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Direct linkRachel Graves – Early Childhood Folio, 2025
This qualitative study examined distributed leadership enactment within Whanau Manaaki Kindergartens in Aotearoa New Zealand, exploring effective practices, systems, and processes. Drawing on perspectives from teachers, positional leaders, and chief executives, findings revealed that intentional, values-based, supportive structures alongside…
Descriptors: Foreign Countries, Leadership Styles, Participative Decision Making, Kindergarten
Download full textAbhicha Buabanprom; Boonwadee Montrikul Na Ayudhaya – Journal of Education and Learning, 2025
This research analyzes the organizational culture of The Connext ED Foundation, a foundation established to develop Thai educational quality enhancement, and its impact on organizational success. Using qualitative methods, including in-depth interviews and content analysis, the study examines executives, employees, and foundation project…
Descriptors: Foreign Countries, Organizational Culture, Educational Improvement, Philanthropic Foundations
Ronillo Arguelles; Melvin Sarsale – Issues in Educational Research, 2025
This study investigated stakeholder engagement practices of Philippine rural and remote schools using a mixed-method research design. This study examined the assessment of 218 school leaders on the extent to which their schools identify, plan, engage, manage, and monitor stakeholders and narratives from 11 participants on how they manage…
Descriptors: Foreign Countries, Stakeholders, Rural Schools, Instructional Leadership
Tory L. Ash; Adam B. Feinberg; Katherine A. Meyer; S. Andrew Garbacz – Grantee Submission, 2024
Despite the potential benefits of integrating family-school partnerships into school-wide PBIS, many barriers persist that limit a school's ability to engage in meaningful family-school partnerships. These barriers to implementation suggest the importance of understanding the extent to which school teams can overcome these obstacles and promote…
Descriptors: Family School Relationship, Partnerships in Education, Teamwork, Positive Behavior Supports
Tory L. Ash; Adam B. Feinberg; Katherine A. Meyer; S. Andrew Garbacz – Journal of Positive Behavior Interventions, 2024
Despite the potential benefits of integrating family-school partnerships into school-wide Positive Behavioral Interventions and Supports (PBIS), many barriers persist that limit a school's ability to engage in meaningful family-school partnerships. These barriers to implementation suggest the importance of understanding the extent to which school…
Descriptors: Family School Relationship, Partnerships in Education, Teamwork, Positive Behavior Supports
Peseta, Tai; Donoghue, Alex; Hifazat, Sameer; Suresh, Shivani; Beathe, Ashley; Derbas, Jasmine; Mees, Brooke; Suresh, Samuel; Sugita, Clementine; Arachchi, Thilakshi Mallawa; Nguyen, Evelyn; Johnson, Lexie; Clark, Sophia; Ramegowda, Rohith; Alford, Jen; Manthos, Maria; Jose, Chinnu; Caughey, Emma; Reed, Emma; Ashcroft-Smith, Max – Journal of University Teaching and Learning Practice, 2021
Much of the student-staff partnership literature calls for increased collaboration and power sharing among staff and students. Less common are accounts by student partners themselves that take up the challenge of what partnership and power feel like as universities embrace their neoliberal trajectory - and - purport to do so on behalf of students…
Descriptors: Teacher Student Relationship, Power Structure, Partnerships in Education, College Faculty
Raia-Hawrylak, Alicia; Glover, Todd A.; Guerriero, Lori A. – Journal of Educational and Psychological Consultation, 2021
Community-university partnerships create opportunities for researchers and practitioners to collaborate on the implementation and measurement of innovative consultation frameworks, and to explore the role of consultant competencies in working with school leadership teams. The purpose of this article is to introduce an empirically based approach,…
Descriptors: Instructional Leadership, Teamwork, Competence, Leadership Qualities
Office of Career, Technical, and Adult Education, US Department of Education, 2023
This playbook provides ways in which Higher Education Agencies (sometimes referred as the State Higher Education Executive Officers) and teams can blur the lines between high school, postsecondary education, and the workforce. Higher Education Agencies (HEAs) play a significant role to Raise the Bar for student success by developing an…
Descriptors: College Administration, Teamwork, High Schools, Postsecondary Education
Bumble, Jennifer L.; Carter, Erik W.; Bethune, Lauren K.; Day, Tammy; McMillan, Elise D. – Career Development and Transition for Exceptional Individuals, 2019
Amid rapid growth in the higher education movement, access to inclusive higher education for students with intellectual disability (ID) remains limited. This study used "community conversations" to explore how stakeholders in three communities envisioned the inclusion of students with ID on their local college campus and the supports…
Descriptors: Intellectual Disability, Inclusion, Higher Education, Stakeholders
Schraml-Block, Kristen; Ostrosky, Michaelene M. – ZERO TO THREE, 2018
Early interventionists interact and partner with a multitude of families, all with unique strengths, backgrounds, and circumstances. During partnerships with family members, professionals may encounter interactions and relationships that they perceive as challenging or imbalanced. Skilled Dialogue is a framework which emphasizes the use of…
Descriptors: Early Intervention, Family School Relationship, Partnerships in Education, Early Childhood Education
Weiner, Jennie Miles – Journal of School Leadership, 2016
This study investigates whether and how principals implementing Instructional Leadership Teams (ILTs) were able to share decision-making authority with team members and how team members perceived this authority. Having interviewed and observed ILT members in four, in-district charter schools in a large northeastern city I find that principals had…
Descriptors: Principals, Administrator Role, Teamwork, Participative Decision Making
Beckmann, Elizabeth A. – Journal of Higher Education Policy and Management, 2017
Researchers in the field of teaching and learning in higher education have identified concerns with top-down leadership models. Distributed (or shared) leadership approaches may provide more successful engagement with institutional change agendas, and provide more options to reward and recognise staff leading teaching and learning initiatives.…
Descriptors: Recognition (Achievement), Participative Decision Making, Transformational Leadership, College Programs
Vermilya, Lois; Kerwin, Dorothy – ZERO TO THREE, 2017
Many professionals in the early childhood field are inspired by community-driven initiatives that hold great promise for transforming outcomes for the youngest children and their families. However, most collective impact efforts are mobilized in large urban areas, where early childhood professionals and civic leaders take the lead. New Mexico has…
Descriptors: Early Childhood Education, Partnerships in Education, Community Programs, Rural Areas
Council of Chief State School Officers, 2017
Stakeholder engagement is a critical component of the Every Student Succeeds Act (ESSA). Under the law, states are required to engage specific stakeholders as they develop the consolidated state plan to submit to the U.S. Department of Education. But states should not only engage with their stakeholders because it's required under the law --…
Descriptors: Stakeholders, Feedback (Response), Statewide Planning, Educational Planning
Council of Chief State School Officers, 2017
This guide is intended to help states assess the engagement strategies used during the Every Student Succeeds Act (ESSA) development stage, identify the ones to sustain or refine, and develop a long-term plan that will continue to create opportunities for stakeholders to be heard on this and other education issues. The guidance in this document…
Descriptors: Stakeholders, Feedback (Response), Statewide Planning, Educational Planning
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