Challenges and Opportunities for School Improvement: Recommendations for Urban School Principals

Dolph, David Alan

doi:10.1177/0013124516659110

Cited by 34 publications

(37 citation statements)

References 17 publications

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“…Teachers were unequivocal in stating that when a principal did not support the initiative, it would not be implemented with fidelity at the site. It is the principal who communicates the importance of adopting new practices (Dolph, 2017) and participants in the study noted how their enthusiasm was sparked when their principal demonstrated excitement and support for the model. Principals have discretion over allocation of resources, including how time is spent and providing access to professional development.…”

Section: Implications For Practicementioning

confidence: 99%

Elementary Teachers’ Perceptions of a Comprehensive, Integrated, Three-Tiered Model of Prevention

Menzies

Oakes

Lane

et al. 2020

Remedial and Special Education

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This study examined perceptions of teachers who implemented a tiered system of support, the comprehensive, integrated, three-tiered (Ci3T) model of prevention. We reported findings of four focus groups with a total of 18 elementary teachers who implemented Ci3T for 2 years. While the Ci3T model comprised elements addressing academics, behavior, and social-emotional learning, teachers were predominately concerned with issues related to students’ behavior. Teachers reported difficulty moving from reactive to proactive classroom management approaches theoretically grounded in behavioral principles.

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Section: Implications For Practicementioning

confidence: 99%

Elementary Teachers’ Perceptions of a Comprehensive, Integrated, Three-Tiered Model of Prevention

Menzies

Oakes

Lane

et al. 2020

Remedial and Special Education

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“…Constructing collective data for the purpose of improving education for all, this finding contradicts existing literature while indicating that a collaborative school approach assists principals to implement high-stakes accountability policies (Fullan, 2016). Functioning as facilitators of collective growth, these principals established a necessary bridge between higher levels of accountability and a successful implementation of this policy (Dolph, 2017).…”

Section: Discussionmentioning

confidence: 74%

Making sense while steering through the fog: Principals’ metaphors within a national reform implementation

Schechter

2017

EPAA

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Principals' implementation of national reforms in the educational arena resembles a wild ride on a roller coaster as they face with contradicting demands, ongoing confusion and ambiguity. As critical change agents, principals interpret and translate reform demands into local practices through a process of sense-making. This current qualitative research explored 60 high school principals' sense-making processing of their leadership within a national reform through their use of metaphors. Data analysis yielded four themes: (a) reframing the principal's role and pedagogical autonomy; (b) refra ming the principal's work; (c) reframing the school culture; and (d) reframing the principal's relationships with teachers. This study expands the currently limited knowledge about principals' experience with and responses to reforms, and suggests implications and further research on metaphors principals use within reform implementation. Keywords: Education reforms; metaphors; sense-making; principals Haciendo conciencia mientras atravesamos la niebla: Las metáforas de los directores dentro de una implementación de la reforma nacional Resumen: La implementación de las reformas nacionales en el ámbito educativo por parte de los directores se asemeja a un paseo salvaje en una montaña rusa al enfrentarse con exigencias contradictorias, que van desde la confusión hasta la ambigüedad. Como agentes de cambio críticos, los directores interpretan y traducen las exigencias de la reforma en prácticas locales a través de un proceso de "generar conciencia". Esta investigación en términos cualitativos exploró 60 procesos de "generación de conciencia" de los Directores de escuelas secundarias, referente a su liderazgo dentro de una reforma nacional a través del uso de metáforas. El análisis de los datos obtenidosarrojo cuatro temas: (a) replantear el papel del director y la autonomía pedagógica; (b) replantear el trabajo del director; (c) replantear la cultura escolar; y (d) replantear las relaciones del director con los maestros. Este estudio amplía el conocimiento actualmente limitado sobre la experiencia de los directores y las respuestas a las reformas, y sugiere implicaciones e incrementar la investigación sobre las metáforas que los Directores usan en la implementación de la reforma. Palabras-clave: Reformas educativas; metáforas; generando conciencia; directores Fazendo consciência à medida que passamos pelo nevoeiro: As metáforas dos diretores dentro de uma implementação da reforma nacional Resumo: A implementação de reformas nacionais no campo educacional pelos diretores é semelhante a um passeio selvagem em uma montanha-russa diante de demandas contraditórias, que vão desde a confusão até a ambiguidade. Como agentes de mudança crítica, os diretores interpretam e traduzem as demandas de reforma nas práticas locais através de um processo de "gerar consciência." .Esta pesquisa, em termos qualitativos, explorou 60 processos de "geração de conscientização" dos diretores das escolas secundárias, referentes à sua liderança den...

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“…Factors affecting school improvement are likely to differ between urban, suburban, and rural schools (Dolph, 2017). Donaldson and Weiner (2017, p. 65) described these factors as "… difficult, context-specific, and incremental".…”

Section: Introductionmentioning

confidence: 99%

Issues and challenges influencing school improvement opportunities for science and mathematics

Tsakeni

Munje

Jita

2021

CJES

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This qualitative interpretive study explores issues and challenges influencing school improvement opportunities for Science and Mathematics in selected South African high schools through a systems leadership lens. Unstructured interviews were conducted with 13 participants comprising a principal, deputy principals, heads of department (HODs) for Science and Mathematics, and Mathematics and Physical Sciences teachers in four schools. The data from the interviews were analysed using the constant comparison techniques, allowing for inductive theme and concept building through abstraction. Findings show that participants, irrespective of school context, were generally eager to enhance the teaching and learning of Science and Mathematics. These challenges include the curriculum policy, the role of the district education office, professional development, learner‑related challenges, and resources. It is recommended that the Department of Basic Education work closely with the relevant stakeholders, including teachers, to ensure context-friendly educational policies, thus ameliorating implementation challenges. Keywords: Issues and challenges, Science and Mathematics, school improvement, systems leadership

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Challenges and Opportunities for School Improvement: Recommendations for Urban School Principals

Cited by 34 publications

References 17 publications

Elementary Teachers’ Perceptions of a Comprehensive, Integrated, Three-Tiered Model of Prevention

Elementary Teachers’ Perceptions of a Comprehensive, Integrated, Three-Tiered Model of Prevention

Making sense while steering through the fog: Principals’ metaphors within a national reform implementation

Issues and challenges influencing school improvement opportunities for science and mathematics

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