Journal of Educational Administration

Reconsidering grades as data for decision making: more than just academic knowledge : Table of Contents

Alex J. Bowers — Mon Sep 28 08:59:09 BST 2009

Abstract:
Purpose – Much of the recent research on data-driven decision making in US schools has focused on standardized test scores while other forms of data in schools have gone largely unexamined as useful data, such as teacher-assigned grades. Based on the literature, the theory outlined in this paper is that grades, as data historically overlooked in schools, are a useful multidimensional assessment for decision making by educational leaders. This paper aims to address these issues. Design/methodology/approach – Using multidimensional scaling, grades, and standardized test scores are compared for 195 students in grades 9-12 from two US school districts. The relationship between these assessments is visualized between grades in core subjects, such as Mathematics and English, non-core subjects, such as Art and Physical Education, and standardized test scores, such as the ACT. Findings – Two significant dimensions appear to be embedded within grades; assessment of academic knowledge and an assessment of a student's ability to negotiate the social processes of school. These findings indicate that grades should be reconceptualized as informative for data-driven decision making in schools as a potential assessment of both academic knowledge and a student's ability to negotiate the social processes of school. Originality/value – Grades have been overlooked as useful data in the data-driven decision-making literature. This paper provides novel evidence for the usefulness of actual teacher-assigned grades in school and district decision making as well as research and policymaking versus the past use of student self-reported grades or teacher perceptions of grading practices.

Pragmatics, politics and moral purpose: the quest for an authentic national curriculum : Table of Contents

Michael Bezzina, Robert J. Starratt, Charles Burford — Mon Sep 28 08:59:09 BST 2009

Abstract:
Purpose – The purpose of this paper is to contribute to the debate on the development of a national curriculum for Australia. The paper challenges stakeholders to interrogate the question of national curriculum, its purpose, values and potential for delivering the type of education Australia wants for its citizens in the twenty-first century. Design/methodology/approach – The paper provides a general review of the literature, research and opinion associated with the politics, purpose, leadership and potential for change associated with national curriculum innovation. Findings – The national curriculum looms as the largest educational change in Australia's history and requires a thorough examination by stakeholders of the purposes and values underpinning it and how such a centralised curriculum can build the learning capacity of the nation. Authentic engagement of teachers, “buy in”, bottom-up and top-down strategies, extensive time for negotiations and the engagement of educational and political leaders are seen as important for community ownership of the product. Practical implications – The paper challenges political and educational leaders to conduct the national curriculum building dialogue at the local, state and national level and to open up previous “givens” to interrogation. It calls for a long-term process to protect the authenticity and moral purpose of the process and maximise its ownership and potential for change. Originality/value – The paper addresses the greatest challenge yet to face Australian education, to deliver a national curriculum that delivers authentic learning for the future needs of Australians and Australia. It presents a case for stakeholders to engage the challenge through a professionally informed and morally defensible approach.

Swedish successful schools revisited : Table of Contents

Jonas Höög, Olof Johansson, Anders Olofsson — Mon Sep 28 08:59:09 BST 2009

Abstract:
Purpose – The purpose of this paper is to describe the results of a follow-up study of two Swedish schools in which, five years previously, the principals had been successful leaders. Had this success been maintained? Design/methodology/approach – Two schools were revisited to enable the authors to interview principals and teachers as well as conducting observations of the schools in operation. Findings – The identification of sustained leadership success was compromised because the original principals were no longer at the schools, their replacements had also left and their (“third generation”) replacements had just arrived. Strong teacher teams had served to maintain school standards. Originality/value – The paper adds to the literature on the vital role of the principal in determining a school's success and also points to the value of strong, cohesive teacher teams.

Teacher quality and attrition in a US school district : Table of Contents

William Kyle Ingle — Mon Sep 28 08:59:09 BST 2009

Abstract:
Purpose – The purpose of this paper is to determine whether teachers with high value-added scores (as a measure of teacher quality) stay or left test grades and subjects in a medium-sized school district. Design/methodology/approach – Panel data for this paper encompass teachers providing math and reading instruction and link to individual students in grades 3-10 from a single Florida school district (2000-2001 to 2004-2005). Value-added modeling is used to estimate a measure of teacher quality, which is entered into binomial logistic regression models. Findings – This paper finds a negative relationship between reading teachers' value-added scores and attrition (p<0.05) – a finding consistent with the few that have examined the relationship between value added and teacher attrition. A significant relationship is not found between math value added and attrition. There is also no significant relationship between value added and transferring. Secondary and alternatively certified teachers are more likely to exit tested grades/subjects. Classroom percentages of students enrolled in the free/reduced lunch program (a proxy for poverty) are associated with leaving among math and reading teachers. Practical implications – Not all turnover is negative. Evidence from this paper suggests that schools are not losing the best teachers from tested subjects and grades – those in which schools and school leaders are held accountable. While there are costs associated with turnover, it can serve as an important matching function between workers and employers. Originality/value – Only, a few published studies have utilized value-added scores as the measure of teacher quality and tested their relationship with teacher attrition.

