Examining Distributed Leadership Practices by School Grade Configuration

References

• Angelle, P.S. (2010). An organizational perspective of distributed leadership: a portrait of a middle school. Rmle Online, 33(5), 1–16. doi: 10.1080/19404476.2010.11462068
   Google Scholar
• Arcia, E. (2007). A comparison of elementary/K-8 and middle schools’ suspension rates. Urban Education, 42(5), 456–469. doi:10.1177/0042085907304879
   Web of Science ®Google Scholar
• Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107(2), 238. doi:10.1037/0033-2909.107.2.238
   PubMed Web of Science ®Google Scholar
• Bickmore, D. L. (2011). Confirming a middle grades leadership model and instrument. RMLE Online, 34(10), 1–15. doi:10.1080/19404476.2011.11462083
   Google Scholar
• Blitz, M., Milanowski, T., & Clifford, M. (2011, April). Content validity as a window to a richer understanding of leadership practice. Annual Conference of the American Education Research Association, New Orleans, LA.
   Google Scholar
• Blitz, M. H., & Modeste, M. (2015). The differences across distributed leadership practices by school position according to the comprehensive assessment of leadership for learning (call). Leadership and Policy in Schools, 14(3), 341–379. doi:10.1080/15700763.2015.1024328
   Web of Science ®Google Scholar
• Blitz, M. H., Salisbury, J., & Kelley, C. (2014). The role of cognitive validity testing in the development of CALL, the comprehensive assessment of leadership for learning. Journal of Educational Administration, 52(3), 358–378. doi:10.1108/JEA-01-2013-0008
   Google Scholar
• Booth, M. Z., & Gerard, J. M. (2014). Adolescents’ stage-environment fit in middle and high school: The relationship between students’ perceptions of their schools and themselves. Youth & Society, 46(6), 735–755. doi:10.1177/0044118X12451276
   PubMed Web of Science ®Google Scholar
• Bowers, A. J., Blitz, M., Modeste, M., Salisbury, J., & Halverson, R. (2017). How leaders agree with teachers in schools on measures of leadership practice: A two-level latent class analysis of the comprehensive assessment of leadership for learning. Teachers College Record, 119(4), 1–166.
   Google Scholar
• Burch, P., & Spillane, J.P. (2003). Elementary school leadership strategies and subject matter: Reforming mathematics and literacy instruction. The Elementary School Journal, 103(5), 519–535. doi:10.1086/499738
   Web of Science ®Google Scholar
• CALL. (n.d.). Comprehensive assessment of leadership for learning. Retrieved from http://www.leadershipforlearning.org/
   Google Scholar
• Camburn, E., & Salisbury, J. (2012, April). Examining the validity and reliability of the comprehensive assessment of leadership for learning (CALL) formative leadership assessment tool: Pilot study results. Annual Conference of the American Education Research Association, Vancouver, BC.
   Google Scholar
• Crum, K. S., & Sherman, W. H. (2008). Facilitating high achievement: High school principals' reflections on their successful leadership practices. Journal Of Educational Administration, 46(5), 562–580. doi:10.1108/09578230810895492
   Google Scholar
• Cuban, L. (1992). What happens to reforms that last? The case of the junior high school. American Educational Research Journal, 29(2), 227–251. doi:10.3102/00028312029002227
   Web of Science ®Google Scholar
• Dedrick, R. F., & Greenbaum, P. E. (2011). Multilevel confirmatory factor analysis of a scale measuring interagency collaboration of children’s mental health agencies. Journal of Emotional and Behavioral Disorders, 19(1), 27–40.
   PubMed Web of Science ®Google Scholar
• Dhuey, E. (2013). Middle school or junior high? How grade‐level configurations affect academic achievement. Canadian Journal of Economics/Revue Canadienne D’économique, 46(2), 469–496. doi:10.1111/caje.2013.46.issue-2
   Web of Science ®Google Scholar
• Dornbusch, S. M., & Ritter, P. L. (1988). Parents of high school students: A neglected resource. The Education Digest, 53(9), 16.
