Papers by Janet Chrispeels
This dissertation study is dedicated to the many people who have stood by my side during this lon... more This dissertation study is dedicated to the many people who have stood by my side during this long journey. Specifically, I thank my lovely wife, Kimberly Clay Voelkel, for her unwavering support and understanding throughout this process. You have sacrificed the most, and I am deeply indebted to you. Your kindness and encouragement helped me more than you will ever know.
Journal of School Leadership, 1998
This paper examines the implementation of two Problem-Based Learning (PBL) seminars at a universi... more This paper examines the implementation of two Problem-Based Learning (PBL) seminars at a university administrative credential program for graduate students preparing to become administrators. PBL is an instructional strategy that focuses students on a relevant problem to solve within a collaborative group. It explores in what ways PBL contributes to their development as administrators, ability to work in groups, and to use reflection as a part of their practice. Students worked in small groups to complete a relevant job-related problem. They were expected to apply theory to a real situation, use problem-solving skills, witness the impact of those skills, and reflect on their actions and those of others. Throughout the two seminars, a variety of data were collected including journal notes, videotapes, and process papers. When analyzed, the data provided important insights about the use of PBL for students as an instructional strategy. Analysis of data revealed that students found the...
School Effectiveness and School Improvement, 2017
Research suggests effective professional learning communities (PLCs) enhance teacher collaboratio... more Research suggests effective professional learning communities (PLCs) enhance teacher collaboration and student achievement. Some studies indicate that these communities also predict greater collective efficacy, while others suggest teacher efficacy is predictive of teachers working together. Although studies have identified effective, research-based PLC practices, how these specific practices effect collective efficacy has not been thoroughly studied. This study, using structural equation modeling (SEM), investigated the relationship between PLCs and teachers' collective efficacy drawing on 310 surveys from 16 schools in 1 district that had systematically implemented PLCs. Our findings showed that higher functioning PLCs predict higher levels of teacher collective efficacy (TCE). This suggests that engaging and supporting teachers in PLC work, as this district did, can lead to enhanced collective efficacy, which in turn can contribute to improved student achievement.
Learning to Lead Together: The Promise and Challenge of Sharing Leadership
rOIll rOIll the the beginning beginning of of her her tenure tenure as as Paramount Paramount rvl... more rOIll rOIll the the beginning beginning of of her her tenure tenure as as Paramount Paramount rvl1ddle rvl1ddle SchooJ SchooJ prlllClpaJ, prlllClpaJ, Chrls Chrls MorrIs MorrIs wanted wanted to to Il1volve Il1volve teachers teachers III III the the deClslOn-mak111g deClslOn-mak111g process process of of the the school. school. l l --3 3 She She wanted wanted an an "advIsory "advIsory team team shanng shanng theIr theIr knowledge" knowledge" to to make make Important Important deCISIons deCISIons and and to to gather gather Informatlon Informatlon that that would would lIlfOfm lIlfOfm those those deCISIons. deCISIons. Toward Toward thIs thIs goal, goal, she she created created School School Leadershl Leadershl p p CouncIl CouncIl (SLC), (SLC), and and from from thIs thIs councIl councIl emerged emerged the the School School LeadershIp LeadershIp Team Team (SLT). (SLT). Under Under ber ber leadershIp, leadershIp, ChrIS ChrIS envIsIoned envIsIoned the the faculty faculty and and staff staff worklllg worklllg as as a a tean1 tean1 Il1 Il1 whIch whIch "everyone "everyone would would have have equal equal weIght weIght m m theIr theIr decIsJons." decIsJons." ThIs ThIs was was to to be be the the beginnmg beginnmg of of a a new new Form Form of of leadership leadership at at Paramount Paramount I\11ddle I\11ddle School, School, unlike unlike what what teachers teachers and and staff had had seen seen III III pre pre VIOUS VIOUS years. years. Shanng Shanng leadershIp leadershIp responslbllmes responslbllmes is is somethll1g somethll1g that that "I "I believe believe In In .... .... I I the the more more teachers teachers and and staff staff members members are are empowered empowered In In declslOlls, declslOlls, the the more more you you get get bUY-ill," bUY-ill," she she said. said. As As Peter Peter Sellge Sellge (1990) (1990) ll1dl ll1dl cates, cates, however, however, maklI1g maklI1g "changes "changes 111 111 infrastructure, infrastructure, like like reorganIZatlOns reorganIZatlOns and and 104 104
Pensamiento Educativo: Revista de Investigación Educacional Latinoamericana, 2013
Pressures for increased accountability and higher student achievement have pushed districts to as... more Pressures for increased accountability and higher student achievement have pushed districts to assume greater control and centralization of curriculum, instruction, and assessments. While the benefits of coherence and centralization have been noted, there is also increasing awareness of the need to balance professionalism and accountability through more decentralized approaches. Using social network analysis and extensive interviews with principals and central office administrators, this mixed methods study explores how one United States school district's formal structures fostered informal relationships between site and central office administrators that led to a balance between professionalism and accountability-a core condition that supported sustained achievement. This study provides one example of centralization/ decentralization, and a balance of professionalism and accountability that was struck between the central office and its schools in a large suburban district serving a high percentage of Hispanics, English learners, and socio-economically disadvantaged students.
