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Leadership of Inquiry: Building and Sustaining Capacity for School Improvement

Leadership of Inquiry: Building and Sustaining Capacity for School Improvement,10.3102/01623737025004375,Educational Evaluation and Policy Analysis,Mi

Leadership of Inquiry: Building and Sustaining Capacity for School Improvement   (Citations: 60)
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This article reports on findings from a longitudinal study of leadership in the context of a region-wide school renewal effort entitled the Bay Area School Reform Collaborative (BASRC). BASRC's theory of action is multifaceted, incorporating a focus on distributed leadership, continual inquiry into practice, and collective decision-making at the school. Analysis of qualitative and quantitative data sources suggests the use of an inquiry process is centrally important to building capacity for school improvement, and a vehicle for developing and distributing leadership. Within a sample of 16 schools where reform processes are most mature, the principal's role shifts to focus more narrowly on key personnel issues, framing questions and supporting inquiry processes. Findings provide evidence of the efficacy of policy strategies rooted in new understandings of school leadership.
Journal: Educational Evaluation and Policy Analysis - EDUC EVAL POLICY ANAL , vol. 25, no. 4, pp. 375-395, 2003
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    • ...It is contrary to Copland's (2003) argument that distributed leadership “rests on a base of expert rather than hierarchical authority” (p...

    David Nget al. Distributed Leadership for ICT Reform in Singapore

    • ...Much of the research base on educational data use has isolated specific aspects of the district, such as teachers (Ingram, Louis, & Schroeder, 2004; Lachat & Smith, 2005; Schildkamp & Kuiper, 2010; Wayman & Stringfield, 2006; Young, 2006), principals (Copland, 2003; Deike, 2009; Wayman, Brewer, & Stringfield, 2009), and central office (Farley-Ripple, 2008; Honig & Coburn, 2008; Moll, 2009)...

    Jeffrey C. Waymanet al. Organizational considerations in establishing the Data-Informed Distri...

    • ...With increased attention to implementation and what it will take to achieve school reform, new models are emerging to help us understand the key components of effective and efficient structures at the district and school levels (Copeland, 2003; Elmore, 2005; Honig et al, 2010; Swinnerton, 2007)...

    Erin A. Chaparroet al. Effective behavioural and instructional support systems: an integrated...

    • ...Another limitation in our understanding of current expectations for data-informed decision making arises from research that focuses primarily on small samples of LEAs and/or schools that have reputations as active data users (Wolhstetter et al, 2008) or on the implementation of particular data-use systems developed and supported by external organizations (Boudette & Steele, 2007; Copland, 2003)...

    Moosung Leeet al. Local education authorities and student learning: the effects of polic...

    • ...While earlier research on distributed leadership focused on the leadership practices involved (Copland 2003; Goldstein 2003; Spillane, Halverson, and Diamond 2001), recent research has begun to highlight the contextual conditions, specifically organisational structure and social and cultural norms, which appear to enable or constrain the distribution of leadership (Angelle 2010; Leithwood et al...

    Jeanne Marie Hoet al. Factors which impact the distribution of leadership for an ICT reform:...

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