Toward an Ontology of Practices in Educational Administration: Theoretical implications for research and practice

Newton, Paul; Riveros, Augusto

doi:10.1080/00131857.2014.976927

Cited by 13 publications

(7 citation statements)

References 26 publications

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“…Indeed, postulating the OLF as a compendium of "effective leadership" sends the message that our knowledge about educational administration and leadership is complete, stable, and unified. As Eacott (2011Eacott ( , 2015, English (2006English ( , 2012, Gunter (2005), Heck and Hallinger (2005), Niesche (2013), and Newton and Riveros (2015) have noted, the multiplicity of debates, discourses, and approaches in educational administration and leadership suggest that there is no unitary "knowledge base" or cohesive theory that sustain our understanding of the work of school leaders.…”

Section: Discussionmentioning

confidence: 99%

“…The OLF is symptomatic of the school improvement literature's search for models of efficiency and effectiveness. These "best practice" models respond to the demands placed on educational institutions to increase their productivity, generally defined in terms of student achievement (Ball, 2003;Newton and Riveros, 2015). Similarly, Niesche (2013), talking about the "performative in educational leadership" has indicated that: As noted by English (2006) a perspective that aims to define leadership in terms of standardized competencies, predefined practices, traits, and common characteristics relies on the assumption that there is a stable and uncontested knowledge base in educational administration and leadership.…”

Section: Adoption Of the Olf In Urban Schoolsmentioning

confidence: 99%

“…Despite the contested nature of the field of educational leadership and the inherent difficulties surrounding the attempts to define leadership's nature, purposes, and research methods (Newton and Riveros, 2015;Gunter, 2005;Oplatka, 2009;Riveros, 2015a), the reviews by Ingvarson et al (2006) and CEPPE and OECD (2013) identified considerable commonalities between school leadership standards in different localities. For instance, the comparative study from CEPPE and OECD (2013) noted that most leadership standards include five domains: to establish a guiding mission; to generate organizational conditions; to create harmony within the school; to develop the self and others; and to do pedagogical management.…”

Section: Introductionmentioning

confidence: 99%

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The translation of leadership standards into leadership practices

Riveros

Verret

Wei

2016

Journal of Educational Administration

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Purpose – The guiding question of this study is: how is the Ontario Leadership Framework (OLF) translated into practices in elementary and secondary schools in the province of Ontario? The purpose of this paper is to provide a contextual account of the processes by which school leadership standards are incorporated into the practices of school administrators in the province of Ontario, Canada. Design/methodology/approach – This qualitative exploratory case study focusses on the incorporation of the OLF into the practices of school administrators in four secondary and five elementary schools in two large school boards. The data were collected through document analysis, observations registered in a field notes journal, and semi-structured interviews with principals and vice-principals. The data were coded into analytical categories and analyzed to identify emerging themes and patterns. Findings – The analysis identified two emerging themes that illustrated how school leaders translate leadership standards into practices: the first theme, the school leader as an emergent identity, demonstrated the intersections between standards and professional identities. The analysis showed that standards contribute to the configuration of the leader as a political actor in the school. The second theme, standards, and the configuration of leadership practices, offered insights about the intersections and disconnections between standards and leadership practices in the participant schools. Originality/value – This study aims to inform conversations between policy makers, practitioners, and scholars about leadership standards in schools. Given the saliency of the topic, this research aims to illuminate the often-unexplored nexus, policy-leadership, as well as to expand and enrich theoretical understandings of educational leadership by recasting leadership as a policy-bounded phenomenon.

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Section: Discussionmentioning

confidence: 99%

Section: Adoption Of the Olf In Urban Schoolsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The translation of leadership standards into leadership practices

Riveros

Verret

Wei

2016

Journal of Educational Administration

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“…Leithwood, 2003;Robinson, 2011;Hallinger & Wang, 2015) är dessa resultat inte uppseendeväckande. Övervikten av den här typen av studier kan uppfattas som problematisk (Biesta & Mirón, 2002;Newton & Riveros, 2015). Frånvaron av artiklar med kritiska perspektiv är påfallande i denna forskningsöversikt.…”

Section: Avslutande Reflektionerunclassified

Skolledarskap i Sverige: en forskningsöversikt 2014–2018

Norqvist

Isling

2020

nse

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The purpose of this research overview is to understand the main contemporary research objects that characterizes the research field of school leadership in Sweden. Published literature within the field between 2014 and 2018 together with a mapping of research interests from 99 university teachers in the state funded education programme for principals, form the understandings of the field. The results indicate that the field is constituted by the interests of foremost understanding governance, policy, inspection and school leaders work and pedagogical leadership. A need of systems thinking, investigations of skills and competences, and lack of critical research are examples that calls for new directions in future studies within the field.

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“…Individuals who are at advanced in digital evolution should cooperate closely with staffing partners to attract the appropriate type of digital expertise. A digital attitude is distinct from how nearly all entities, particularly in the public sphere, deal with the world, concerning views about stakeholders (Newton & Riveros, 2015), introducing goods and services, and manners of labor. (Eggers & Bellman, 2016) (Figures 1-8…”

Section: Empirical Data and Analysismentioning

confidence: 99%

Participatory Forms of Digital Governance and People-Powered Services

Popescu¹,

Creager²

2017

EMS

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Relying on recent research on how governments and individuals activate in a digital setting, leaving electronic traces that bring about immense volumes of data about themselves and any interplays they have, we first analyze the broader theoretical arguments that prove that information and knowledge create capacity for cutting edge, performance, and the sharpness to adjust to a swiftly altering environment. We advance primary empirical research for the main case study that clarifies that there are cultural obstacles to employing social media and adopting the digital timestream, and advancing the data science abilities required to obtain public usefulness from big data. We use meta-analysis to inspect the evidence that Internet and mobile-based digital technologies favour co-production and cocreation: at the separate level, most individuals handle their matters with government as they do with their bank; at the shared level, co-production may entail a type of crowdsourcing, where individuals inform governments of non-necessity issues in proximities, while at the strategy level, co-production advances so as to achieve co-creation, individuals employing the government as stage notion to co-create both strategy and services. Based on this evidence, we exemplify arguments that governments are unsuccessful in taking advantage of the affordances of big data, whereas individuals are powerless to connect with government digitally as they do with companies or social undertakings.

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Toward an Ontology of Practices in Educational Administration: Theoretical implications for research and practice

Cited by 13 publications

References 26 publications

The translation of leadership standards into leadership practices

The translation of leadership standards into leadership practices

Skolledarskap i Sverige: en forskningsöversikt 2014–2018

Participatory Forms of Digital Governance and People-Powered Services

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