Through the literature review, the study aims to explore the relationship between the emotional intelligence (EI) of principals and the turnarounds of low-performing schools and generate some hypotheses regarding this issue. Rigorous, empirical studies published in the last 15 years are selected and reviewed around three relevant topics: the variables associated with EI, the problems facing low-performing schools and the effective leader behaviours to turn around struggling schools. Special attention is paid to the EI models and measures employed by these studies, as well as the consistency of their findings. It is hypothesized that a principals' EI might be linked to some variables relevant to school turnarounds. Future studies that test these hypotheses may have implications for principal selection and leadership development at low-achieving schools.

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In this exploratory study, a pedagogical intervention, called Scholarly Conversation, was designed and implemented with 26 students in an online graduate course at a public, comprehensive university in the United States. Applying the frameworks of community of inquiry and knowledge building, this paper explains the specific learning goals and design features of Scholarly Conversation. A coding scheme was developed from the conversation text data generated by a high-performing and a low-performing group of the class to describe how learners carried out Scholarly Conversations. Through group comparison, several elements were identified to explain the between-group differences on performance. Particularly, it was found that the two groups distributed their efforts differently during Scholarly Conversations. This study has implications for the design principles for the future Scholarly Conversations.