Leadership Roles of Administration Under the Common Core Reform
Bibliographic Data
| ID | 9729795 |
|---|---|
| Authors | Julia Mahfouz (0000-0002-3095-8207, The Pennsylvania State University, University Park, PA, USA, corresponding author), Nikolaus J Barkauskas (The Pennsylvania State University, University Park, PA, USA), Erica B Sausner (0000-0002-2222-4932, The Pennsylvania State University, University Park, PA, USA), Mindy L Kornhaber (The Pennsylvania State University, University Park, PA, USA) |
| Year | 2018 |
| Volume | 50 |
| Issue | 9 |
| Pages | 793-817 |
| Publication date | 2018-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124517714309 |
| OpenAlex | W2657113465 |
| Language | EN |
| Citations received | 1 |
| References cited | 39 |
This qualitative study focuses on school administrators’ understandings and actions as leaders of the Common Core reform. In interviews with eight school and district leaders from five diverse districts in Pennsylvania, several aspects of Common Core, or PA Core, implementation were consistent across regardless of student population demographics and urbanicity. The findings show that (a) administrators view themselves as leaders of buildings or districts but not of reform implementations; (b) while it may not require them to make drastic changes, the PA Core is considered an opportunity to address aspects of the district or school that are in need of improvement; and (c) administrators are aware of their school context and their diverse students’ needs, but the PA Core is not yet adapted to address these diversity issues. These findings suggest that the Common Core pushes administrators to focus on certain areas of school improvement, such as curricula, assessments, and professional development that attends to the Common Core requirements; yet, the Common Core is similar to previous practice, even if its standards are deemed more rigorous
Common core · Context (archaeology · Core (optical fiber · Curriculum · Demographics · Diversity (politics · Geography · Pedagogy · Political science · Population · Professional development · Public relations · Qualitative research · Social science · Sociology · Educational Assessment and Improvement · Engineering · School Choice and Performance · Teacher Education and Leadership Studies
Designing Coherent Education Policy
The micro-politics of the school
Can Leadership Enhance School Effectiveness?
Leadership for learning
Leadership for School Restructuring
Collaborative leadership and school improvement
Leadership of Inquiry
The emotional politics of teaching and teacher development
Standards, Accountability, and School Reform
Change Forces
Tinkering toward Utopia
Tinkering toward Utopia
Leadership Practices in Effective Schools in Disadvantaged Areas of Canada
Political principals
Toward the School as Sanctuary Concept in Multicultural Urban Education
The Social Context of Effective Schools
Community-Based Education Reform in Urban Contexts
School as Community, Community as School
The Principal's Role in Urban School Reform
Ongoing Principal Development
Effective Leadership for Effective Urban Schools
State Policy and the Non-Monolithic Nature of the Local School District
Qualitative inquiry and research design
The Ineffectiveness of Effective Schools Leadership
Handbook on Research on Educational Administration
Reform and Resistance in Schools and Classrooms
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |