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Chitpin, Stephanie – International Journal of Educational Management, 2020
Purpose: The purpose of this paper is to know the extent to which a decision-making framework assists in providing holistic, comprehensive descriptions of strategies used by school leaders engaging with distributed leadership practices. The process by which principals and other education leaders interact various school-based actors to arrive at a…
Descriptors: Participative Decision Making, Power Structure, Educational Strategies, Principals
Kevin S. Sutherland; Eleanor G. Wu; Melissa Washington-Nortey; Kimberly W. McKnight; Bryce D. McLeod; Maureen A. Conroy – Journal of Emotional and Behavioral Disorders, 2023
Home-school partnerships between teachers and caregivers of students with or at risk of emotional/behavioral disorders (EBD) are critical to support positive student outcomes. Yet, effective home-school partnerships may be particularly challenging to foster for students with or at risk of EBD, and little is known about how teachers and caregivers…
Descriptors: Parent Attitudes, Teacher Attitudes, Intervention, Pandemics
Modeste, Marsha E.; Kelley, Carolyn J. – Leadership and Policy in Schools, 2020
In this study, we apply a distributed leadership framework to better understand the nature of leadership practices distributed in schools by grade configuration. In this analysis we examine the following research question: What are the differences between school-level grade configuration (elementary school or secondary school) and the extent and…
Descriptors: Power Structure, Participative Decision Making, Leadership, Leadership Styles
Kevin S. Sutherland; Eleanor G. Wu; Melissa Washington-Nortey; Kimberly W. McKnight; Bryce D. McLeod; Maureen A. Conroy – Grantee Submission, 2022
Home-school partnerships between teachers and caregivers of students with or at risk of emotional/behavioral disorders (EBD) are critical to support positive student outcomes. Yet, effective home-school partnerships may be particularly challenging to foster for students with or at risk of EBD, and little is known about how teachers and caregivers…
Descriptors: Parent Attitudes, Teacher Attitudes, Intervention, Pandemics
De Lisle, Jerome; Annisette, Sean; Bowrin-Williams, Cheryl – Educational Management Administration & Leadership, 2020
In this study of high-poverty schools in Trinidad and Tobago, we (1) identified recurring patterns and generative mechanisms for successful principal leadership and (2) explored the utility of transformational, shared, and instructional leadership models. We argued that situational and country context are central to understanding school leadership…
Descriptors: Foreign Countries, Principals, Administrator Responsibility, Poverty
Saylor, Michael L. – ProQuest LLC, 2019
Twelve years after passage of No Child Left Behind, the Program for International Student Assessment (PISA) report on 510,000 fifteen year-olds in 65 countries ranked the U. S. 31st in math, 24th in science, and 21st in literacy. U.S. Secretary of Education Arne Duncan commenting on the PISA report said that the brutal truth must serve as a…
Descriptors: Academic Achievement, Leadership Responsibility, Administrator Effectiveness, Models
Amels, Judith; Krüger, Meta L.; Suhre, Cor J. M.; van Veen, Klaas – School Effectiveness and School Improvement, 2020
This article studies the relationship between teachers' perceptions of distributive leadership and inquiry-based work in primary schools and the resulting impact on those teachers' capacity to contribute to educational change. The path analysis that tests the proposed model relies on questionnaire data collected from 787 teachers in 65 primary…
Descriptors: Leadership Styles, Inquiry, Elementary School Teachers, Capacity Building
Ansley, Brandis M.; Blinder, Melanie; Demere, Josephine; Varjas, Kris; Benson, Gwendolyn; Ogletree, Susan L. – Journal of Educational Research and Practice, 2019
This article describes the school personnel and leadership collaboration (SPLC) model, a shared-responsibility framework for faculty, staff, and administrators. Prior research consistently demonstrates the need for (a) administrative support for teachers and other school personnel and (b) collegial support among staff. The SPLC model represents an…
Descriptors: Instructional Leadership, Teacher Administrator Relationship, School Personnel, Cooperation
de Brabander, Cornelis J.; Glastra, Folke J. – Frontline Learning Research, 2018
This article tests the tenability of a Unified Model of Task-specific Motivation (UMTM). The UMTM integrates task-specific components from several theories of motivation. Core of the model are four interacting but relatively independent types of valences. Affective and cognitive valences represent feelings while doing an activity and thoughts…
Descriptors: Motivation, Elementary School Teachers, Models, Faculty Development
DeBaylo, Paige; Minney, Dana – Online Submission, 2019
Educators in this day and age may have to reframe how they think about interacting with parents, students and community members. Viewing these relationships as 'customer' relationships may seem like a stretch, but it is a reality. Research shows the many benefits of providing positive customer experiences for our stakeholders, and the costs of…
Descriptors: Parent Teacher Cooperation, School Districts, Teacher Student Relationship, Competition
Odegard-Koester, Melissa A.; Watkins, Paul – Journal of School Counseling, 2016
The working relationship between principals and school counselors have received some attention in the literature, however, little empirical research exists that examines specifically the components that facilitate a collaborative working relationship between the principal and school counselor. This qualitative case study examined the unique…
Descriptors: Principals, School Counselors, Cooperative Planning, Cooperation
Bell, Patrick B.; Summerville, Meredith A.; Nastasi, Bonnie K.; Patterson, Julie; Earnshaw, Elizabeth – Journal of Educational & Psychological Consultation, 2015
School psychology has recently reconceptualized its service provision model to include multitiered systems of academic and psychosocial promotion, prevention, and intervention. The availability of evidence-based programs and advances in school consultation theory accompany the paradigm shift of the field. Despite these advances, implementing…
Descriptors: School Psychology, Health Promotion, Well Being, Urban Schools
Hairon, Salleh; Goh, Jonathan W. P. – Educational Management Administration & Leadership, 2015
Distributed leadership is one of the most prominent contemporary leadership theories in education. Its attraction in education is perhaps due to its potential to bring about school improvement. A review of the literature, however, reveals broadness in the way the construct is being conceptualized and operationalized; thus making it elusive. The…
Descriptors: Foreign Countries, Participative Decision Making, Power Structure, Factor Analysis
Solomon, Benjamin G.; Tobin, Kevin G.; Schutte, Gregory M. – Education and Treatment of Children, 2015
The Effective Behavior Support Self-Assessment Survey (SAS; Sugai, Horner, & Todd, 2003) is designed to measure perceived Positive Behavior Interventions and Supports (PBIS) implementation and identify priorities for improvement. Despite its longevity, little published research exists documenting its reliability or validity for these purposes.…
Descriptors: Reliability, Validity, Self Evaluation (Individuals), Behavior Modification
Jones, Vita L.; Hinesmon-Matthews, Lezlee J. – Computers in the Schools, 2014
Often the consideration of assistive technology devices and services during the individualized education program (IEP) process is overlooked. Because the Individuals with Disabilities Education Act (IDEA) authorized this consideration, IEP team members must be keenly aware of the importance they hold in providing this valuable input. Thus, IEP…
Descriptors: Assistive Technology, Disabilities, Individualized Education Programs, Student Needs
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