Enhancing Students’ Transitions to College and Careers: A Case Study of Distributed Leadership Practice in Supporting a High School Career Academy Model

Malin, Joel R.; Hackmann, Donald G.

doi:10.1080/15700763.2016.1181191

Cited by 15 publications

(16 citation statements)

References 25 publications

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“…Career academies (Stern, Dayton, & Raby, 2010; Stern, Raby, & Dayton, 1992) and early college high schools (see Edmunds et al, 2010), for example, rely on robust partnerships with local businesses and higher education institutions. State and federal policies also often require or encourage local partnership formation (Malin & Hackmann, 2017a). The 2006 reauthorization of the Carl D. Perkins Vocational and Technical Education Act (Perkins IV) requires states to “provide students with strong experience in and understanding of all aspects of an industry, which may include work-based learning” (S. 135) facilitated through education and business partnerships.…”

Section: College and Career Readiness And Cross-sector Collaboration:mentioning

confidence: 99%

“…The 2006 reauthorization of the Carl D. Perkins Vocational and Technical Education Act (Perkins IV) requires states to “provide students with strong experience in and understanding of all aspects of an industry, which may include work-based learning” (S. 135) facilitated through education and business partnerships. Likewise, the Every Student Succeeds Act of 2015 contains several provisions requiring or encouraging cross-sector partnerships aimed to improve CCR activities (Malin & Hackmann, 2017a).…”

Section: College and Career Readiness And Cross-sector Collaboration:mentioning

confidence: 99%

“…Malin and Hackmann (2017a, 2017b) studied leadership associated with career academies, applying distributed leadership theory to their case study analyses. They examined not only the role of the principal but also that of other formal and informal leaders in designing, implementing, and sustaining career academies.…”

Section: Career Academies: Description Outcomes Leadership Compleximentioning

confidence: 99%

“…They examined not only the role of the principal but also that of other formal and informal leaders in designing, implementing, and sustaining career academies. Reviewing the formation of academies in one urban school district, Malin and Hackmann (2017a) extracted seven leadership themes:Building a shared vision, creation/employment of supportive structures and related tools and approaches, expanding opportunities to perform leadership, emergence of leaders and champions, cultural shifts enabling enhanced participation and organic change, experienced benefits of change, and experienced challenges of change. (p. 63)…”

Section: Career Academies: Description Outcomes Leadership Compleximentioning

confidence: 99%

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Integrative Leadership and Cross-Sector Reforms: High School Career Academy Implementation in an Urban District

Malin

Hackmann

2018

Educational Administration Quarterly

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Purpose: This study analyzed leadership structures, processes, and practices that have enabled and constrained an ambitious career and college readiness reform within an urban school district. It was designed to discern how leaders worked across cross-sector boundaries to support district-wide high school career academy implementation. Research Method: Case study methodology was applied to examine a long-standing cross-sector collaborative partnership that supports the district’s career academy reforms. Data were collected over 15 months through interviews, observations, and document analysis. Crosby and Bryson’s integrative leadership theoretical framework guided data collection and analyses. Findings: The integrative leadership framework was suitable for understanding the boundary-spanning leadership work that was occurring, involving school leaders, civic officials, and business members in leadership roles to support academy reforms. As expected, for example, system turbulence was key to the reform’s initiation, establishing legitimacy was arduous and important, and numerous facilitative structures were developed. Some nuances were also apparent. For instance, we noted the motivating power of the shared goal to enhance the relevance of student educational experiences, while business and civic leaders were particularly interested in developing student employment skills. We also noted formidable political opposition and the development of a new, cross-sector power structure. Implications for Research, Policy, and Practice: Current educational theory is inadequate to explain leadership practices and provide guidance as school leaders increasingly enter into cross-sector collaborations. Scholars should seek to address this issue by prioritizing this line of research. Practitioners can benefit from insights gained by applying the integrated leadership framework to cross-sector initiatives.

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Section: College and Career Readiness And Cross-sector Collaboration:mentioning

confidence: 99%

Section: College and Career Readiness And Cross-sector Collaboration:mentioning

confidence: 99%

Section: Career Academies: Description Outcomes Leadership Compleximentioning

confidence: 99%

Section: Career Academies: Description Outcomes Leadership Compleximentioning

confidence: 99%

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Integrative Leadership and Cross-Sector Reforms: High School Career Academy Implementation in an Urban District

Malin

Hackmann

2018

Educational Administration Quarterly

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“…In the practicum, students will be able to communicate with teachers, peers, and professionals. Through educational communication and hands-on experience, students can integrate their theoretical knowledge and real-world practice, and their academic and vocational interests in STEM fields can be enhanced (Malin and Hackmann, 2017). With the results in Figure 1, to enhance students' STEM related activity engagement which could further enhance their STEM careers and degrees, we suggest that teachers help parents increase their level of involvement in their children's STEM learning.…”

Section: Discussionmentioning

confidence: 87%

Potential Factors to Enhance Students' STEM College Learning and Career Orientation

Rivera

2020

Front. Educ.

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In this study, we highlight the importance of high school students having a college-attending and career-ready mindset in STEM fields. With this purpose, we adopted a stepwise multiple regression analysis to determine which variables are significant predictors of students' STEM college learning and career orientation. The participants were 1,105 high school students from nine randomly selected high schools across greater Houston Texas. Forty-two percent of the variance on STEM college learning and career orientation as an outcome variable can be explained by six predictor variables: (a) parental involvement; (b) STEM related activities engagement; (c) academic experience; (d) teacher effective pedagogy; (e) technology/facilities; and (f) self-esteem.The results indicate that when students received support from teachers and parents, they could develop more positive attitudes toward future post-secondary education and career pathways in STEM fields.

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Career Academies: Effective Structures to Promote College and Career Readiness

Hackmann

Malin

Gilley

2018

The Clearing House: A Journal of Educational Strategies, Issues

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Enhancing Students’ Transitions to College and Careers: A Case Study of Distributed Leadership Practice in Supporting a High School Career Academy Model

Cited by 15 publications

References 25 publications

Integrative Leadership and Cross-Sector Reforms: High School Career Academy Implementation in an Urban District

Integrative Leadership and Cross-Sector Reforms: High School Career Academy Implementation in an Urban District

Potential Factors to Enhance Students' STEM College Learning and Career Orientation

Career Academies: Effective Structures to Promote College and Career Readiness

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