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How Helpful Is the Help From the Top of the Educational Hierarchy? Contrasting Cases
Sat, April 13, 1:15 to 2:45pm, Pennsylvania Convention Center, Floor: Level 100, Room 103BSession Type: Paper Session
Abstract
One clear dimension of school change from programmatic reform to large scale turnaround is the guidance or direction from upper echelons of the hierarchy. This session promises a conversation about how helpful those inputs actually are.
Sub Unit
Chair
Papers
Supervisor Support and Teachers’ Knowledge-Sharing Behaviors: Roles of Basic Psychological Needs Satisfaction and Trust - Yonghong Cai, Beijing Normal University; Runjia Tang, Capital Normal University; Lu Zhou, Chongqing University
Signaling Reform: School Improvement Plans and Discursive Symbols of Legitimacy - Madhu Narayanan, Florida International University; Matthew S. McCluskey, University of Vermont
Principals or Agents? How State Education Agencies Build Trust to Balance Support and Accountability in Turnaround Policy Implementation - Chris Torres, University of Michigan
Leading Toward Compliance or Action: K–12 Diversity, Equity, and Inclusion Policies and Resistance - George Theoharis, Syracuse University; Leela George, Syracuse University; Kate Franz, Syracuse University
The Promises and Pitfalls of District Leader Involvement in K–12 Continuous Improvement - Craig De Voto, University of Illinois at Chicago; Kathleen Pitvorec, University of Illinois at Chicago; Shelby A. Cosner, University of Georgia