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Article
Publication date: 25 September 2009

Stephen L. Jacobson, Lauri Johnson, Rose Ylimaki and Corrie Giles

The purpose of this paper is to revisit a successful school to see how the principal had sustained success over time.

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Abstract

Purpose

The purpose of this paper is to revisit a successful school to see how the principal had sustained success over time.

Design/methodology/approach

The paper uses a case study research design similar to the 2005 report.

Findings

The old findings revealed a principal who had used direction setting, developing people and redesigning the organization, as well as the enabling principles of accountability, caring and learning to turn around a failing, high poverty urban school. The new findings revealed that, while the same core practices and enabling principles were still in place, a significant change in governance structure had been required to sustain the school's success. Specifically, the school converted from a traditional public school to a charter school in order to protect investments made in teacher professional development. The resulting initiatives, introduced to stem teacher turnover, led to the emergence of greater teacher leadership and professional self‐renewal processes that sustained the school's success.

Originality/value

The paper adds to the literature on sustaining school success and the utility of governance change.

Details

Journal of Educational Administration, vol. 47 no. 6
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 June 1997

Richard Bond and Corrie Giles

Explains that the Canadian federal government has recently cut $800 million in transfer payments for education to the provinces, with further cuts planned for the next two years…

357

Abstract

Explains that the Canadian federal government has recently cut $800 million in transfer payments for education to the provinces, with further cuts planned for the next two years. Consequently, there is growing concern among administrators and professional educators as to the likely impact of these developments in Ontario. Examines the impact of incremental resource reductions on an Ontario board of education. Puts forward proposals aimed at improving the management of educational resources in Ontario, in particular means of supporting teachers and service quality in schools, and yet retaining equity of educational provision.

Details

International Journal of Educational Management, vol. 11 no. 3
Type: Research Article
ISSN: 0951-354X

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Article
Publication date: 1 December 2005

Stephen L. Jacobson, Lauri Johnson, Rose Ylimaki and Corrie Giles

This study aims to examine seven challenging schools in the US and the practices their principals employed in leading these schools to a measure of success in terms of student…

3428

Abstract

Purpose

This study aims to examine seven challenging schools in the US and the practices their principals employed in leading these schools to a measure of success in terms of student performance.

Design/methodology/approach

Uses a case study methodology, a two‐stage framework is used to analyze the data. First, uses Leithwood and Riehl's three core leadership practices to determine whether these leaders were demonstrating the necessary practices for success, then develops and describes three principles that enabled these leaders to translate their core practices into school success: accountability, caring and learning.

Findings

The principals formed a diverse group, varying in gender, race, experience and education. But they shared some common characteristics, most notably, all seven demonstrated facility with the core leadership practices of direction setting, developing people and redesigning the organization. They were leaders who managed to set and maintain a sense of purpose and direction for their schools and generally exerted a positive influence on people's willingness to follow their lead, even in the face of challenging conditions.

Originality/value

Provides recommendations for the preparation and practice of school leaders.

Details

Journal of Educational Administration, vol. 43 no. 6
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 August 1995

Corrie Giles

With the introduction in 1988 of a system of site‐based managementin England and Wales, schools are now operating in a radically alteredplanning context in which responsibility…

1000

Abstract

With the introduction in 1988 of a system of site‐based management in England and Wales, schools are now operating in a radically altered planning context in which responsibility for strategic planning has been delegated from local education authorities (LEAs) to individual schools. Although school development planning has been widely adopted by LEAs in the UK as a rational approach to site‐based planning, indicative research suggests that strategic planning in a sample of schools operating in the newly decentralized environment has been slower to develop in practice than originally anticipated. Evidence of a lack of a coherent planning process in schools casts doubt on their ability to operate successfully in the strategic vacuum likely to be created if the gradual demise of LEAs continues. Suggests that if schools are to take full advantage of the opportunities offered by site‐based management to plan and sustain their own long‐term improvement and development, a thorough review may be needed by central government of their existing laissez faireattitudes towards site‐based planning, if there is not to be considerable long‐term damage to the national education service as a whole.

Details

International Journal of Educational Management, vol. 9 no. 4
Type: Research Article
ISSN: 0951-354X

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Article
Publication date: 21 September 2021

Rose M. Ylimaki, Stephen Jacobson, Lauri Johnson, Hans W. Klar, Juan Nino, Margaret Terry Orr and Samantha Scribner

In this paper, the authors recap the history and evolution of ISSPP research in the USA with research teams that grew from one location in 2002 to seven teams at present. The…

798

Abstract

Purpose

In this paper, the authors recap the history and evolution of ISSPP research in the USA with research teams that grew from one location in 2002 to seven teams at present. The authors also examine the unique context of public education in America by describing its governance, key policies and funding as well as increasing student diversity due to changing internal student demographics and global population migrations. In particular, the authors describe how decentralization in American public education that has led to long-standing systemic inequities in school resource allocations and subsequently to marked gaps in performance outcomes for children from poor communities, especially for those of color. These existing inequities were the reason the USA research team was the only national ISSPP team from the original network of eight countries that choose to study exclusively leadership in challenging, high needs schools that performed beyond expectations.

Design/methodology/approach

The authors describe the common multi-case case study methodology (Merriam, 1988) and interview protocols employed in order to gather multiple perspectives on school success in high-needs communities and the principal's contribution to that success. Leithwood and Riehl's (2005) framework of core leadership practices for successful school leadership was used to analyze our data across all cases.

Findings

The authors present key findings from cases across the USA and synthesize common trends across these findings.

Research limitations/implications

The authors conclude the paper with a discussion of their overarching impressions from almost two decades of study, the importance of national and local context in examining school leadership and, lastly, suggestions for future research.

Originality/value

This article contributes to findings from the longest and largest international network on successful leadership.

Details

Journal of Educational Administration, vol. 60 no. 1
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 October 2000

Derek Law

Previous revolutions, the Agrarian and Industrial, are examined and their features compared with the Information Revolution. Lessons are drawn from the comparison and a range of…

1934

Abstract

Previous revolutions, the Agrarian and Industrial, are examined and their features compared with the Information Revolution. Lessons are drawn from the comparison and a range of global issues identified. The nature of the Internet is considered and its pretensions argued to be inflated. The role of the state in developing an information society is discussed. A national information policy is identified as a feature and its application in and implications for Scotland are considered. Key features of an Internet culture are indicated and discussed, with lessons and conclusions for social development within the information society presented.

Details

Library Review, vol. 49 no. 7
Type: Research Article
ISSN: 0024-2535

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