School Effectiveness and School Improvement, 2002
Educational Administration Quarterly, 2010
Purpose: This study investigates how linkages between a central office and its schools served as ... more Purpose: This study investigates how linkages between a central office and its schools served as administrative controls while fostering professional accountability and organizational learning. Method: Using qualitative data sources (interviews, focus groups, observations, field notes, and document reviews), the study examines how resource, structural, communication, relational, and ideological linkages interacted in response to three reform efforts as perceived by 45 school leadership team members, 5 principals, and 10 central office leaders. Findings: Attending to relational linkages was central to initiating reform. Introducing external resources served to link central office leaders and schools enhancing relational and communication linkages but also increased controls. Initially, teachers viewed many of the structural linkages as constraining their ability to provide good instruction, and there was a lack of ideological agreement on instructional approaches. Central office lead...
Education and Urban Society, 2008
School and district effectiveness studies show that high levels of student achievement are possib... more School and district effectiveness studies show that high levels of student achievement are possible when schools and the district act as coordinated units of change. There is also a growing recognition that principals cannot lead alone and that school leadership teams (SLTs) are essential to the improvement process. Limited studies have explored the mental models of central office, principals, and teachers who are members of SLTs. We hypothesize that when SLTs and the central office engage collaboratively in professional development about the tasks of leadership, shared mental models are more likely to develop. A case study methodology is used and multiple sources of data are analyzed through two theoretical lenses: tasks of leadership and mental models. Findings indicate a growing congruence between the district and SLTs' mental models regarding the tasks of leadership. This study is significant in showing that with professional development, SLTs could serve as an important bri...
American Educational Research Journal, 1997
The implementation of new evaluation systems in California to assess students' complex proble... more The implementation of new evaluation systems in California to assess students' complex problem-solving and critical-thinking skills aroused political controversy. This study presents a longitudinal and intertextual analysis of policymaking activity over a 10-year period to identify factors that supported local policy implementation in a shifting political climate. Evaluation data from three professional development academies designed to assist teachers and administrators in one region of the state to be leaders for assessment reform were analyzed. By examining the types of policy instruments used, comparing the policy texts, and juxtaposing these to the written and oral texts of educators from this region, the study shows how the enactment of policies over this period created a coherent policy system for California educators, built the capacity of local leaders to shape and interpret these policies, and influenced classroom practices. The analysis made visible how these three fa...
School Effectiveness and School Improvement, 2010
Journal for Effective Schools, 2005
Page 1. Volume 4, Number 1 Spring 2005 Designing and Conducting a Gold Standard Effective Schools... more Page 1. Volume 4, Number 1 Spring 2005 Designing and Conducting a Gold Standard Effective Schools Study Sue Lasky University of Louisville Sam Stringfield University of Louisville Charles Teddlie Louisiana State University ...
School Effectiveness and School Improvement, 1996
The purpose of this study was to explore the role of a preschool director in developing a learnin... more The purpose of this study was to explore the role of a preschool director in developing a learning community among teachers. We assumed a qualitative perspective to describe the culture in a preschool and explore the means by which the director built a community of practical learning among novice teachers. This three-month study at a preschool included the observation of participants, interviews, videotaping, and a review of teacher journals. The data shows that the administrator was committed to a child-centered learning environment and therefore created conversation time using a variety of approaches to communication including formal communication (weekly meetings, book studies and teacher journals) and informal sharing (frequently random sharing) to foster a community of learning. This study made a number of important discoveries. First, wider social engagements provide greater opportunities to satisfy the learning needs of various teachers. Second, the director's non-threate...
Learning to Lead Together: The Promise and Challenge of Sharing Leadership
School Effectiveness and School Improvement, 1998
Educational Administration Quarterly, 2007
Purpose: This article describes how trust emerged as an issue in one school district and the proc... more Purpose: This article describes how trust emerged as an issue in one school district and the processes by which central office administrators enhanced trust with its school site leaders. Method: This exploratory participant observer case study uses multiple sources of data including surveys, interviews, observations, and documents collected during a 4-year period from central office and school site leaders. Findings: The article illustrates how a university partner can play a critical role in surfacing and bringing forth action on an undiscussable issue—trust between the central office and its schools—and the actions taken by the central office to address specific facets of trust: openness, communication, risk, and integrity. The site administrators' response to these actions revealed that trust can be developed at both the relational and organizational leadership levels. Significance to the Field: The study is significant in illustrating that building trust between the central ...
Peabody Journal of Education, 2001
The importance of parent involvement in children's education has been identified repeatedly as a ... more The importance of parent involvement in children's education has been identified repeatedly as a critical factor contributing to children's school success in a general way (
Pressures for increased accountability and higher student achievement have pushed districts to as... more Pressures for increased accountability and higher student achievement have pushed districts to assume greater control and centralization of curriculum, instruction, and assessments. While the benefits of coherence and centralization have been noted, there is also increasing awareness of the need to balance professionalism and accountability through more decentralized approaches. Using social network analysis and extensive interviews with principals and central office administrators, this mixed methods study explores how one United States school district’s formal structures fostered informal relationships between site and central office administrators that led to a balance between professionalism and accountability—a core condition that supported sustained achievement. This study provides one example of centralization/decentralization, and a balance of professionalism and accountability that was struck between the central office and its schools in a large suburban district serving a ...
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Papers by Janet Chrispeels