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Leadership is a critical component of creating and sustaining a school culture that promotes the inclusion and success of students. The purpose of this study was to examine how school leaders helped to enact and sustain a reformed Advanced Placement (AP) culture designed to increase participation and success of students of color. Building on existing work of transformative leadership, this study describes the experience and challenges of educational leaders in understanding how leadership practices change the AP culture. The case study method examined one mid-sized urban district in Southern California that utilized transformative leadership. The methods included 15 open-ended interviews with educational leaders in a variety of capacities (i.e., district leadership, school administrators, counselors, and teacher leaders). The findings demonstrated critical components leading to deep and meaningful cultural change in AP. The analysis showed leaders in this district, who sought equity, were driven to create meaningful change, and were grounded in the community. Being grounded in the community had a great impact in promoting a transformed culture at the classroom, site, and district level.

This study looks at three female school directors in Costa Rica, Mexico, and Spain who worked under challenging conditions to establish social justice. We were particularly interest in how they learned to become social justice leaders. Qualitative interviews were used to hear directly from the school directors about their experiences. Transcripts were analyzed for common themes. The commitment of these directors to social justice came from early family experiences that gave them strength and core values. They met adversity in young adulthood which reinforced their commitment to inclusive leadership.

This study investigated social justice from the point of view of school directors, teachers, and parents. We chose two schools that were undergoing major demographic changes because of increased immigration into Catalonia, Spain. They were both classified as "schools of maximum complexity" because of their socio-economic characteristics. The research questions focused on how directors, teachers, and parents give meaning to social justice and what actions they take to achieve it. Teachers and principals adopted practices that have been described in leadership literature as transformational, such as building trust and challenging the process; they only occasionally showed transformative practices like those described by Santamaria (2014) as applied critical leadership (ACL). They were motivated by seeing the needs of migrant families and students with special needs. They seriously considered social cohesion and believed that all students should be given the same opportunities and treated fairly. While these principals wanted to guide teachers to see their work in new ways and develop practices to address the needs of a changing student population, they did not reflect on the connection between day-to-day problems and the larger social system. This critical perspective is essential to ACL.

This study used a social justice and transformative leadership framework to focus on regions of Spain that have experienced an increase of immigrant families. The purpose was to determine how experts in the field of educational leadership viewed social justice and what challenges principals faced in schools with large immigrant populations. Social justice leaders develop a vision that includes all students and families. These leaders are politically committed, but they lack autonomy and critical self-awareness to address cultural differences in the school and understand broader issues in the community.

This qualitative research study examines the effects of parental historical trauma on the educational aspirations and outcomes of second-generation Cambodian Americans. Twenty second-generation Cambodian Americans whose parents survived the Cambodian Genocide (1975–1979) participated. The conceptual framework of historical trauma addressed the research questions for this study which were to what extent were children of Cambodian genocide survivors affected by the trauma their parents experienced and what form did this inherited trauma take? The data were analyzed using qualitative methods and NVivo software. Three key themes were found. The first theme was denial of historical trauma, the second was unresolved grief among parents and children, the third theme was overprotection. It was common behavior among parents who survived the genocide to want to shield their children from any unforeseen circumstances. Building on the findings of this study, it is recommended that schools with large Cambodian American populations should educate later generations about Cambodian history including the genocide and provide dual immersion language classes. This would help to interrupt intergenerational trauma, reduce the language barrier, and allow students and their parents to find purpose and peace. Future research should explore the experiences of survivors, including survivors who lived through the genocide but did not suffer persecution. Such research could lead to truth and reconciliation. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to examine signature pedagogies for the education doctorate. Three California State University campuses that have started new Ed.D. programs examine practices that distinguish the education doctoral experience from other professions. Embedded field work, the professional seminar, and the research and writing support sequence can set a new direction for development of educational leaders. (Contains 1 figure.)

