Educational Reform in the USA: Superintendents’ Role in Promoting Social Justice Through Organizational Justice

Björk, Lars G.; Browne‐Ferrigno, Tricia; Potterton, Amanda U.

doi:10.1007/978-3-030-14625-2_62

Cited by 2 publications

(5 citation statements)

References 43 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

Section: Literature Reviewmentioning

confidence: 99%

“…Interpersonal dialogue can foster trust. Culturally responsive and social-justice-minded school leaders strive for pluralistic insight (Ezzani and Brooks, 2019), which can be achieved by listening to a wide variety of opinions solicited through sensitive approaches that surface faulty thinking and action (Bj€ ork et al, 2020). In school redistricting initiatives, the forums for such dialogue can include open meetings, focus groups and public workshops (Bierbaum and Sunderman, 2021).…”

Section: Leading In-district School Integrationmentioning

confidence: 99%

mentioning

confidence: 99%

“…It is, therefore, left to school district superintendents to promote systemic and social changes that advance racial or socioeconomic integration. As the chief executive officers of their districts, superintendents are situated to set goals, develop policies, allocate resources and advocate for educational environments where students from diverse backgrounds can flourish together (Bj€ ork et al, 2020). Although the Supreme Court's Parents Involved in Community Schools v. Seattle School District (2007) decision curtailed the ability of school districts to integrate schools based on race, a Third Circuit decision involving a school district in the state of Pennsylvania reinforced the legality of school redistricting policies that are "advanced in a race-conscious fashion" when race is not an "explicit criterion" for assigning students to schools (Frankenberg and Siegel-Hawley, 2013, p. 818).…”

mentioning

confidence: 99%

See 3 more Smart Citations

“This is not going to be a quick fix”: a grounded theory study of superintendents leading school integration through redistricting

Leh,

Mayger,

Yuknis

2023

JEA

View full text Add to dashboard Cite

PurposeThis study investigated how superintendents lead the process of within-district racial and socioeconomic integration.Design/methodology/approachThe researchers used Constructivist Grounded Theory methodology to analyze interviews with superintendents, documents and videos from four school districts in suburban, southeastern Pennsylvania.FindingsThe emergent “Leadership for In-District Integration” theory indicated that superintendents who led redistricting initiatives aligned their systems for organizational equity only after developing culturally competent leadership practices and building trusting relationships within the school community. Despite these efforts, only two of the four districts achieved racial or socioeconomic balance in the targeted grade levels. In all districts the efforts to integrate their schools for equity were ongoing.Practical implicationsThe current study's findings indicate that school leaders may face less conflict with constituents about school desegregation if they capitalize on existing needs to redraw district boundaries for other purposes. Superintendents seeking to engage in such work should set clear goals for what constitutes desegregation, view integration as more than demographic balancing and seek support to develop culturally competent leadership practices that build trusting relationships among community members.Originality/valueThe Leadership for In-District Integration theory adds conceptual and practical value to the field of educational administration by effectively illustrating what it meant to superintendents to integrate a school system and revealing insights that may help other school leaders make such a change. This research is significant because it is one of the few studies that focuses primarily on leadership factors associated with integration within suburban school districts.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Section: Leading In-district School Integrationmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

“This is not going to be a quick fix”: a grounded theory study of superintendents leading school integration through redistricting

Leh,

Mayger,

Yuknis

2023

JEA

View full text Add to dashboard Cite

show abstract

“…">INTRODUCTIONTraditionally, multitasking has been seen as a positive trait, especially in the increasingly complex and demanding field of teaching (Martinez, Del Ser, Osaba, & Herrera, 2021). Various factors contribute to this trend, including societal changes, evolving job roles, and shifts in the moral and normative aspects of teaching (Björk, Browne-Ferrigno, & Potterton, 2020;Brante, 2009). Multitasking typically involves handling multiple tasks simultaneously, and it is seen as a valuable skill for teachers dealing with growing workloads (Bi, Xue, & Zhang,…”

mentioning

confidence: 99%

Impact of multitasking on teachers’ performance in public elementary schools

Pepito,

Suson

2024

View full text Add to dashboard Cite

Multitasking has become a prevalent strategy for handling a multitude of tasks, though its efficacy remains a topic of debate in the domain of organizational behavior. In the context of education, teachers perpetually grapple with an extensive array of daily responsibilities. This study was undertaken with the objective of evaluating the impact of teachers' multitasking on the overall quality of performance within identified public elementary schools. In this research quantitative method was employed, involving school leaders and teachers from three specific schools, and a multifaceted approach was employed. The sampling strategy included purposeful sampling to select school’s representative of the population, employing stratified sampling for diversity, and ensuring randomness where needed. The study culminated in an integration of both data types, yielding a comprehensive understanding of the research questions. Ethical considerations, informed consent, and confidentiality were maintained throughout the research process, ensuring the validity and reliability of the findings. The study's findings reveal that public-school teachers are heavily burdened with multitasking responsibilities, negatively affecting their teaching performance and leading to subpar academic outcomes. To address this issue, the researcher strongly recommends the implementation, rigorous assessment, and continuous monitoring of a training program. In essence, this study highlights the detrimental impact of multitasking on teaching performance in public elementary schools and emphasizes the urgent need for improvement through a structured training program aimed at enhancing the educational experience for teachers and students alike.

show abstract

Educational Reform in the USA: Superintendents’ Role in Promoting Social Justice Through Organizational Justice

Cited by 2 publications

References 43 publications

“This is not going to be a quick fix”: a grounded theory study of superintendents leading school integration through redistricting

“This is not going to be a quick fix”: a grounded theory study of superintendents leading school integration through redistricting

Impact of multitasking on teachers’ performance in public elementary schools

Contact Info

Product

Resources

About