Learning analytics dashboards (LAD) deserve increasing attention, yet their adoption remains limited. Designing effective LAD is a difficult process, and LADs often fail in turning insights into action. We argue that providing explicit decision-making features in a participatory design process may help to develop LADs supporting action. We first…

Principal self-efficacy is crucial to educational leadership, especially in instructional and operational areas, as found in this study. The study examines how principals maintain self-efficacy despite their many responsibilities, drawing on Bandura and Schunk's (1981) research on human behavior and belief and perception. Bandura and Adams (1977)…

Several studies have indicated that stakeholder engagement could ensure the successful adoption of learning analytics (LA). Considering that researchers and tech developers may not be aware of how LA tools can derive meaningful and actionable information for everyday use, these studies suggest that participatory approaches based on human-centred…

U.S. colleges and universities are frequently characterized as inefficient and slow to change, with shared governance models and expectations often blamed. During COVID-19, however, the nation witnessed campuses rapidly adjust practices and policies to continue operating in the 'new normal' of a global pandemic. This study aimed to explore the…

Background: School is not only a place for acquiring academic skills but also a social environment where students develop emotional abilities and awareness. Prioritizing well-being in schools can foster confidence, satisfaction, and emotional awareness among students, contributing to their lifelong success and mental health. Objective: This…

This narrative inquiry examines the experiences of K-12 Title 1 Urban Public-School principals to understand their involvement in the process of school-level budgeting and their efforts to incorporate principles of equity into their budgetary decisions. I recorded the challenges faced by principals when making practical decisions equitable. This…

This study investigated whether and to what extent shared leadership in school was associated with a positive and equitable sense of school belonging among students from diverse backgrounds in the United States. We denoted shared leadership as collective practices that take place in schools in which principals enact inclusive practices in the…

The article demonstrates how a questionnaire gauging students' experiences of participation in decision-making at their school can operationalise student participation in a whole school approach (WSA) to education for sustainable development model. Some 902 students in three upper secondary schools participated in the study by giving their answers…

Multi-Tiered System of Supports (MTSS) is a useful framework designed to address diverse needs of students and has great potential for twice-exceptional (2e) students, or gifted students with disabilities. By integrating academic, behavioral, social-emotional, and collaborative components, MTSS provides targeted interventions through its tiered…

Integrating gifted education into a Multi-Tiered System of Supports (MTSS) provides a systemic approach to addressing the academic and social-emotional needs of high-ability learners (HAL) and twice-exceptional (2E) students. This article examines one state's initiative to align gifted services with the existing MTSS framework through shared…

Purpose: In this manuscript, we aimed to (1) illustrate the differences in school-university partnership under the school reform and renewal models and (2) describe the practice of and learning about school-university partnership by reflecting on the three large, federally funded projects, all conducted under the school renewal model.…