Slideshow
Introduction
Professor Dawn Person, Ed.D
Co-director, California State University, Long Beach
Early Identification of Children At-Risk for Learning Difficulties
Professor Penny Chiappe, Ph.D.
University of California, Irvine
Distributed Leadership in an Urban High School
Diego Ochoa
Emphasis Campus: California State University, Los Angeles
AERA (April 2005)
Making the 'Race' Even:
How Small Schools Support the Achievement of Urban Youth
Profesor Gil Conchas, Ph.D.
University of California, Irvine
Womanist Theory: A Lens to View the African American Female Experience
Shelia Hill
Emphasis Campus: California State University, Long Beach
Designing Computer-based Learning Games in Teacher Education
A Cognitive Constructionist Approach to Pedagogy
Kim Burge, Ed.D., Lecturer, Director of MAT
University of California, Irvine
Contrasting Qualitative Research Methodologies
Professor Liane Brouillette, Ph.D.
University of California, Irvine
From Observation to Explanation: The Other Way
Meri Beckham
Emphasis Campus: California State University, Long Beach
Association for Psychological Type (APT) International Conference (July 2005)
American College Personnel (ACPA) Association (April 2005)
|
Distributed Leadership in an Urban High School
Diego Ochoa
California State University, Los Angeles
Presented at: AERA (April 2005)
|
Synopsis of Presentation
Distributed Leadership in an Urban High School
Over the past 2 decades, school systems across America have attempted to implement processes that assign formal authority beyond the confines of the principal’s office. Originally, many believed that site based management would encourage parent participation, stimulate home-school connections, and result in more equitable schools for students (Duke, 1981; Gaziel, 1998). However, a growing body of research has underscored the limits of site-based management, which posits that a decentralized leadership structure will stimulate outcomes unattainable through historically hierarchical leadership arrangements (Somech, 2002). Interestingly, distributed leadership initiatives, which call for increased involvement in instructional matters, have swept across the nation in recent years. Whereas site-based management initiatives tended to be implemented after school and involved parents and community members, distributed leadership activities have been implemented during school hours by certificated staff. As a result, schools have apportioned significant fiscal resources to support the implementation of distributed leadership activities (e.g. instructional coaching initiatives).
This work seeks to examine the methodological (site selection), positional (conflict management), relational (leader selection), and institutional (hierarchy) aspects of a distributed leadership activity in an urban high school. This research is guided by the following questions:
- How is a distributed leadership activity conceived, and designed in an urban high school?
- What complications arise as a result of the conception and design of a distributed leadership activity?
- What types of power struggles and conflicts exist when urban high schools implement a distributed leadership activity?
- How are conflicts in a distributed leadership activity addressed?
|
|
