the leader plus aspect might be operationalized.

The primary value of this paper is that it will prompt scholars to think about the entailments of different ways of operationalizing the leader plus aspect when using a distributed perspective.

The paper argues that the IBM statistical approach to machine translation has done rather better after a few years than many sceptics believed it could. However, it is neither as novel as its proponents suggest nor is it making claims as clear and simple as they would have us believe. The performance of the purely statistical system (and we discuss what that phrase could mean) has not equalled the performance of SYSTRAN. More importantly, the system is now being shifted to a hybrid that incorporates much of the linguistic information that it was initially claimed by IBM would not be needed for MT. Hence, one might infer that its own proponents do not believe ‘pure’ statistics sufficient for MT of a usable quality. In addition to real limits on the statistical method, there are also strong economic limits imposed by their methodology of data gathering. However, the paper concludes that the IBM group have done the field a great service in pushing these methods far further than before, and by reminding everyone of the virtues of empiricism in the field and the need for large scale gathering of data.

Increased attention has been placed on identifying and installing evidence-based practices (EBPs) to effectively and efficiently serve students with and at-risk for learning and behavioral challenges. Council for Exceptional Children's (CEC, 2014) Standards for Evidence-Based Practices in Special Education are often used to examine a range of strategies, practices, and programs to ascertain if they are indeed EBPs. Systematic reviews conducted to evaluate the evidence base of these potential EBPs are important as they inform practice. We contend it is important to provide well-vetted procedures for training scholars to conduct systematic reviews with replicable precision. We offer this chapter to assist scholars in conducting systematic reviews to quality appraise the methodological rigor of a body of literature using the CEC Standards for EBPs. We focus on (1) project management considerations and (2) steps and phases to support the development and dissemination of high quality, methodologically rigorous systematic literature reviews.

This paper sets out to investigate the meaning, role and implications of contextual information associated with digital collections.

This paper is based on an extensive review and analysis of both the scholarly literature from many disciplines about the concept of context and the professional literature (including standards) related to the description of information artifacts. The paper provides an analysis of context, distinguishing three main ways in which that term has been used within the scholarly literature. It then discusses contextual information within digital collections, and presents a framework for contextual information. It goes on to discuss existing standards and guidance documents for encoding information related to the nine classes of contextual entities, concluding with a discussion of potential implications for descriptive practices through the lifecycle of digital objects.

The paper presents a framework for contextual information that is based on nine classes of contextual entities: object, agent, occurrence, purpose, time, place, form of expression, concept/abstraction, and relationship.

Research and development about and in support of digital collections will benefit from a clear articulation of the types, roles, importance and elements of contextual information.

Future users of digital objects will probably have numerous tools for discovering preserved digital objects relevant to their interests, but making meaningful use and sense of the digital objects will also require capture, collection and management of contextual information.

This paper synthesizes and extends a previously diffuse literature, in order to clarify and articulate core concepts in the management of digital collections.

The purpose of this paper is to bring the concept of “meeting the gaze of the other” into conversation with the organizational accountability literature. This is done by integrating “the gaze” phenomenon with Darwall’s (2006) distinction between de jure and de facto authority. In the context of accountability, only de jure accountability entails meeting the gaze of the stakeholder, in that it requires organizations to grant stakeholders the moral authority to hold them to account. Drawing on this work, this paper aims to critically examine the distinction between de jure and de facto in current organizational accountability theorizing and in practice.

A content analysis of the “letters to the stakeholders” from the Global 100 firms’ accountability/social responsibility reports. Specifically, this paper examines the frequency with which leading companies acknowledge de facto vs de jure accountability, the nature of these statements and toward which stakeholder group they are directed.

Most firms acknowledge de facto accountability, but few grant de jure standing, making it more likely that firms will ignore claimants they prefer not to morally engage. De jure relationships that are acknowledged tend to be restricted to certain stakeholders such as employees, customers and shareholders. In addition, there are differences in the granting of de jure accountability across industry sectors.

This work highlights the importance of acknowledging de jure accountability when engaging with stakeholders, and importantly, it highlights how to integrate consideration for de jure accountability into theorizing on organizational accountability. This analysis suggests that acknowledging de jure accountability vis-a-vis stakeholders can lead to more positive ethical decision-making and stronger relationships. Organizations are encouraged to strengthen their ethical decision-making by granting moral standing to their stakeholders.

Organizational accountability is typically treated as a single construct, yet de jure accountability (vs simply de facto accountability) has been linked to particularly powerful moral effects. This paper examines the critical distinction between de facto and de jure accountability. It makes a compelling case for the importance of acknowledging the gaze of organizational stakeholders.

