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ABSTRACT
In this study, we apply a distributed leadership framework to better understand the nature of leadership practices distributed in schools by grade configuration. In this analysis we examine the following research question: What are the differences between school-level grade configuration (elementary school or secondary school) and the extent and distribution of leadership practices in the school? This study uses multilevel confirmatory factor analysis to examine leadership practice in schools using the Comprehensive Assessment of Leadership for Learning.
Notes
1. Much of the literature on middle-grades education dates back to the 1960s and 70s, when school districts began converting junior high schools (typically Grades 7–9) to middle schools (typically Grades 6–8) and adjusting the grade configuration of their elementary schools accordingly.
2. School-level demographic data are not included in this study. While this is a limitation of the data, it is being collected for current participants in CALL.