Trending Topic Research File
Ensuring that school leaders are being successfully trained, supported, and retained; given the tools they need to make a difference; and are being recruited from diverse backgrounds is crucial to school effectiveness, teacher performance, and student success.
The following compendium of open-access articles are inclusive of all substantive 91涩漫 journal content regarding school leadership published since 2017. This page will be updated as new articles are published.
Note: Articles are listed below in reverse chronological order of publication.
Sung Tae Jang, Moosung Lee 91涩漫 Open, December 2024 Researchers found that shared leadership practices in school were positively associated with all students’ school belonging.
Christopher P. Brown, Pedro Reyes, Luren C. McKenzie, David E. DeMatthews, Sarah L. Woulfin 91涩漫 Open, October 2024 Researchers found that principals possessed insight into many of these leadership practices but often did not enact these visions due to the academic performance pressures of the upper grades.
Patricia Virella 91涩漫 Open, August 2024 Researchers examined how 50 principals expressed and used hope in varying degrees to hinder or facilitate increased outcomes, inclusivity, and stable recovery post-crisis to design a better future for their school communities.
Timothy A. Drake, Kevin C. Bastian 91涩漫 Open, January 2024 Researchers found that preparation program type is strongly related to the geography of internship placements, suggesting that differences in program structure may shape internship placements.
Hayley Weddle Educational Evaluation and Policy Analysis, December 2023 This article explores state leaders’ experiences collaborating in an early-phase, national research-practice partnership focused on advancing multilingual learner equity.
Julie Cohen, Arielle Boguslav, James Wyckoff, Veronica Katz, Katherine Sadowski, Emily A. Wiseman Educational Evaluation and Policy Analysis, December 2023 Researcher describe how the District of Columbia Public Schools implemented an ambitious PD program called LEAP. Aligned with best practices, LEAP consisted of weekly group learning in content-specific teams, followed by individualized coaching support, all guided by a district-provided professional learning curriculum.
Terrance L. Green, Andrene Castro, Emily Germain, Jeremy Horne, Chloe Sikes, Joanna Sanchez American Educational Research Journal, September 2023 Researchers found that school leaders understand gentrification's impacts on schools materially, epistemically, and affectively, and at the same time, these shifts complicate the work of school leaders.
Alex J. Bowers, Yeonsoo Choi Educational Researcher, June 2023 Researchers argue that making education data Findable, Accessible, Interoperable, and Reusable (FAIR) is a matter of equity and central to equity-focused data reuse.
Samantha Viano, Luis A. Rodriguez, Seth B. Hunter 91涩漫 Open, January 2023 Researchers found that better discretionary workplace benefits were concentrated among Black teachers with Black principals, especially Black male teachers with Black male principals, who reported workplace supports almost half a standard deviation higher than did similar non-Black female teachers in their school.
Thomas S. Dee, Susanna Loeb, Ying Shi Educational Evaluation and Policy Analysis, August 2022 Researchers found that Broad superintendents have had extensive reach, serving nearly 3 million students at their peak, and that, for districts that hired Broad trainees, Broad superintendents were 40% more likely to be Black than non-Broad superintendents, although they had significantly shorter tenures.
Leticia Alvarez Guti茅rrez, Taeyeon Kim, Sonny Partola, Paul J. Kuttner, Amadou Niang, Alma Yangui, Laura Hern谩ndez, Gerardo R. L贸pez, Jennifer Mayer-Glenn 91涩漫 Open, June 2022 Researchers present a close analysis of administrators’ perspectives and describe how our codesigned video methodology enabled participants to coconstruct new meanings of school-community relationships during the pandemic through a radical care framework.
Hillary Parkhouse, Ejana Bennett, Toshna Pandey, Kristina Lee, Jacqueline Johnson Wilson Educational Researcher, April 2022 Researchers point to scientific, legal, and ethical arguments for why CRE should be considered a noncontroversial, evidence-based approach to education. They draw on insights from political psychology and critical Whiteness studies to argue that the opposition to CRE is unlikely to be overcome through the evidence they present.
Caitlin C. Farrell, William R. Penuel, Kristen Davidson 91涩漫 Open, February 2022 Researchers found that while a small portion of sources named would qualify for the top three “tiers of evidence” of the Every Student Succeeds Act, those sources named as useful for program selection more frequently met these criteria.
Frank Perrone, Michelle D. Young, Edward J. Fuller Educational Researcher, February 2022 Researchers call for improved national and state-level data collection and access relevant to the principal pipeline.
Jason A. Grissom, Lara Condon Educational Researcher, June 2021 This article synthesizes research spanning schools and other organizations, including those in the private sector, to describe a framework for understanding crises and crisis management in schools and districts and the key competences this literature suggests for successful navigation of crisis situations.
Brendan Bartanen, Laura K. Rogers, David S. Woo Educational Researcher, February 2021 Researchers provide the first comprehensive analysis of assistant principal mobility, using administrative data from Tennessee and Missouri.