Viewing school as a feminine bias workplace alongside being a field of power relations as argued by Bourdieu, this study examines (1) gender differences among teachers in different forms of capital (cultural, social, and feminine) and in their participation in decision-making (PDM) at school in three domains: managerial, administration, and teaching; (2) the relations between forms of capital and domains of PDM within each gender group.

The study was based on a random sample of 32 schools in Northern Israel that included 595 teachers (454 women; 141 men) who answered a questionnaire, which included background information; teachers' forms of capital; and PDM in managerial, administrative, and teaching domains. Multiple regression analysis was conducted.

Men tend to have an advantage in PDM in managerial issues, while women have an advantage in PDM in teaching. Further, women more than men perceived feminine capital and social capital as contributing to their work. It was also found that more types of capital are related to PDM among women as compared to men. For men, academic cultural capital predicts PDM in the teaching domain. For women, social capital predicts PDM in the three domains; academic cultural capital predicts PDM in the managerial domain; and feminine capital predicts PDM in teaching.

This study focuses simultaneously on different forms of capital, emphasizing the varying contribution of each capital to men and to women teachers. It also offers a set of resources that can demonstrate the complex factors that contribute to teachers' work.

Supporting the learning and wellbeing of vulnerable students is an important yet challenging part of school educators’ work. The purpose of this paper is to investigate advice-seeking patterns around the issue of supporting the learning and wellbeing of vulnerable students, among professional staff in six English secondary schools. The paper focuses on investigating variation in advice-seeking patterns among schools, exploring the association between these patterns and staff perceptions of the school climate for collaboration, and examining how these informal advice-seeking patterns relate to formal support arrangements in the schools.

A mixed-methods approach that combined findings from social network analysis with in-depth interviews was used.

It was found that advice-seeking patterns among staff vary substantively, even among similar schools. Furthermore, schools with more cohesive and reciprocal advice networks also showed a stronger climate for collaboration (i.e. mutual respect and distributed leadership). Also, formal organizational structures and informal advice-seeking structures showed coherence in the sample, as formally designated leaders, such as the Headteacher and the Special Educational Needs Coordinators, were generally highly central to their schools’ advice network.

This study advances the field as there is little research that examines the social networks of educators in England, and no previous studies that explore teacher advice-seeking networks in relation to supporting vulnerable students, internationally.

The purpose of this paper is to show how school principals in France spend their work time and when and under what circumstances they deal with school improvement-related matters.

For the study presented in this paper, a combination of quantitative and qualitative methods was used. Five French collèges (secondary schools) from one school district were visited for a week each. Each principal was shadowed, his/her actions and the context were recorded and categorized. The shadowing was conducted using a structured observation approach derived from Mintzberg. In addition semi-structured interviews were conducted with all principals. The data were analyzed following a grounded theory approach.

The results show how principals spend their work time and as well as possible areas of improvement. Among other things, they reveal very fragmented workdays. Most principals put a low emphasis on school improvement and struggle with conflicting expectations (preservation vs innovation). Shared leadership was only observed in one case.

The specificity of the sample limits the possible ranges of interpretation and generalization. Also, it remains unclear whether one week of observation per school is enough to get a reliable estimate of a principal's daily work. There is a need for further empirical studies of the matter.

This paper offers rare insights into the day-to-day work of French school principals. It contributes to the understanding of school leadership practice as well as to the transcultural understanding of school leadership.

The purpose of this paper is to report on a pilot study of the emotional states associated with educational leadership students’ attempts at problem solving “on the fly” in their schools and organizations.

Experience sampling methodology (ESM) was used to study 375 “problem-perceiving moments” in leadership students using iPod touches, followed by individual cognitive interviews (CIs).

Students reported higher levels of intrinsic motivation and cognitive engagement when solving new vs old problems. Students experienced both more positive and more negative emotions when attempting to problem solve than when reporting that they were not solving problems, yet lower levels of self-efficacy coupled with insufficient time to reflect on their leadership goals while at work. Consistent with previous research, students reported engaging in metacognitive and reflective activities more frequently while with supervisors and colleagues. In the CIs, students’ narrative descriptions generally supported the quantitative analysis. For example, students described “putting out fires,” and discussed multi-tasking as a deterrent to problem solving. They also talked about balancing the emotional “highs and lows” throughout their day as well as the role of social affirmation in the problem solving process.

While the limitations of this small pilot study include a small sample using self-report data, the implications for educational leadership faculty are to explicitly integrate psychological research into leadership courses to expand students’ knowledge of creative problem solving and focus on building their self-efficacy.

Even though students might not perceive they are good at problem solving, faculty can help them learn how to regulate their emotions and create teamwork conditions for constructively vetting problems. In turn, this kind of instruction and research can enhance leadership students’ persistence as problem solvers, which may help prevent leadership burnout and turnover.