Relationships and interactions between school owners and school principals: A case study of a Norwegian school district programme

2020 ◽  
pp. 174114322091976
Author(s):  
Hilde Forfang
Keyword(s):  
School District ◽  
Collaborative Governance ◽  
Collective Case Study ◽  
High Performing ◽  
Rural School District ◽  
Professional Network ◽  
Improve Student Achievement ◽  
Municipal Boundaries ◽  
Administrative Units

The literature has revealed that high-performing districts establish collaborative working relations with school leaders as a part of the strategy to improve student achievement. This study was designed to investigate the relationships and interactions that school owners and principals in municipalities with high-performing school results employ at the district level in a part of rural Norway. The district subjected to the study was characterized by small municipalities with a few school administrative units, which can be a challenging context for school owners’ involvement and interaction with principals. The research design involved a collective case study and draws on data from surveys, interviews and local school policy documents. The findings suggest that the proximity between neighbouring professional actors seems to be important, and that rural school district actors should build systemic competence and a purposefully tailored infrastructure to reinforce interactions and relationships with the subordinated principals. Further, the findings highlight the advantage of collaborative governance across municipal boundaries and the significance of a trust-based professional network for inter-organizational learning to flourish.

scholarly journals Under What Conditions Do Rural Schools Learn From their Partners?

2019 ◽  
Vol 3 (4) ◽  
pp. 65-81
Author(s):  
Hilde Forfang ◽  
Jan Merok Paulsen
Keyword(s):  
School Improvement ◽  
Small School ◽  
High Performing Schools ◽  
Collective Case Study ◽  
High Performing ◽  
Learning Capacity ◽  
External Sources ◽  
Administrative Units ◽  
Collaborative Structures

This case study was designed to explore the strategies and actions that high performing schools with sustainable results employ at the district level in a rural part of Norway. The district subjected to the study is characterised by small municipalities and a scattered population, with a few small school administrative units, which might be a challenging context for sustainability and improvement. In response, the districts developed collaborative structures to increase collective learning capacity. The research design involved a collective case study, and it draws on data from interviews with school leaders at the municipal level and local school policy documents. The findings suggest that Norwegian school district actors can facilitate school improvement by shaping collaborating cultures, inter-organisational learning processes and educational infrastructures. Furthermore, the findings highlight the schools’ ability to recognise and value new knowledge from external sources, such as academic institutions and partner schools, assimilate novelties across boundaries and, eventually, utilise these for strategic or operational ends to enhance an organisation’s absorptive capacity. Finally, the findings indicate that superintendents can play important roles through boundary-spanning and gatekeeping activities.

scholarly journals Considering the Community

2018 ◽  
Vol 28 (3) ◽  
Author(s):  
Chris Jenkins
Keyword(s):  
Public Schools ◽  
School District ◽  
Rural School ◽  
Professional Values ◽  
Large Cities ◽  
Community Values ◽  
Rural School District

In rural Oklahoma, the role of the superintendent is often vastly different than that of superintendents in large cities. The superintendent is the leader of the school district, which is typically the community’s largest employer. There are a few examples of superintendents who embrace this sometimes overwhelming responsibility and who are often seen as pillars of ethics, leadership and morality in the community. Dale Carter is one example of this type of superintendent. Mr. Carter has been employed by Kenawee Public Schools since 1969. During his tenure he has been a teacher, coach, principal and superintendent. This case study will examine how Carter has considered community values when making decisions and how the integration of those values along with his personal and professional values have allowed him to lead a rural school district.  

scholarly journals Teachers’ Beliefs about Poverty and the Impact on Learning Disabilities Identification in a Poor, Rural School District

2018 ◽  
Vol 35 (3) ◽  
Author(s):  
Renee Chandler
Keyword(s):  
School District ◽  
School Improvement ◽  
Rural School ◽  
Rural Setting ◽  
High Poverty ◽  
Rural School District ◽  
Discrepancy Model ◽  
Teachers Beliefs ◽  
The Impact

This qualitative case study examined a rural school district where many of the students live in poverty. The purpose of the study was to develop a deeper understanding of the learning disability (LD) identification process as implemented in a high-poverty rural setting. Analysis of the data revealed the prevalence of some stereotypical beliefs regarding poverty. In addition, the findings revealed use of a traditional, Intelligence Quotient (IQ)-Achievement discrepancy model rather than Response to Intervention (RTI). Furthermore, participants conveyed that their deliberations do not typically include the legally required consideration that other factors (such as poverty) may be the primary reason that the student is struggling. Recommendations include providing educational activities to challenge stereotypical beliefs about people living in poverty, considering socioeconomic reform in discussions about school improvement, supporting teachers in their efforts to meet the needs of all students in their classrooms, and implementing assessment methods designed to help students receive the assistance needed as early as possible.  