The International Study of Principal Preparation has made major contributions to research on novice principals across the world. The network has carried out cross-cultural research on novice principals in 15 countries on five continents since 2004. ISPP employed a mixed methods research design. The first stage was qualitative and carried out through case studies and in-depth interviews. The second stage included narrative accounts of new principals. The third stage of the study employed a survey to gauge principals' challenges. The chief question of the study was: How can principal preparation programs be useful to novice principals? In spite of cultural differences and economic development of the countries studied, the challenges faced by novice school principals had more commonalities than differences. They included feelings of professional isolation and loneliness, the style of the previous principal, management of time, multiple tasks, and priorities, the school budget (Liang, 2011), ineffective staff, implementation of new government initiatives, and problems with school buildings and site management. Two principal preparation frameworks are presented based on the findings. They highlight the importance of context over standardization. Recommendations are made in the areas of policy, practice, and research. Formal principal preparation programs should be expanded to both developed and developing countries. Beyond basic instruction on management issues, the ISPP frameworks argue for the development of a conscious identity as a professional and an entrepreneur who is rooted in place. These roles are important, but they must be understood within the broader social, political, and economic forces that are affecting their students. Principals need to be in a position to help teachers guide students to learn to be critical of the status quo and become agents of change for a more just community.

"El Escalafon" is the process for appointing school directors and "el Doble Turno" is the double shift of morning and afternoon session in Mexican schools. These two concepts open the door to examine more general issues in the appointment of school directors and the structure of the school day. Director appointment and school time are rooted in local culture but can have implications across national borders. This study reports interviews of six first-year school directors in the state of Sonora, Mexico and six principals in Texas, USA. It is part of a larger international study that includes Australia, Canada, England, Jamaica, Scotland, South Africa, and Turkey. The purpose is to look at the appointment, preparation, and challenges of first-year school directors. School directors in both countries wrestled with parent expectations and relations with teachers. The systems for appointing school directors and the structure of the school day were different. These differences were based in cultural orientations and suggested contradictions and shortcomings in each educational system. These issues are important to consider in planning programs of educational administration preparation.

This study used a qualitative approach to analyze ideal images of educational leadership among administrators in Mexico City and South Texas. Looking at educational leadership from a cross-cultural perspective revealed issues that are hidden when working in just one culture. Though both groups indicated that participation, clear communication, planned change, and attention to values were components of their best leadership experiences, there were subtle differences in how they discussed each dimension.

Purpose: The purpose of this paper is to examine the role of school leaders to provide social justice in three contexts: Costa Rica, Mexico, and Spain. Design/methodology/approach: A qualitative study was conducted under the interpretative tradition characterized by a search for an understanding of the social world from the point of view of a school director from each of the three countries. Interviews were conducted to determine their views on social justice, the actions they took, and the obstacles they confronted. Findings: The directors conceived of education as a right and believed in equal educational opportunity, and fair distribution of resources. They used a variety of methods to promote social justice, increase social cohesion, and provide emotional education. Obstacles came from educational authorities who tried to control rather than support their efforts. They were committed to working in schools with marginalized populations, but their efforts had taken a toll on their personal and professional lives. Research limitations/implications: The research looked at just three principals whose experiences were unique to their context. However, the study has the advantage of looking at schools not typically included in educational research. Practical implications: The work of these school directors underscores the need for preparation in skills, knowledge, and values to work for social justice. Originality/value: The value of this research is to illuminate the narratives of school leaders. Working across borders can provide insights about the possibilities of change and strength to persevere.

Purpose: The purpose of this paper is to examine what factors affect student achievement in reading and mathematics. The research questions addressed the perceptions of school principals and background characteristics related to student achievement in Korea and the USA with respect to differences among students in low, middle and high quantiles. Design/methodology/approach: Data were taken from the Program for International Student Assessment 2012. Scores in the reading and mathematics were analyzed in conjunction with a principal survey. The Quantile Regression method was used for data analysis with three quantile points. T-statistics were used to test for significance. The predictor set consisted of seven school-leadership variables, and four to six additional covariates. Findings: The most important finding for the USA was a relationship between organizational hindrance (HND) and low student achievement for the middle and upper quantiles in mathematics and for all quantiles in reading. The (HND) variable included poor teacher-student relations, low expectation of students, overly strict enforcement of rules, lack of attention to student needs, resistance to change, lateness to class, and lack of preparation. The most important finding for Korea was that there were significant associations across all groups between teacher attitude (TCHATT) and student reading achievement and with the low group in mathematics. Research limitations/implications: This study adds to knowledge about school capacity and suggests that the leadership role of the principal is to overcome negative environmental factors and create a positive organization. Originality/value: The non-Gaussian approach of regression analysis allowed us to identify significant differences that we otherwise might not have found.

