Students affiliation
Young, A. A., Millard, T., & Kneale, M. M. (2013). Enhancing school counselor instructional leadership through collaborative teaming: Implications for principals. NASSP Bulletin, 97(3), 253-269.
It emphasizes that best instructional practices are useful when working collectively with all stakeholders. The article highlights the combined importance of purposeful collaborative configurations and a good school example to show the framework. The purpose of this article is to bring a productive framework for improving school counselors on board. This article is different because it provides the four types of collaborative confirmation, and a school sample is given.
This article’s strength introduces a useful framework for coming up with school counselor leadership by implementing a school counselor collaborative team. The weakness of this was that it emphasized and dealt with effectively when stakeholders are working collaborate. It does not touch on effectiveness when stakeholders are not working collectively.
The article is essential to this unit because it improves students’ achievements and highlights instructors’ importance in giving students better results. We get to know the impact of intentional collective school counseling.
Erdener, M. A. (2016). Principals’ and Teachers’ Practices about Parent Involvement in Schooling. Universal Journal of Educational Research, 4(n12A), 151-159.
This study aims to check public school teachers and principals in encouraging parents to be part of schooling. It came out clear that the level of school and teachers’ education level impacted parents’ involvement in combined factors. The analysis was done through CFA confirmatory factor analysis, which differs from the rest of the bibliographies
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This method’s strength is they used mixed methods in identifying those administering schools and teachers’ perceptions. Also use of CFA sounds appropriate and efficient. The weakness resulted from no substantial differences in parent involvement among teachers and principals of different ages, seniority groups, and gender.
The journal is influential because we know the importance of an educator’s attitude as the most critical factor in telling parent involvement in schooling activities. This improves and boosts leadership skills in our institutions.
Cisler, A., & Bruce, M. A. (2013). Principals: What Are Their Roles and Responsibilities? Journal of School Counseling, 11(10), n10.It analyzes collaboration between principals and school counselors is significantly growing in accountability reign. This study aimed to explore the principal’s roles, both in practicing and training.
This research’s strengths were apparent differences obtained in the three categories, while the weakness was it was hard to differentiate the two similarities in two types.
This is important to education because it shows that principals and school counselors could favor them from learning more of others and enhance their partnership, improving academic achievement.
Sanders, M. G. (2014). Principal leadership for the school, family, and community partnerships: The role of a systems approach to reform implementation. American Journal of Education, 120(2), 233-255.
This describes policies, district-level expectations, and principals’ obstructed principal’s response towards external reform in two district schools found in two regions, one in urban and a semi-urban area. This is different from other bibliographies because it brings two institutions from the various areas for comparison.
The strength is the specific reform highlighted, which is clear. The source’s weakness is that it takes time for the listed action to reduce resistance and improve school leaders.
We learn that district leaders’ improvement of leadership reform by creating a cohert context, providing realistic expectations, and giving tangible rewards and support.
Ishimaru, A. (2013). From heroes to organizers: Principals and education organizing in urban school reform. Educational Administration Quarterly, 49(1), 3-51.
The purpose for this is Educational key in addressing inequalities across all margins. Most principals try to involve parents and communities around schools, creating a favorable learning environment. The study used observations, interviews, and documents to examine the principal’s experience and perception, which is also different from other sources. That design team process enabled principals to move into a shared ruling with both teachers and empower parents that focused on deep relationships.
The strengths in this are that it is clear how the design team process initiated principals into a leadership model. The weakness is that data analysis was not directly done; the use of iterative phases is a bit time-consuming
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The journal is essential to the education sector because organizing strategies for education reform can enable shared ruling in principals and capabilities to unite with empowered, low-income parents. We learn that community organizing groups may give a good insight into the development of education leaders.