Lawrence Abele Educational Researcher, June 2020 Lawrence Abele provides a review for The College Dropout Scandal (2019) by David Kirp.
Brendan Bartanen Educational Researcher, January 2020 This study estimates principal value-added to student absences. Drawing on statewide data from Tennessee over a decade, researchers found that principal effects on student absences are comparable in magnitude to effects on student achievement.
Timothy G. Ford, Alyson L. Lavigne, Ashlyn M. Fiegener, Shouqing Si Review of Educational Research, January 2020 Researchers use extant social-cognitive theories of motivation to organize the research on district effectiveness in pursuit of the following question: How does the district as a key player in school/instructional improvement facilitate conditions under which school principals’ learning, development, and success are enhanced?
David D. Liebowitz, Lorna Porter Review of Educational Research, July 2019 Researchers reviewed the empirical literature from 51 studies of principal behaviors and student, teacher, and school outcomes and conducted a meta-analysis of these relationships.
Bonnie Billingsley, Elizabeth Bettini Review of Educational Research, July 2019 Researchers synthesized 30 studies from 2002 to 2017, examining factors associated with special educator attrition and retention, including (a) teacher preparation and qualifications, (b) school characteristics, (c) working conditions, and (d) teacher demographic and nonwork factors.
Kofi Lomotey Educational Researcher, June 2019 This study considers research on Black women principals for the period 1993 to 2017, using 57 research reports obtained from dissertations, journal articles, and a book chapter.
Brendan Bartanen, Jason A. Grissom, Laura K. Rogers Educational Evaluation and Policy Analysis, June 2019 Researchers found that principal turnover also increases teacher turnover, but this does not explain the drop in student achievement. Replacement with an experienced successor can largely offset negative principal turnover effects.
Philip Hallinger, Jasna Kova膷evi膰 Review of Educational Research, February 2019 This systematic review used “science mapping” as a means of understanding the evolution of research in educational administration (EA).
Matthew Ronfeldt, Stacey L. Brockman, Shanyce L. Campbell Educational Researcher, June 2018 Researchers found the first evidence, of which they are aware, that preservice teachers are more instructionally effective when they learn to teach with cooperating teachers who are more instructionally effective.
Jason A. Grissom, Richard S. L. Blissett, Hajime Mitani Educational Evaluation and Policy Analysis, June 2018 Researchers found that supervisors’ ratings are internally consistent, relatively stable over time, and predictive of other performance measures, such as student achievement growth and teachers’ ratings of school leadership quality. However, raters fail to differentiate dimensions of principal practice, and ratings may be biased by factors, such as school poverty, outside the principal’s control.
Vonzell Agosto, Ericka Roland Review of Research in Education, April 2018 Researchers explored intersectionality in the literature on K–12 educational leadership, seeking to understand how researchers have used intersectionality and what their findings or arguments reveal about the work of leading to reduce inequities in education.
Virginia Snodgrass Rangel Review of Educational Research, November 2017 Researchers take stock of what the field has learned about the sources and consequences of principal turnover and to identify what gaps remain.
Sarah L. Woulfin, Jessica G. Rigby Educational Researcher, August 2017 Researchers argue that coaching can be aligned with teacher evaluation systems to work toward the effective implementation of instructional reforms, including Common Core State Standards and Next Generation Science Standards.
William R. Penuel, Derek C. Briggs, Kristen L. Davidson, Corinne Herlihy, David Sherer, Heather C. Hill, Caitlin Farrell, Anna-Ruth Allen 91涩漫 Open, April 2017 Researchers found that school and district leaders alike reported frequent use of research use and generally positive attitudes toward research. Leaders reported accessing research primarily through their professional networks.
Julianne A. Wenner, Todd Campbell Review of Educational Research, February 2017 Researchers examined teacher leadership research completed since York-Barr and Duke published the seminal review on teacher leadership in 2004.
Jason A. Grissom, Hajime Mitani, Richard S. L. Blissett Educational Evaluation and Policy Analysis, January 2017 Researchers found that non-Whites are 12 percentage points less likely than otherwise similar White test takers to attain the required licensure score. They found little evidence that SLLA scores predict measures of principal job performance, including supervisors’ evaluation ratings or teachers’ assessments of school leadership from a statewide survey.
Yuk Yung Li American Educational Research Journal, January 2017 Researchers found that continued progress depended on whether school leaders and external partners could adapt their roles and redesign the organization to address the school’s changing capacity and needs.
Jason A. Grissom, Mollie Rubin, Christine M. Neumerski, Marisa Cannata, Timothy A. Drake, Ellen Goldring, Patrick Schuermann Educational Researcher, January 2017 Researchers investigated the barriers to principals’ use of teacher effectiveness measures in eight urban districts and charter management organizations that are investing in new systems for collecting such measures and making them available to school leaders and the supports central offices are building to help principals overcome those barriers.