Relationships between teacher organizational commitment, psychological hardiness and some demographic variables in Turkish primary schools : Table of Contents

Ferudun Sezgin — Mon Sep 28 08:59:09 BST 2009

Abstract:
Purpose – The purpose of this paper is to examine the relationships between teachers' organizational commitment perceptions and both their psychological hardiness and some demographic variables in a sample of Turkish primary schools. Design/methodology/approach – A total of 405 randomly selected teachers working at primary schools in Ankara participated in the study. Personal Views Survey III-R and the Organizational Commitment Scale were used to gather data. Findings – This paper supports the argument that psychological hardiness is a meaningful construct predicting the perceptions of primary school teachers on organizational commitment. Results reveal that psychological hardiness is positively and significantly related to both identification and internalization components of teacher commitment, whereas it is negatively and significantly correlated to the commitment predicated on compliance. Teacher compliance commitment is negatively associated with both identification and internalization. Although gender and years of experience are significant predictors of identification and internalization, the variables of subject specialization and age did not significantly predict all three subscales of teacher commitment. Originality/value – This paper represents a different approach to organizational commitment by examining teacher commitment under three components – compliance, identification, and internalization. This paper also explores the relationships between organizational commitment and teacher psychological hardiness which is a personality style reducing the negative effects of stress. Results from this study are discussed in relation to practical implications in school settings.

Successful principalship in Norway: sustainable ethos and incremental changes? : Table of Contents

Jorunn Møller, Gunn Vedøy, Anne Marie Presthus, Guri Skedsmo — Mon Sep 28 08:59:09 BST 2009

Abstract:
Purpose – The purpose of this paper is to explore whether and how success has been sustained over time in schools which were identified as being successful five years ago. Design/methodology/approach – Three schools were selected for a revisit, and the sample included two combined schools (grade 1-10) and one upper secondary school (grade 11-13). In two schools the same principals were still in post, and in the third school there had recently been a change in principalship. Interviews with the principal and a group of teachers at each school were the major source of new data. Questions that guided the study: What structural and cultural changes can be identified within the schools compared with five years ago? What factors might help sustain success over time? Findings – The learning-centred approach identified earlier had been sustained in the schools during the five years. All principals focused on multiple ways of influencing staff motivation, commitment and working conditions, teamwork was a vital characteristic, and they also reported on their struggle to sustain and promote equity and social justice. For the two schools with principals still in post one could hardly detect any change in preferred strategies, but for the third school with the new principal there was a significant change. Although his ethos was closely connected to that which existed at the school five years ago, his leadership approach and the agenda for school improvement were different. As such, the study provides an example of how principals have the power to set the tone and the agenda for school development even though leadership practice is an interactive process involving many people. Originality/value – The paper provides knowledge about sustainable leadership in a context where new expectations are raised towards schools, and principals are in particular challenged to respond to new and sometimes contradicting expectations.

Building and sustaining successful principalship in England: the importance of trust : Table of Contents

Christopher Day — Mon Sep 28 08:59:09 BST 2009

Abstract:
Purpose – The purpose of this paper is to give an account of the ways in which one experienced secondary principal of an English secondary school developed and sustained a successful school over a 13-year period in changing policy contexts. Design/methodology/approach – The paper draws from data collected during two three-day-visits separated by a six-year period and is part of a multi-site international research project. The researcher used a multi-perspective qualitative design in which a range of staff, parents, students and board members were interviewed, according to a common protocol. The school was selected originally because it was judged by an independent external inspection team whose judgements were based on a number of key indicators, including national test scores. The qualitative data were cross-referenced with a range of available documentation. Findings – The data show that this principal exercised trust in such a way that it was broadened, deepened and embedded over time. The data suggest that educational ideals, commitment and trust were important features of his continuing success as leader and the sustained development of the school. Originality/value – The paper illustrates that it is every principal's responsibility to create and sustain the conditions in which trust may be established and strengthened.

Cyberbullying: causes, effects, and remedies : Table of Contents

Dianne L. Hoff, Sidney N. Mitchell — Mon Sep 28 08:59:09 BST 2009

Abstract:
Purpose – The purpose of this paper is to present research exploring the pervasiveness and causes of cyberbullying, the psychological impact on students, and the responses to cyberbullying from students and administrators. The goal is to give school leaders a greater understanding of this phenomenon and suggest steps to deal with this challenging issue. Design/methodology/approach – The data are collected from 351 students using a survey, which contains limited choice, scaled response, and open-ended questions. This qualitative/quantitative design enables collection of data from a large population along with rich qualitative data that expand and explain students' experiences. Findings – The paper reveals that cyberbullying emerges most commonly from relationship problems (break-ups, envy, intolerance, and ganging up); victims experience powerfully negative effects (especially on their social well-being); and the reactive behavior from schools and students is generally inappropriate, absent, or ineffective. Research limitations/implications – This is self-reported data collected from a group of students in one institution, who are asked to recall instances from their pre-college experience. Additional research on from a variety of age groups and cross-culturally would add another layer of understanding about cyberbullying among teens. Practical implications – Technological advances have created new challenges for schools in keeping students safe. This paper has implications for educational policy and practice, including steps school leaders can take to curtail cyberbullying. Originality/value – This paper builds on a small body of research on cyberbullying and focuses on underlying causes, categories of psychological effects, and specific remedies.