   Google Scholar
• Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., & Mac Iver, D. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents’ experiences in schools and in families. American Psychologist, 48(2), 90. doi:10.1037/0003-066X.48.2.90
   PubMed Web of Science ®Google Scholar
• Epstein, J. L., & Dauber, S. L. (1991). School programs and teacher practices of parent involvement in inner-city elementary and middle schools. The Elementary School Journal, 91(3), 289–305. doi:10.1086/461656
   Web of Science ®Google Scholar
• Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423–435. doi:10.1016/j.compedu.2012.02.001
   Web of Science ®Google Scholar
• Fennema, E., Carpenter, T. P., Franke, M. L., Levi, L., Jacobs, V. R., & Empson, S. B. (1996). A longitudinal study of learning to use children’s thinking in mathematics instruction. Journal for Research in Mathematics Education, 27, 403–434. doi:10.2307/749875
   Web of Science ®Google Scholar
• Firestone, W. A., & Herriott, R. E. (1982). Prescriptions for effective elementary schools don’t fit secondary schools. Educational Leadership, 40(3), 51–53.
   Web of Science ®Google Scholar
• Firestone, W. A., Herriott, R. E., Wilson, B. L., & Educational Resources Information Center (U.S.). (1984). Explaining differences between elementary and secondary schools: Individual, organizational, and institutional perspectives, Philadelphia, PA:  Research for Better Schools, Inc.
   Google Scholar
• Ford, T. G., & Ware, J. K. (2018). Teacher self-regulatory climate: Conceptualizing an indicator of leader support for teacher learning and development. Leadership and Policy in Schools, 17(1), 27–51. doi:10.1080/15700763.2016.1197283
   Web of Science ®Google Scholar
• Gale, J. J., & Bishop, P. A. (2014). The work of effective middle grades principals: Responsiveness and relationship. RMLE Online, 37(9), 1–23. doi:10.1080/19404476.2014.11462112
   Google Scholar
• Gallucci, C. (2008). Districtwide instructional reform: Using sociocultural theory to link professional learning to organizational support. American Journal of Education, 114(4), 541–581. doi:10.1086/589314
   Web of Science ®Google Scholar
• Gedik, S., & Bellibas, M. S. (2015). Examining schools’ distributed instructional leadership capacity: Comparison of elementary and secondary schools. Journal of Education and Training Studies, 3(6), 101–110. doi:10.11114/jets.v3i6.1056
   Google Scholar
• Geijsel, F., Sleegers, P., Leithwood, K., & Jantzi, D. (2003). Transformational leadership effects on teachers’ commitment and effort toward school reform. Journal of Educational Administration, 41(3), 228–256. doi:10.1108/09578230310474403
   Google Scholar
• Goldin, C. (1999). A brief history of education in the United States (NBER Historical Working Paper #119). Retrieved from http://www.nber.org.ezproxy.library.wisc.edu/papers/h0119
   Google Scholar
• Goodwin, R. H., Cunningham, M. L., & Eagle, T. (2005). The changing role of the secondary principal in the united states: An historical perspective. Journal Of Educational Administration and History, 37(1), 1–17. doi:10.1080/0022062042000336046
   Google Scholar
• Griffith, J. (1999). The school leadership/school climate relation: Identification of school configurations associated with change in principals. Educational Administration Quarterly, 35(2), 267–291. doi:10.1177/00131619921968545
   Web of Science ®Google Scholar
• Gronn, P. (2002). Distributed leadership as a unit of analysis. The Leadership Quarterly, 13, 423–451. doi:10.1016/S1048-9843(02)00120-0
   Web of Science ®Google Scholar
• Hallinger, P., Bickman, L., & Davis, K. (1996). School context, principal leadership, and student reading achievement. The Elementary School Journal, 96(5), 527–549. doi:10.1086/461843
   Web of Science ®Google Scholar
• Halverson, R., & Dikkers, S. (2010). Formative leadership for learning: Leveraging empirical studies of educational leadership for formative tools. Paper presented at the University Council for Educational Administration Annual Research Conference, New Orleans, LA.
   Google Scholar
• Heller, R., Calderon, S., & Medrich, E. (2003). Academic achievement in the middle grades: What does research tell us? A review of the literature, Atlanta, GA:  Southern Regional Education Board.