This article is an examination of two social justice leaders, one in Costa Rica and one in England. It is part of the International Study of Leadership Development Network, a multi-nation study of social justice and educational leadership. A brief discussion of the philosophy of social justice and an examination of the macro and micro context in each of the countries set the stage to understand the social perspective of the two school leaders. Interviews were conducted to construct a narrative to illuminate their views of social justice. A comparison of the leaders found more similarities than differences even though the settings in each country were quite different. They both felt that it was important to challenge inequities in society and demand that the government provide for all citizens; they emphasized respect for students; and, to some extent, they grounded their beliefs in faith. These narratives can be valuable for both practitioners and researchers to learn from the conceptions of social justice and the challenges of these leaders. Illuminating the agency of a school leader in one national context may stir the possibility of emancipation in another context.

This study compared PISA 2009 student reading literacy scores with principal perceptions across three countries with varying levels of student performance: Korea, Mexico, and the United States. Seventy-five countries participated in PISA 2009, which measured 15-year-old children's reading achievement and principal perceptions. The study explored the relationship of principals' perceived levels of leadership, school autonomy, and use of test results with student attainment of reading literacy. School variables were treated as covariates when each effect of principal leadership was interpreted. All variables were included in a multilevel model and analyzed simultaneously. The means and standard deviations of outcome variables and the explanatory and control variables for the model of the study were calculated by taking into account sampling weights, as well as plausible values for reading literacy scores. SAS PROC MIXED was used to fit hierarchical linear models for the study. There was a positive relationship between student achievement in reading literacy and testing to improve instruction in all three countries--Korea, Mexico, and the United States--and there was a negative relationship between student achievement and lack of resources. Social, economic, and cultural status showed a positive relationship with reading literacy. To be specific, testing to improve instruction can be beneficial in all three countries when it is defined as using tests to group students for instructional purposes and to identify aspects of instruction or the curriculum that could be improved. Results also indicate that students are likely to achieve better if principals perceive that there are no shortages of personnel and equipment. (Contains 6 tables and 1 figure.)

Equity issues in public school finance have been discussed in terms of three waves. The first wave was a challenge to the U.S. Supreme Court to provide equal education to all students as a fundamental right. After a ruling against the plaintiffs in "San Antonio v Rodriguez" (1973), the fight shifted to a second wave in the state courts. The third wave has addressed issues of adequacy for all students. Now California is on the verge of a fourth wave that would combine equity and adequacy to focus on student achievement in relation to state curriculum standards. These four waves are discussed in relation to the recent history of declining resources and student achievement in California.

This study investigated the differences and similarities in the impact of school leadership on student mathematics achievement in different global regions using TIMSS international data. Three-level unconditional and conditional hierarchical models were fitted to the data in each country. The findings showed that the variables of teacher professional development and interactions with other teachers at the student level had inconsistent influence on student achievement outcomes across countries. In all but one of the countries in the sample, the proportion of economically disadvantaged students was related to student achievement. In England there were significant differences on several key variables. (Contains 3 tables and 1 figure.)

Purpose: This case study is an attempt to understand the experience of a school principal, Arnulfo. The research question is: what are the challenges of one first-year school director in Baja California, Mexico? Design/methodology/approach: Arnulfo participated in an interview and five focus groups at the Ensenada State Normal School. He kept a journal of incidents completed during April-July 2006. A team of three researchers helped to write the case study. One researcher collected the data and wrote a summary in Spanish. A second researcher organized the material and translated it into English. The third researcher criticized and reviewed the write-up. Findings: Arnulfo faced a variety of challenges, but the burden of paperwork was the most serious. It can be understood on a number of levels. Bolman and Deals four frames to understand organizations and leadership help to explain the complexity in terms of structural, human resource, symbolic, and political. The political frame was Arnulfos greatest strength. He advocated for the school, formed alliances with parents, and took action to get the support of others. Practical implications: The analysis, if confirmed by broader studies with larger samples, would lead to several recommendations for educational administration preparation. Principals need to know about the structural tasks of paperwork maintain relationships with supervisors to assure adequate support understand the symbolic culture in which they work, and become savvy in the ways of politics. Originality/value: The International Study of Principal Preparation will compare findings and offer perspective on the extent to which these issues are representative of challenges that directors face in eight other countries.

When No Child Left Behind (NCLB) was signed into law, the President and secretary of education promised sweeping reform of the American education system. In the five years since the law took effect, U.S. public schools have, indeed, seen remarkable change. However, not all of the changes have been well received. Policy makers, scholars, and practitioners alike are increasingly voicing concerns about this comprehensive piece of legislation. As scholars and former public school practitioners, the authors believe that modification of NCLB is warranted. However, the call for change stems not so much from what has occurred in the five years under NCLB as from what the authors have learned in more than 15 years of work within the Texas accountability system. As the state whose reform effort served as the model for NCLB, Texas has much to offer in the debate about school accountability. In particular, examining policies and practices that have worked well in Texas along with those that have proved problematic may shed light on necessary changes for NCLB. In this article, the authors offer the history and lessons of accountability in Texas from the perspective of four individuals who worked within the system from the beginning: (1) the former Texas education commissioner who was one of the architects of the initial reform movement; (2) a former school district superintendent; (3) a former school principal; and (3) a former teacher. They also outline necessary steps to refocus improvement initiatives in Texas (and across the nation) so that they may finally accomplish the promise that was the original vision of the accountability program. (Contains 20 endnotes.)

Levels of cultural understanding can be applied to leadership and research. Intracultural understanding is self-contained within one culture. Cross-cultural understanding extends from one culture to another. Intercultural understanding recognizes implications for one's own culture. Metacultural understanding extends beyond one's own and others' culture to create entirely new meanings. This study examines an educational administration program in Mexico using researchers from a multicultural team. School directors and those in higher education participated in focus groups to examine the preparation Mexican leaders receive, the challenges they face, and the implications for preparation programs. These issues are significant in Mexico, and have implications for the United States and other countries.

Examines the views of students completing educational administration preparation programs at an American and a Mexican university. Focus groups are used to explore perceptions of how students change over the course of the program, what distinguishes them from graduates of other programs, and how they feel about the quality of their experience. (Contains 27 references.) (Author/MLF)

Comparative study of leadership practices in Mexico and the United States as measured by Kouzes and Posner's Leadership Practices Inventory (LPI) administered to 28 graduate students in educational administration at a Mexican university and similar set of students at a U.S. university. Finds that U.S. students scored significantly higher on LPI than did Mexican students. Questions cross-cultural efficacy of LPI. (Contains 31 references.) (PKP)

Describes implementation and evaluation of high school peer-coaching program that provides for two or three teachers to help one another improve their teaching techniques. Majority of 17 teachers in study report reduced sense of isolation and improved teaching skills. (Contains 17 references.) (PKP)

Reviews literature on preparation programs in educational administration programs that led to changes in the educational administration program at Southwest Texas State University in 1995. Uses focus group methodology to obtain student views of program experiences. (Contains 31 references.) (PKP)

The process of developing a doctoral program at the University of the Incarnate Word demonstrates the use of both transformational leadership (empowerment, advocacy, reconciliation) and transactional leadership (power brokering, making legitimate decisions). The contemporary environment needs multiple leaders who exercise different types of leadership. (SK)