Catholic school administrators and the inclusion of non-Catholic students : Table of Contents

J. Kent Donlevy — Mon Sep 28 08:59:09 BST 2009

Abstract:
Purpose – The purpose of this paper is to present the understandings and administrative actions of six Catholic high school principals in relation to their administrative expectations of the admission of non-Catholic students. Design/methodology/approach – This paper involves interviews with six Catholic school principals from one Catholic school division in a Western Canadian province. The methodology chosen for this paper is grounded theory. Specific analytical processes are employed: open-, axial-, and selective-codings. Findings – The findings present four major themes with respect to the inclusion of non-Catholic students in their schools: the school administrators' expectations; the significance of the preliminary interview; the ongoing relationship of the non-Catholic student to the Catholic school; and points of confrontation with the Catholic school administration. Practical implications – The paper provides some guidance with respect to the application and entrance procedures which non-Catholic students should undergo before admission. It also points to the importance of providing information about the school's spiritual mission to non-Catholic parents before their child is admitted to the school community. Originality/value – The paper's originality lies in the findings offered in an area of education, which is not yet well researched.

Sustaining success in an American school: a case for governance change : Table of Contents

Stephen L. Jacobson, Lauri Johnson, Rose Ylimaki, Corrie Giles — Mon Sep 28 08:59:09 BST 2009

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.

Sustained successful school leadership in Denmark : Table of Contents

Lejf Moos, Klaus Kasper Kofod — Mon Sep 28 08:59:09 BST 2009

Abstract:
Purpose – The purpose of this paper is to revisit three successful schools to see how the principals and the schools had sustained success over a period of five years. Design/methodology/approach – A case study research design was used building on the 2005 design. This time the principals were interviewed. Findings – The study is a case study over five years. In the first round of visits to schools four-to-five years ago in the ISSPP context, it was found that the modernization of Danish society was beginning to show new forms in the every day life and discourses of schools. It could be seen that the links between the state, local authorities and schools were changing. Some were being loosened and some were beginning to be tightened. Returning to three schools in 2008, it was found that the tightening of links had accelerated, so the new governance of schools through accountability, contracts and networks was at this stage implemented with a number of effects in schools and in school leadership. While rather big differences were seen between the schools at the first visit with respect to relations and leading, the differences seem to have diminished over the past four-to-fast years. Principals then considered it a major responsibility to act proactively in “setting and negotiating” the direction of the school. Now they are more inclined to name those activities as “translations” of external expectations to staff in a more reactive way because the expectations have been made more explicit and detailed. The political trend towards narrowing the focus of schooling seems to be successful in terms of test results. All three schools perform better now than previously in the national tests. Practical implications – The challenge to the principals and teachers is to sustain this development and at the same time take care of the comprehensive vision of “Democratic Bildung”. And the challenge to principals is to find ways of communicating with teachers and influencing teachers that are legitimate and effective. Originality/value – The paper adds knowledge to the literature on sustaining school success and to the literature on relations between external policies and internal practices.

The International Successful School Principalship Project: success sustained? : Table of Contents

Lejf Moos, Olof Johansson — Mon Sep 28 08:59:09 BST 2009

Abstract:
Purpose – The purpose of this paper is to synthesize the findings of the follow-up studies of successful school principals in six countries – Australia, Denmark, England, Norway, Sweden, and the USA. Design/methodology/approach – Data were categorized according to stakeholder expectations, the concept and practice of leadership, and the sustainability of leadership. Findings – The synthesis revealed that several similar factors contribute to sustained successful leadership, although there were also differences that appeared to be associated with two groupings of countries – Australia, England and the USA on the one hand, and the Nordic countries, on the other. Originality/value – The paper brings together data gathered from the same schools five years apart and facilitates a better understanding of the sustainability of successful school leadership.

An Australian model of successful school leadership: Moving from success to sustainability : Table of Contents

Lawrie Drysdale, Helen Goode, David Gurr — Mon Sep 28 08:59:09 BST 2009

Abstract:
Purpose – This paper seeks to demonstrate how the principal was instrumental in turning around an underperforming school by using a leadership style that modelled appropriate behaviour, and which was consultative, conciliatory, inspirational and empathetic, through having a clearly articulated whole-child-focused educational philosophy, by building relationships and developing staff, and through displaying a range of appropriate personal qualities such as integrity, high energy, sensitivity, enthusiasm, and persistence. Design/methodology/approach – This was a multiple-perspective, observational case study that included individual and group interviews with the principal, staff, parents and students, and involved shadowing the principal for a total of three days. Findings – The four themes found in the original study remained important. In addition, the leadership of the assistant principal, and increasingly that of teachers working in teams, were important for success. During the study it became obvious that to move the school from a good school to a great school would likely require a different approach to leadership, changes to school direction, and new improvement strategies. The principal indicated that she was not able to do this and it was time for a new principal to take on this challenge. Originality/value – This is part of a larger study that is revisiting case studies of successful principals to explore sustainability of successful school leadership and successful schools.