Principals' Sensemaking of Leading under Accountability and Innovation Policies

Autor/inn/en	Watkins, Sharon; Anthony, Anika Ball; Beard, Karen Stansberry
Titel	Principals' Sensemaking of Leading under Accountability and Innovation Policies
Quelle	In: Leadership and Policy in Schools, 20 (2021) 3, S.522-542 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Beard, Karen Stansberry)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2020.1734207
Schlagwörter	Principals; Administrator Attitudes; Technology Integration; Public Schools; High Schools; Accountability; Educational Innovation; Case Studies; Comparative Analysis; Educational Policy; Administrator Role; Marketing; Grants; Educational Finance; Achievement Gap; Educational Legislation; Federal Legislation; Federal Aid; Federal Programs + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Public school; Öffentliche Schule; High school; Oberschule; Verantwortung; Instructional innovation; Bildungsinnovation; Case study; Fallstudie; Case Study; Politics of education; Bildungspolitik; Grant; Finanzielle Beihilfe; Bildungsfonds; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	U.S. federal policies No Child Left Behind and Race to the Top resulted in a policy overlap that created unique challenges and opportunities for administrators. This study examined principals' perceptions of an overlapping accountability-innovation policy context and their sense of how the policies affected their role as leaders. Primary data for our comparative case studies included ten interviews with public high school principals. Results indicate principals perceived contradictions across policies. To implement policies, principals reported taking on new roles associated with articulating traditional and non-traditional learning targets, innovating schools, marketing, integrating technology into administrative practices, and grant seeking and management. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01