This article discusses the issue of inequities in educational leadership, of which we attribute largely to social capital and how educators interpret this capital. This concept is presented along with a range of leadership styles commonly accepted in education. An argument is made for using Funds of Knowledge as a lens for understanding leadership…

Critical reflection and self-awareness are two of the most crucial components in developing equity-centered leaders (Dugan and Humbles, 2018; Madsen, 2020; Patti, Madrazo, Senge, and Stern, 2015). Leading for equity requires the leader to face both personal bias and professional challenges (Boske, 2014). Many leaders are willing to engage in the…

This qualitative case study explored ways innovation is practiced in a PK-12 special education school, including the antecedents and outcomes to innovation, and how innovation was supported. Findings concluded that specific elements within the school's staff, leadership, and environment fostered high levels of innovative practice. Individual's…

It is estimated that 1.6 billion students were displaced from the traditional school building in 2020 due to the COVID-19 pandemic (UN, 2022; IMF, 2020). While the drastic change in how society normally functions was a shock for everyone, children and historically marginalized people suffered disproportionately severe impacts (GHO, 2022; UNESCO,…

In this article we unpack the obstacles and opportunities associated with language minority student classification practices and, more specifically, English language learners' reclassification to fluent proficient status. First, we discuss classification permanency for language minority students. Second, we provide an overview of national…

Situated in the context of U.S. educational outcomes, education policy in California, and UNESCO's definition of inclusive education, we examine how schools have addressed student diversity. Methods of identifying students with disabilities are not adequately designed to identify English learners with disabilities. In part to address that problem,…

The subject of adult learning has seen increased recognition during the past decade. Over 20 years ago, California established the New Teacher Project (NTP), a forerunner of the current Beginning Teacher Support and Assessment System (BTSA) which was developed to support new teachers in their journey in becoming an expert educator. Recently,…

The purpose of this paper is to examine signature pedagogies for the education doctorate. Three California State University campuses that have started new Ed.D. programs examine practices that distinguish the education doctoral experience from other professions. Embedded field work, the professional seminar, and the research and writing support…

Increasingly, K-12 administrators must address the need for greater funding for their systems and schools. This article presents methods used in higher education that may be of use to its K-12 colleagues. It further suggests professional development to support school leaders in making use of these strategies.

Historically, educational administration programs have prepared graduates in a "universal, one-size-fits-all" approach. As the K-12 student population becomes increasingly diverse, this approach is no longer viable since it seldom takes into account the urgency implied by the achievement gap. This article reports on a…

The 10 articles in this 1997 issue cover a wide range of research. Each of the articles addresses one of the seven questions: "What do we know about leadership capacity and how is it built?""How do we work with those enrolled in leadership preparation programs to enable these future leaders to build leadership capacity in schools?""How do we…