   Google Scholar
• Herriott, R. E., & Firestone, W. A. (1984). Two images of schools as organizations: A refinement and elaboration. Educational Administration Quarterly, 20(4), 41–57. doi:10.1177/0013161X84020004004
   Web of Science ®Google Scholar
• Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740. doi:10.1037/a0015362
   PubMed Web of Science ®Google Scholar
• Hong, K., Zimmer, R. W., & Engberg, J. (2018). How does grade configuration impact student achievement? Journal of Urban Economics, 105(2018), 1–19. doi:10.1016/j.jue.2018.02.002
   Google Scholar
• Hoy, W. K., & Hannum, J. W. (1997). Middle school climate: An empirical assessment of organizational health and student achievement. Educational Administration Quarterly, 33(3), 290–311. doi:10.1177/0013161X97033003003
   Web of Science ®Google Scholar
• Hoy, W. K., Hoffman, J., Sabo, D., & Bliss, J. (1996). The organizational climate of middle schools: The development and test of the OCDQ-RM. Journal of Educational Administration, 34(1), 41–59. doi:10.1108/09578239610107156
   Google Scholar
• Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural equation modeling: A multidisciplinary journal. 6(1), 1–55.
   Google Scholar
• Jeynes, W. H. (2005). A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement. Urban Education, 40(3), 237–269. doi:10.1177/0042085905274540
   Web of Science ®Google Scholar
• Jeynes, W. H. (2007). The relationship between parental involvement and urban secondary school student academic achievement: A meta-analysis. Urban Education, 42(1), 82–110. doi:10.1177/0042085906293818
   Web of Science ®Google Scholar
• Kelley, C., & Halverson, R. (2012). The comprehensive assessment of leadership for learning: A next generation formative evaluation and feedback system. Journal of Applied Research on Children: Informing Policy for Children at Risk, 3(2), 4.
   Google Scholar
• Kelley, C., Halverson, R., Camburn, E., Blitz, M., Salisbury, J., Dikkers, S., & Clifford, M. (2012). The design and validation of the comprehensive assessment of leadership for learning (CALL) formative school leader assessment. Paper prepared for presentation at the Association of Educational Finance and Policy Conference, Boston, Massachusetts.
   Google Scholar
• Kenny, D. (1979). Correlation and causality. New York, NY: Wiley.
   Google Scholar
• Kieffer, M. J. (2013). Development of reading and mathematics skills in early adolescence: Do K-8 public schools make a difference? Journal of Research on Educational Effectiveness, 6(4), 361–379. doi:10.1080/19345747.2013.822954
   Web of Science ®Google Scholar
• Kim, H. Y., Schwartz, K., Cappella, E., & Seidman, E. (2014). Navigating middle grades: Role of social contexts in middle grade school climate. American Journal of Community Psychology, 54(1–2), 28–45. doi:10.1007/s10464-014-9659-x
   PubMed Web of Science ®Google Scholar
• Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York, NY: Guilford Press.
   Google Scholar
• Kraft, M. A., Marinell, W. H., & Shen-Wei Yee, D. (2016). School organizational contexts, teacher turnover, and student achievement: Evidence from panel data. American Educational Research Journal, 53(5), 1411–1449. doi:10.3102/0002831216667478
   Web of Science ®Google Scholar
• Kutsyuruba, B., Klinger, D. A., & Hussain, A. (2015). Relationships among school climate, school safety, and student achievement and well‐being: A review of the literature. Review of Education, 3(2), 103–135. doi:10.1002/rev3.3043
   Web of Science ®Google Scholar
• Lareau, A. (1987). Social class differences in family-school relationships: The importance of cultural capital. Sociology of Education, 60, 73–85. doi:10.2307/2112583
   Web of Science ®Google Scholar
• Lim, S., & Eo, S. (2014). The mediating roles of collective teacher efficacy in the relations of teachers' perceptions of school organizational climate to their burnout. Teaching and Teacher Education, 44, 138–147. doi:10.1016/j.tate.2014.08.007
   Web of Science ®Google Scholar
• Lord, S. E., Eccles, J. S., & McCarthy, K. A. (1994). Surviving the junior high school transition family processes and self-perceptions as protective and risk factors. The Journal of Early Adolescence, 14(2), 162–199. doi:10.1177/027243169401400205
   Google Scholar
• Maas, C. J., & Hox, J. J. (2005). Sufficient sample sizes for multilevel modeling. Methodology: European Journal of Research Methods for the Behavioral and Social Sciences, 1(3), 86. doi:10.1027/1614-2241.1.3.86
   Google Scholar
• Miller, R. J., Goddard, Y. L., Goddard, R., Larsen, R., & Jacob, R. (2010, October). Instructional leadership: A pathway to teacher collaboration and student achievement. Paper presented at the University Council for Educational Administration Convention, New Orleans, LA.
