In this multi-case qualitative study the degree to which school-based decision-making (SBDM) is understood and conceptualised by the members of school governing bodies (SGBs)--educators, chairpersons of SGBs, principals, and learner representative councils-as well the extent to which decisions were shared among the various groups represented on…

This research was conducted as a qualitative comparative case study of two Northern New England school districts that were in the process of responding to declining enrollments. The purpose of the study was to explore decision-making through the lens of declining enrollments. An award winning rural school in an affluent town with high performing…

This article sets out to explore how young people understand and experience the notions of democracy and participation in their secondary schools. We draw on their own words to examine their perspective on "participation" in everyday life at school to understand what kind of democratic education they are participating in. The article…

This article focuses on the leadership styles of one principal who enacts social justice practices to benefit marginalized students, especially migrant and poor students. The context is how societal challenges and their consequences--in this case the rapid increase of immigration to Cyprus and the recent economic crisis--influence this principal's…

In an education system marred by inequity, urban schools in the United States are faced with the challenge of helping students from marginalized groups succeed. While many strategies have been tried, most are built on deficit-based models that blame students and teachers for a lack of achievement and ignore the role of power within the school…

This case study examines the leadership practices and actions of an urban high school principal who faced many challenges, but worked diligently to improve student achievement and school climate over a 3-year period. Significant improvements were made by using elements of Distributed Leadership, Professional Learning Communities, and Social…

This article explores the idea of distributed instructional leadership as a way to understand instructional leadership practice in comprehensive high schools. Our argument is that distributed leadership analyses allow researchers to uncover and explain how instructional improvement in high schools occurs through the efforts of multiple individuals…

States have been given flexibility under No Child Left Behind to create need-driven comprehensive school improvement plans with an approved accountability system, however those unable to show increased student learning will be deemed as failing. Schools labeled as failing require a comprehensive framework for improvement. Research has identified a…

The scientific community has provided a wide range of evidence that family and community involvement in schools benefits not only students' learning but also their surrounding community. The INCLUD-ED project has conducted case studies of successful schools around Europe that have strong community participation. Some of them are engaged in the…

Based on two years of extensive data collection in four urban elementary schools, this paper examines the role of principals in the implementation of the Together Initiative (TI), a school reform model for schools labeled low-performing per state accountability standards. The reform model aims to increase school autonomy from district mandates and…

Purpose: This paper sets out to describe a small case study which aimed to unravel the complexity of pupil participation in secondary schools. Design/methodology/approach: A secondary school in the south of England was selected as the case. Four group interviews, one individual interview and collection of relevant Healthy School documents provided…

Educational administrative practitioners evaluate theories, implement practices, and refine leadership strategies daily. The exploration of the leadership gap between theory and praxis is a quantum undertaking. Leadership from the educational perspective takes many forms and presents many challenges. This document examines leadership from several…

Describes some lessons learned from studying a California middle school participating in the Accelerated Schools Project. Factors facilitating school change include acknowledging school culture's importance, involving all school community members, and developing a clear training philosophy. Clarifies schools' capacity-building strategies for…

This paper presents findings of one in a series of case studies designed to study leadership in schools committed to reform. Gavin Elementary School in Chicago Heights, Illinois, serves a predominantly African-American, low-income, neighborhood. In 1988, the school's achievement test scores were the lowest in the lowest-achieving Illinois school…

This paper presents findings of one in a series of four case studies that examined leadership in schools committed to reform. Sullivan High School is an innovative, innercity Chicago (Illinois) high school dedicated to creating a learning environment based on critical thinking and intellectual experiences. The role of the principal as an…