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…
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
Keywords
Rose M. Ylimaki, David Gurr, Lawrie Drysdale and Jeffrey V. Bennett
Populations in the United States and Australia are also becoming increasingly culturally diverse. In the United States, for example, it is projected that between 1990 and 2050…
Abstract
Populations in the United States and Australia are also becoming increasingly culturally diverse. In the United States, for example, it is projected that between 1990 and 2050, the percentage of the US population of Hispanic origin will be almost triple, growing from 9% to 25% (making them the largest minority group by far) and the percentage Asian population will be more than double, growing from 3% to 8%. During the same period, the percentage of Black population will remain relatively stable increasing only slightly from 12% to 14%; while the percentage of White population will decline sharply from 76% to 53%. Australia has a long history of skill- and humanitarian-based migration policy. This has resulted in a culturally diverse society, especially in parts of the capital cities of the states and territories. This emphasis looks likely to continue in the future, and will continue to change the Australian society as the humanitarian needs change across the world.
Rose Ylimaki and Stephen Jacobson
The aim of this paper is to utilize successful leadership practices drawn from seven nations to improve leadership preparation.
Abstract
Purpose
The aim of this paper is to utilize successful leadership practices drawn from seven nations to improve leadership preparation.
Design/methodology/approach
This study used a case study approach to gain a contextualized understanding of successful leadership across seven nations. Data sources primarily featured interviews with principals, teachers, staff members, parents, and students. Cases were analyzed within and then across nations with regards to organizational learning (OL), instructional leadership (IL), and culturally responsive practices (CRP).
Findings
The cross‐national analysis of successful leaders indicated emerging policy trends, demographic changes, similarities and differences among leaders, and recommendations for leadership preparation.
Originality/value
This paper draws from successful practices in OL, IL and CRP in seven nations to make recommendations for improving leadership preparation.
Details
Keywords
Nathern Okilwa and Bruce Barnett
The purpose of this paper is to examine how Robbins ES has sustained high academic performance over almost 20 years despite several changes in principals.
Abstract
Purpose
The purpose of this paper is to examine how Robbins ES has sustained high academic performance over almost 20 years despite several changes in principals.
Design/methodology/approach
The paper analyzed longitudinal data based on: state-level academic and demographic data; two earlier studies of the school; and recent interviews with teachers, the principal, and parent leaders.
Findings
The analyses of these longitudinal data revealed four ongoing factors were responsible for sustained academic performance: high expectations, distributed leadership, collective responsibility for student performance, and data-based decision making. However, challenges that persistently confront Robbins staff include limited resources (e.g. technology and library materials), high mobility rate, and some cases of unsupportive parents.
Originality/value
This study adds to understanding how high-need urban schools can sustain high academic performance in spite of changes in principals, shifting community demographics, and high student mobility.
Details
Keywords
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…
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
Keywords
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.
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
Keywords
Birgitte Wraae, Michael Breum Ramsgaard, Katarina Ellborg and Nicolai Nybye
The contemporary focus on extracurricular activities, here the educational incubator environment, accentuates a need to understand what we offer students in terms of the…
Abstract
The contemporary focus on extracurricular activities, here the educational incubator environment, accentuates a need to understand what we offer students in terms of the curricular and extracurricular learning environments when situated in the same higher education institution (HEI). Current research points towards breaking down the invisible barriers and silo thinking. In this conceptual study, we apply the Didaktik triangle as a theoretical and conceptual framing to make comparisons of structurally based conditions for curricular and extracurricular entrepreneurship education (EE). We present a framework that helps bridge the ‘what’, ‘why’, and ‘how’ questions in the two different learning spaces and, thereby, conjoin educators and consultants in possible pedagogical discussions on how they work with the students. The suggested bridge frames a wider ‘why’ and adds a more holistic and cohesive view of the two different types of settings. Our study contributes to the literature on how to bridge the blurred lines between curricular and extracurricular activities and break down the silos. The framework can act as an inspiration for entrepreneurship educators and practitioners who wish to provide more suitable and sustainable structures and develop a holistic learning environment.