   Google Scholar
• Muthén, L. K., & Muthén, B.O. (1998–2012). Mplus user’s guide.
   Google Scholar
• Neild, R. C., Stoner-Eby, S., & Furstenberg, F. (2008). Connecting entrance and departure: The transition to ninth grade and high school dropout. Education and Urban Society, 40(5), 543–569. doi:10.1177/0013124508316438
   Web of Science ®Google Scholar
• Richardson, V. (1990). Significant and worthwhile change in teaching practice. Educational Researcher, 19(7), 10–18. doi:10.3102/0013189X019007010
   Google Scholar
• Rockoff, J. E., & Lockwood, B. B. (2010). Stuck in the middle: Impacts of grade configuration in public schools. Journal of Public Economics, 94(11), 1051–1061. doi:10.1016/j.jpubeco.2010.06.017
   Web of Science ®Google Scholar
• Rumberger, R. W. (1995). Dropping out of middle school: A multilevel analysis of students and schools. American Educational Research Journal, 32(3), 583–625. doi:10.3102/00028312032003583
   Web of Science ®Google Scholar
• Sanzo, K.L., Sherman, W.H., & Clayton, J. (2010). Leadership practices of successful middle school principals. Journal Of Educational Administration, 49(1), 31–45. doi:10.1108/09578231111102045
   Google Scholar
• Sapon‐Shevin, M. (1994). Cooperative learning and middle schools: What would it take to really do it right? Theory into Practice, 33(3), 183–190. doi:10.1080/00405849409543637
   Google Scholar
• Schwerdt, G., & West, M. R. (2013). The impact of alternative grade configurations on student outcomes through middle and high school. Journal of Public Economics, 97, 308–326. doi:10.1016/j.jpubeco.2012.10.002
   Web of Science ®Google Scholar
• Spillane, J. P. (2005). Distributed leadership. The Educational Forum, 69(2), 143–150. doi:10.1080/00131720508984678
   Google Scholar
• Spillane, J. P., Halverson, R., & Diamond, J. B. (2001). Investigating school leadership practice: A distributed perspective. Educational researcher (pp. 23–28). Retrieved April 23, 2014, from http://community.mdecgateway.org/olms/data/resource/8116/Distributed%20Leadership.pdf
   Google Scholar
• Spillane, J. P., Halverson, R., & Diamond, J. B. (2004). Towards a theory of leadership practice: A distributed perspective. Journal of Curriculum Studies, 36(1), 3–34. doi:10.1080/0022027032000106726
   Web of Science ®Google Scholar
• Stevenson, D. L., & Baker, D. P. (1987). The family-school relation and the child’s school performance. Child Development, 58, 1348–1357. doi:10.2307/1130626
   PubMed Web of Science ®Google Scholar
• Tirozzi, G. N. (2001). The artistry of leadership: The evolving role of the secondary school principal. Phi Delta Kappan, 82(6), 434. doi:10.1177/003172170108200605
   Web of Science ®Google Scholar
• Tschannen-Moran, M. (2009). Fostering teacher professionalism in schools: The role of leadership orientation and trust. Educational Administration Quarterly, 45(2), 217–247. doi:10.1177/0013161X08330501
   Web of Science ®Google Scholar
• Weiss, C. C., & Kipnes, L. (2006). Reexamining middle school effects: A comparison of middle grades students in middle schools and K–8 schools. American Journal of Education, 112(2), 239–272. doi:10.1086/498996
   Web of Science ®Google Scholar
• West, P., Sweeting, H., & Young, R. (2010). Transition matters: Pupils’ experiences of the primary–Secondary school transition in the West of Scotland and consequences for well‐being and attainment. Research Papers in Education, 25(1), 21–50. doi:10.1080/02671520802308677
   Web of Science ®Google Scholar
• Yukl, G. (1999). An evaluation of conceptual weaknesses in transformational and charismatic leadership theories. The Leadership Quarterly, 10(2), 285–305. doi:10.1016/S1048-9843(99)00013-2
   Web of Science ®Google Scholar