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| Leadership and Policy in… | 6 |
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Direct linkPauling, Sydney; Cook, Clay; Pekel, Katie; Larson, Madeline; Zhang, Yanchen – Leadership and Policy in Schools, 2023
Leadership is integral for successful implementation of evidence-based programs and practices (EBPPs) in schools. However, as research is limited regarding school administrators' training, knowledge, and perceived barriers related to EBPP implementation, a survey was conducted to examine these areas. The majority of respondents reported (a)…
Descriptors: School Administration, Administrators, Program Implementation, Evidence Based Practice
Daramola, Eupha Jeanne; Marsh, Julie A.; Allbright, Taylor N. – Leadership and Policy in Schools, 2023
Governmental policies in the United States and beyond increasingly call for school leaders to involve local communities in decision-making, yet engagement practices have often centered the perspectives of White parents and marginalized the voices of racially minoritized families. In this comparative case study of seven school districts, we draw on…
Descriptors: Equal Education, Racism, Program Implementation, Community Involvement
Lokman Mohd Tahir; Ahmad Marzuki Mohammed; Mohammed Borhandden Musah; Ani Suryani Mohammad; Mohd Fadzli Ali – Leadership and Policy in Schools, 2024
This study investigates teachers' perceptions on PLC implementation within religious-based secondary schools in the context of Malaysia. Using a pragmatic mixed-method approach, quantitative data were obtained from 610 teachers about principals' implementation and support for PLC implementation. Then, 16 senior teachers who have successfully…
Descriptors: Foreign Countries, Secondary School Teachers, Religious Schools, Teacher Attitudes
Kimball, Steven M.; Arrigoni, Jessica; Marlin, Daniel; Geraghty, Elisabeth; Heneman, Herbert G., III; Carl, Bradley; Milanowski, Anthony; Jones, Curtis; Rainey, Katharine – Leadership and Policy in Schools, 2023
Wisconsin's teacher evaluation approach departs from most states by articulating principles for a learning-centered system and discouraging districts from using evaluation results for accountability purposes. This study presents findings from a longitudinal analysis of practices within fourteen schools across five districts. Findings demonstrate…
Descriptors: Teacher Evaluation, Student Centered Learning, Accountability, Program Implementation
Jill M. Aldridge; Felicity I. McLure – Leadership and Policy in Schools, 2024
Although the role of leadership in school improvement is widely recognized, there is less understanding of what leaders can do to support (and mitigate barriers to) the implementation of mandated educational change. This systematic literature review analyzed findings from 191 relevant primary studies published between 2000 and 2020 and identified…
Descriptors: Educational Change, Barriers, Capacity Building, Leadership Role
Lewis, Jennifer M.; Reid, David B.; Bell, Courtney A.; Jones, Nathan; Qi, Yi – Leadership and Policy in Schools, 2022
Understanding Consequential Assessment Systems for Teachers (UCAST) studied a large urban school district in the United States as it adopted a new teacher evaluation system. This project studied 1,000 principals as they were trained to use this new system, and followed them into their first three years of implementation. This article features a…
Descriptors: Principals, Teacher Administrator Relationship, Teacher Evaluation, Urban Schools
