Purpose: English learner (EL) education policy has long directed schools to address EL students' linguistic "and" academic development without furthering inequity or segregation. The recent Every Student Succeeds Act reauthorization expresses a renewed focus on evidence of equity, effectiveness, and opportunity to learn. We propose that…

Purpose: The purpose of this study was to examine the ways principals in three high-needs middle schools enacted core leadership practices in concert with their immediate contexts to institutionalize comprehensive school reforms and support student learning. Research Methods: The schools were selected from a geographically stratified sample of…

Purpose: Schools necessarily employ elements of a bureaucratic structure to organize the complex task of educating large and diverse groups of students--elements such as a hierarchy of authority, a division of labor, policies, rules, and regulations. Although such a structure is useful, there is a danger that school leaders will overemphasize…

Purpose: This study attempts to link four groups of contextual factors to vice principals' desire for principalship using regression analysis. Relevant items representing context are grouped under professional, school, demographic, and motivational factors. The findings aim to provide greater understanding of the desire, or lack thereof, of vice…

Purpose: Most studies on the impact of school culture focus only on teachers' average perceptions and neglect the possibility that a meaningful increment to the prediction of school effectiveness might be provided by the variance in teachers' culture perceptions. The objectives of this article are to (a) better understand how teachers' collective…

Purposes: This study aimed to improve our understanding of the nature, causes and consequence of school leader efficacy, including indirect influences on student learning. We asked about district contributions to school leader efficacy, whether leader self- and collective efficacy responded to the same or different district conditions and the…

Purpose: The No Child Left Behind Act laudably brings social justice and equity issues to the forefront; however, the act's threat- and sanction-driven methods are not only increasing stress levels but potentially causing a rigid response, especially in the growing population of schools labeled "program improvement" (PI). Specifically,…

Background: Women school leaders may act as social agents who promote gender equality, but evidence is inconclusive regarding the effect of women's leadership on gender stratification in the workplace. Purpose: Based on the similarity-attraction perspective, this study examined male and female school leaders' relations to similar others in three…

Background: The paradox of relying on routines and standard practices, which protect institutional functioning from the vagaries of personality, often comes at the cost of thoughtful adaptability. Purpose: The objectives are to conceptualize and apply the construct of mindfulness to schools and to explore trust as a school condition that fosters…