Journal of Educational Administration: Volume 55 Issue 3

Leaving fingerprints: principals’ considerations while implementing education reforms

Chen Schechter, Haim Shaked

Turning an education reform program into school reality greatly depends on the principal. In certain cases, principals choose to implement reform instructions only partially. The…

Reflections on leadership preparation programs and social justice: Are the power and the responsibility of the faculty all in the design?

Izhak Berkovich

Fundamental aspects of educational leadership preparation programs regarding social justice are embodied in program design elements, yet the scholarly community did not adequately…

School board member definitions of accountability: A comparison of charter and traditional public school board members

Michael R. Ford, Douglas M. Ihrke

The purpose of this paper is to determine the differing ways in which nonprofit charter and traditional public school board members define the concept of accountability in the…

Sustaining school improvement in a high-need school: Longitudinal analysis of Robbins Elementary School (USA) from 1993 to 2015

Nathern Okilwa, 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.

Educational leadership for social justice in Costa Rica, Mexico, and Spain

Patricia Silva, Charles L. Slater, Gema Lopez Gorosave, Victoria Cerdas, Nancy Torres, Serafin Antunez, Fernando Briceno

The purpose of this paper is to examine the role of school leaders to provide social justice in three contexts: Costa Rica, Mexico, and Spain.

Controlled autonomy: novice principals’ schema for district control and school autonomy

Jennie M. Weiner, Sarah L. Woulfin

The purpose of this paper is to gain insights into how a group of novice principals, all in schools that deployed principles of autonomy as mechanisms for improvement…