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Friday, November 18 • 11:00am - 12:10pm
Emerging Trends in Educational Leadership Scholarship - A Montage

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Participants:

Examining the Construct Validity of Principal Time Use Studies. Abby S. Mahone, Craig Hochbein, Sara Catharine Vanderbeck (Lehigh University)

Over the past 100 years, studies have reliably shown that principals spend the largest percentage of their time on administrative activities. From a distance, these data may indicate consistency across time; however, closer inspection reveals major discrepancies in time-use constructs that question the researchers’ ability to compare data across studies. If principal time-use data are not generalizable or comparable across studies, our understanding of how principals spend their time is deeply limited.

Practivist Scholars Bridging the Theory and Practice Divide. A. Minor Baker, Isaac Abram Torres, Richard Pelton, Jason Swisher, Sarah Nelson Baray (Texas State University)

Educational leaders seeking doctoral degrees are often divided into two camps, practitioner and scholar. This study provides a reaction to traditional educator leadership programs, which often assume an EdD is a practitioner degree and a PhD is a theoretical degree, by investigating the ways doctoral programs can effectively bridge the gap between student as scholar and student as practitioner in the development of scholar- practitioners through dialogue, support, and collaboration.

The Panorama of Theoretical Groundings of Educational Leadership Research 2005–2014: A Theory Co-Occurrence Network Analysis. Yinying Wang, Georgia State University

This study aims to investigate the theoretical groundings of educational leadership by analyzing the network in which the nodes represent all 301 theories that framed 1,328 articles in EAQ, JEA, JSL, and EMAL from 2005 to 2014, and the ties linking the co- occurring theories. The results of network analysis suggest four themes of theories closely interact with one another, but the increasingly pluralistic theoretical foundation did not yield the conceptual cohesion in educational leadership research.

Scholarship, Social Justice, and the EdD: A Tryptich for Progress. Elizabeth C. Reilly, Franca Dell’Olio (Loyola Marymount University)

This study examined how faculty-student scholarship can address social justice and how the EdD degree can address the challenge and goal. It explored faculty beliefs about how joint scholarship can foster an agenda of social justice and their perceptions of the access and barriers to establishing a scholarly relationship. Interviews revealed what promotes and inhibits their work during and beyond the dissertation. Included are recommendations for leadership programs whose goal is promoting social justice.

A Systematic Review of Principal Time Use Research. Sara Catharine Vanderbeck, Abby S. Mahone, Craig Hochbein (Lehigh University)

Since the early 1900s, researchers, policy makers, and educators have been interested
in how principals spend their time. In 1920, McClure found that elementary principals spent 43% of their day on administration. A century later, Grissom, Loeb, and Mitani (2015) observed similar results. This literature review attempts to bring depth and subtlety to the discussion surrounding principals’ impact on school improvement and student achievement by identifying and reviewing research focused on principal time allocation.




Friday November 18, 2016 11:00am - 12:10pm
Detroit Marriott at the Renaissance Center: Floor 5 - Joliet B

Attendees (5)