Journal of Scholarship & Practice Articles

Six strategies district leaders might pursue to strengthen their governance teams.

This article explores the relevance of Heifetz and Linsky's Leadership on the Line for school leaders. It emphasizes the need for legal literacy to help educators navigate political and cultural tensions while fostering collaboration and maintaining educational integrity.

This article highlights the challenges educators face due to changing laws and legal precedents. It suggests that increasing educators' legal literacy can empower them to confidently pursue their goals within the law.

This study examines the role of self-efficacy, particularly verbal persuasion, in shaping the career paths of Latinx school administrators. Grounded in Bandura’s theory, it offers insights on promoting diverse leadership in education.

The article discusses the importance of "negative imagination" for school leaders to anticipate and prepare for unexpected events. It highlights the need for proactive planning, using data and imagination to predict crises, and offers insights from various researchers on improving educational leadership through equity audits, early warning systems, and large-scale innovations.

This article explores how leadership preparation programs can use equity audit experiences to help school leaders adopt transformative practices and close equity gaps during politically tense times.

This article explores the Montana Early Warning System (EWS), investigating its statewide implementation, predictive efficiency, and effectiveness in improving graduation rates among high, low, and non-adopting schools, highlighting significant benefits for students in high adoption schools.

This article highlights the prevalent use of restraint and seclusion in schools, particularly affecting students with disabilities, emphasizing recent U.S. Justice Department guidance aligning with research advocating for limited and emergency-only use of such practices, while proposing three systemic changes—implementing positive behavior intervention supports, supporting students in crisis, and involving families—to mitigate or eradicate their use.

Principals need more support in areas like technology, social-emotional support, and flexibility.

The results show that schools who sustained the TAP System significantly out perform matched comparison schools.