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Article
Publication date: 14 February 2019

Donald G. Hackmann, Joel R. Malin and Joonkil Ahn

The purpose of this paper is to examine data use practices within a cross-sector initiative involving high school career academies. It discerns how partners used data to assess…

539

Abstract

Purpose

The purpose of this paper is to examine data use practices within a cross-sector initiative involving high school career academies. It discerns how partners used data to assess the public value of academies and address equity concerns.

Design/methodology/approach

A case study methodology was applied to examine cross-sector activities supporting the district’s career academy reform. Data were collected through interviews, observations and document analysis. Datnow and Park’s (2018) conceptual framework involving key equity dimensions guided the analysis.

Findings

Partners used data for both accountability and continuous improvement. Educators were required to document student growth for state accountability purposes, while providing evidence of the public value of the academies to the community. Data use for continuous improvement included identifying annual goals to improve academy performance. There was a lack of a district-wide focus on equity, with educators taking a passive approach to academy and career pathway selections by student subgroups.

Practical implications

The findings provide insights into data use practices school and district leaders can implement to ensure equitable student participation in career academies and appropriate data use within cross-sector collaborations.

Social implications

Students who are traditionally underrepresented in career fields, including students of color and females, need intentional efforts to encourage their participation in high-skill, high-wage career fields.

Originality/value

This study identifies critical issues involved with data use for equity when promoting education-centered cross-sector collaboration, while also highlighting existing tensions between data use for accountability and continuous improvement.

Details

Journal of Educational Administration, vol. 57 no. 2
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 9 March 2020

Scott Christopher Woods, Jennifer Grace Cromley and Donald Gene Hackmann

This study explored implementation of the middle school concept (MSC) in Illinois middle-level schools, examining relationships between MSC implementation and schools' relative…

319

Abstract

Purpose

This study explored implementation of the middle school concept (MSC) in Illinois middle-level schools, examining relationships between MSC implementation and schools' relative wealth, racial/ethnic composition, and achievement levels.

Design/methodology/approach

This quantitative study utilized a sample of 137 Illinois middle-level schools, defined as containing any combination of grades 5–9, including at least two consecutive grade levels and grade 7. Principals completed an online survey, identifying levels of implementation of advisory, teaming with common planning time (CPT), and a composite of both advisory and teaming with CPT.

Findings

Schools with high advisory implementation had significantly higher rates of Latinx enrollments. Schools with lower operating expenditures per pupil were significantly less likely to implement advisory or advisory and teaming. Teaming had a significant relationship with composite PARCC test scores, but there was no significant effect for advisory and no significant interaction of advisory and teaming together.

Practical implications

MSC is more expensive to implement, and affluent districts may have the financial means to absorb these costs. Although teaming facilitated improved state test scores, advisory programming did not result in significantly improved scores.

Social implications

Lack of access to MSC programming in less affluent communities presents an equity issue for low-income students and students of color.

Originality/value

This study contributes to research examining underlying issues of race and poverty and their effects on academic achievement and the effectiveness of the MSC.

Details

Journal of Educational Administration, vol. 58 no. 3
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 4 September 2017

Joel R. Malin and Donald Hackmann

The purpose of this paper is to ascertain how two urban principals, in high schools that feature comprehensive college-and-career readiness practices, utilize distributed…

1260

Abstract

Purpose

The purpose of this paper is to ascertain how two urban principals, in high schools that feature comprehensive college-and-career readiness practices, utilize distributed leadership to facilitate their implementation.

Design/methodology/approach

This study employed qualitative methods. Drawing upon semi-structured interview data, observational data gathered as part of site visits, and internal and electronic documents, case descriptions were developed of each school, focusing on principals’ activities in support of career pathways.

Findings

The principals contributed significantly to their schools’ college-and-career readiness reforms and programming. Although their approaches were distinct, six common themes were identified: facilitating processes to form a shared vision, developing relational trust, a focus on learning, successful partnerships, conducive structures, and developing leadership skills and capacity. The principals described utilizing distributed leadership approaches – including practices, structures, and tools – to support these reforms.

Originality/value

This study represents the initial phase of a multi-year research project investigating the implementation of college-and-career pathways in urban communities. Prior research has overlooked the important role of principals in leading and facilitating these reforms, and this study contributes to the literature because it focuses on principals’ contributions in supporting college-and-career readiness. Additionally, in both cases, substantive, regular leadership contributions were made by business representatives external to the organization.

Details

Journal of Educational Administration, vol. 55 no. 6
Type: Research Article
ISSN: 0957-8234

Keywords

Available. Open Access. Open Access
Article
Publication date: 1 January 1970

Marlane C. Steinwart and Jennifer A. Ziegler

This paper explores the implications of using Apple co-founder and former CEO Steve Jobs as a “paradigm case” of transformational leadership by comparing the practical…

3304

Abstract

This paper explores the implications of using Apple co-founder and former CEO Steve Jobs as a “paradigm case” of transformational leadership by comparing the practical metadiscourse of remembrances published at the time of his passing to the theoretical metadiscourse of transformational leadership. The authors report the frequency of transformational leadership characteristics that appeared in characterizations of Jobs in the months after his passing in October 2011. Results show that people do remember Jobs as a leader, and as one who possessed three key personal characteristics of a transformational leader: creative, passionate, and visionary. People also remembered Jobs as an innovator, which is not typically associated with transformational leadership but which does reflect the discourse of the consumer electronics industries upon which he had an impact. However, the results also show that two important interpersonal characteristics of a transformational leader were absent in the remembrance discourse: empowering and interactive. The authors discuss the implications of the two missing terms for pedagogy and theorizing, including how problematizing Jobs as a paradigm case might lead to fruitful discussions about the importance of a transformational leader’s engagement with followers.

Details

Journal of Leadership Education, vol. 13 no. 2
Type: Research Article
ISSN: 1552-9045

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