Caregivers' Perceptions of Speech-Language Pathologist Talk About Child Language and Literacy Disorders

2020 ◽  
Vol 29 (4) ◽  
pp. 2049-2067
Author(s):  
Karmen L. Porter ◽  
Janna B. Oetting ◽  
Loretta Pecchioni
Keyword(s):  
Language And Literacy ◽  
Collective Case Study ◽  
Study Approach ◽  
School Aged Children ◽  
Speech Language Pathologist ◽  
Therapy Goals ◽  
Semistructured Interviews ◽  
Types Of Information

Purpose This study examined caregiver perceptions of their child's language and literacy disorder as influenced by communications with their speech-language pathologist. Method The participants were 12 caregivers of 10 school-aged children with language and literacy disorders. Employing qualitative methods, a collective case study approach was utilized in which the caregiver(s) of each child represented one case. The data came from semistructured interviews, codes emerged directly from the caregivers' responses during the interviews, and multiple coding passes using ATLAS.ti software were made until themes were evident. These themes were then further validated by conducting clinical file reviews and follow-up interviews with the caregivers. Results Caregivers' comments focused on the types of information received or not received, as well as the clarity of the information. This included information regarding their child's diagnosis, the long-term consequences of their child's disorder, and the connection between language and reading. Although caregivers were adept at describing their child's difficulties and therapy goals/objectives, their comments indicated that they struggled to understand their child's disorder in a way that was meaningful to them and their child. Conclusions The findings showed the value caregivers place on receiving clear and timely diagnostic information, as well as the complexity associated with caregivers' understanding of language and literacy disorders. The findings are discussed in terms of changes that could be made in clinical practice to better support children with language and literacy disorders and their families.

Commentary on “Validation Methods for Aggregate-Level Test Scale Linking: A Case Study Mapping School District Test Score Distributions to a Common Scale”

2020 ◽  
pp. 107699862095666
Author(s):  
Alina A. von Davier
Keyword(s):  
School District ◽  
Test Score ◽  
Applied Research ◽  
Aggregate Level ◽  
Validation Methods ◽  
Common Scale ◽  
Scale Linking ◽  
Score Distributions

In this commentary, I share my perspective on the goals of assessments in general, on linking assessments that were developed according to different specifications and for different purposes, and I propose several considerations for the authors and the readers. This brief commentary is structured around three perspectives (1) the context of this research, (2) the methodology proposed here, and (3) the consequences for applied research.

scholarly journals “How about We Give It a Go?”: A Case Study on Supporting Breastfeeding Families in an Australian Child Care Centre

Children ◽  
2020 ◽  
Vol 7 (11) ◽  
pp. 195
Author(s):  
Emma Woolley ◽  
Shirley Wyver
Keyword(s):  
Child Care ◽  
World Health ◽  
Future Research ◽  
Care Centre ◽  
Breastfeeding Support ◽  
Child Care Centre ◽  
Collective Case Study ◽  
Instrumental Case Study ◽  
Health Organization

The World Health Organization (WHO) recommends exclusive breastfeeding for six months and continuation of breastfeeding for up to two years. Formal child care has an important role in supporting breastfeeding, as many Australian infants commence care before two years of age. Currently, little is known about support or barriers in child care contexts. The present qualitative instrumental case study explores practices which protect, promote and support breastfeeding at a child care centre located in the Australian Capital Territory’s outer suburbs. Extending from a previously published collective case study, a cultural-institutional focus of analysis was used to explore the roles of proximity, flexibility and communication in supporting breastfeeding within a child care centre located close to an infant’s home. Interviews with centre staff and mothers, triangulated with observations of the centre environment and policy documents provide insight into the environment. Affirming the roles of flexibility in routine and staff rostering and two-way communication, findings suggest longer-term benefits may be derived from selecting a child care centre close to an infant’s home, provided mothers can overcome barriers to breastmilk expression in the workplace. The study recognises the role of non-lactating caregivers in the transition to formal child care, and of the support culture for educators who breastfeed. This study extends the knowledge base of breastfeeding support interventions in the child care setting to inform future research and policy.

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