The purpose of this systematic literature review is to document how scholars in various
fields ha... more The purpose of this systematic literature review is to document how scholars in various fields have used Photo-Elicitation Interview (PEI), explain the benefits and obstacles to using this method, and explain how and why education researchers should use PEI. The key features of PEI are that a researcher or participant takes pictures about a research topic that are then used to elicit dialogue during an interview. The results of our review suggest that education scholars and school practitioners can use PEI methods to better understand school communities and the children, parents, and school staff who inhabit them. Utilizing this technique, the research community will be better positioned to speak on behalf of school stakeholders when contributing to policy discussions and when seeking solutions to improving schools.
The focus of this introductory piece is twofold. First, we provide a short overview of some of th... more The focus of this introductory piece is twofold. First, we provide a short overview of some of the thinking that shaped the design of the Handbook. In establishing this context, we believe that readers will be better able to organize and make sense of the reviews that follow. For those who are interested, we have elaborated more fully on these ideas in the introductory chapter of the Handbook itself (Murphy & Louis, 1999). Second, based on work in developing the Handbook, we offer some insights about the state of the profession of educational administration. DESIGN ISSUES Principles At the outset of our assignment, we devoted considerable time to thinking about appropriate ways to organize the Handbook. In the process, we collected numerous insights-both formally and informally-from colleagues throughout the profession. We concluded that the Handbook should have the following features. To begin, it should promote the accumulation of research findings in an integrated fashion. We sought a design that would provide a centering function to help counterbalance the fragmentation and balkaniza-tion that has come to characterize educational administration over the last quarter century (
The purpose of this article is to explore the foundations of the Interstate School Leaders Licens... more The purpose of this article is to explore the foundations of the Interstate School Leaders Licensure Consortium's (ISLLC's) Standards for School Leaders. First, the eight strategies used to develop the Standards are discussed. Second, responses are provided to six broad issues raised by colleagues who have provided critical reviews of the Standards.
In this article, the authors examine the components of leadership for learning employing research... more In this article, the authors examine the components of leadership for learning employing research on highly productive schools and school districts and high-performing principals and superintendents , using a three-dimensional model of productivity. The knowledge base of leadership for learning is captured under eight major dimensions: vision for learning, instructional program, curricular program, assessment program, communities of learning, resource acquisition and use, organizational culture, and advocacy.
Over the last 20 years, it has been my privilege to engage in a variety of scholarly endeavors in... more Over the last 20 years, it has been my privilege to engage in a variety of scholarly endeavors in the area of leadership education. I have also had the opportunity to help shape policy initiatives on this critical topic at both the national level and in a significant number of states. Finally, at the street level I have had the honor to manage a department of school administration dedicated to the preparation of quality school leaders, a statewide academy developed to assist administrators already on the job, and a number of review panels whose assignment it was to take stock of preparation programs in a variety of states. As a faculty member, I have also been provided with the time and other resources to make sense of these experiences in the context of the considerable body of work that is being amassed on the topic of leadership education for school administrators. My most recent sweep through all of the above knowledge and analyses leads me to the following two major conclusions about initial preparation programs in the United States. On the upside, a good deal of energy and hard work is being poured into attempts to revitalize preparation programs. On the downside, we are not seeing much in the way of real improvement; that is, most of the change is on the margins. The logical question then is: How can we use the energy afoot to better affect; that is, gain more traction on the program improvement agenda? My conclusion is that unless we redefine the rules of the game for how we engage in preparation development work, we will be quite unlikely to make more sanguine judgments in the future. In fact, if we do not get off the road we have traveled for the last 40 years, it is highly unlikely that we will be able to reach a different destination. In particular, my assessment is that we would be advantaged if we rebuilt and recultured preparation programs, not on traditional scaffolding (e.g., debates about the knowledge base, designing programs for administrative roles, trying to discern what social science discipline will save us), but around a set of powerful design principles. Based on the types of work noted above, my colleagues Martha McCarthy, Hunter Moorman, and I have forged a framework of six such guiding principles that collectively meet the criterion of fostering the reculturing of preparation programs. Foundation-based programs. One of the conclusions of our work in the field is that many departments are silent about what grounds their programs. Our sense is that if the considerable energy flowing into programs is to amount to much, institutions need to begin by addressing the mission or the foundation of the program-of answering the question, not 1
The purpose of this systematic literature review is to document how scholars in various
fields ha... more The purpose of this systematic literature review is to document how scholars in various fields have used Photo-Elicitation Interview (PEI), explain the benefits and obstacles to using this method, and explain how and why education researchers should use PEI. The key features of PEI are that a researcher or participant takes pictures about a research topic that are then used to elicit dialogue during an interview. The results of our review suggest that education scholars and school practitioners can use PEI methods to better understand school communities and the children, parents, and school staff who inhabit them. Utilizing this technique, the research community will be better positioned to speak on behalf of school stakeholders when contributing to policy discussions and when seeking solutions to improving schools.
The focus of this introductory piece is twofold. First, we provide a short overview of some of th... more The focus of this introductory piece is twofold. First, we provide a short overview of some of the thinking that shaped the design of the Handbook. In establishing this context, we believe that readers will be better able to organize and make sense of the reviews that follow. For those who are interested, we have elaborated more fully on these ideas in the introductory chapter of the Handbook itself (Murphy & Louis, 1999). Second, based on work in developing the Handbook, we offer some insights about the state of the profession of educational administration. DESIGN ISSUES Principles At the outset of our assignment, we devoted considerable time to thinking about appropriate ways to organize the Handbook. In the process, we collected numerous insights-both formally and informally-from colleagues throughout the profession. We concluded that the Handbook should have the following features. To begin, it should promote the accumulation of research findings in an integrated fashion. We sought a design that would provide a centering function to help counterbalance the fragmentation and balkaniza-tion that has come to characterize educational administration over the last quarter century (
The purpose of this article is to explore the foundations of the Interstate School Leaders Licens... more The purpose of this article is to explore the foundations of the Interstate School Leaders Licensure Consortium's (ISLLC's) Standards for School Leaders. First, the eight strategies used to develop the Standards are discussed. Second, responses are provided to six broad issues raised by colleagues who have provided critical reviews of the Standards.
In this article, the authors examine the components of leadership for learning employing research... more In this article, the authors examine the components of leadership for learning employing research on highly productive schools and school districts and high-performing principals and superintendents , using a three-dimensional model of productivity. The knowledge base of leadership for learning is captured under eight major dimensions: vision for learning, instructional program, curricular program, assessment program, communities of learning, resource acquisition and use, organizational culture, and advocacy.
Over the last 20 years, it has been my privilege to engage in a variety of scholarly endeavors in... more Over the last 20 years, it has been my privilege to engage in a variety of scholarly endeavors in the area of leadership education. I have also had the opportunity to help shape policy initiatives on this critical topic at both the national level and in a significant number of states. Finally, at the street level I have had the honor to manage a department of school administration dedicated to the preparation of quality school leaders, a statewide academy developed to assist administrators already on the job, and a number of review panels whose assignment it was to take stock of preparation programs in a variety of states. As a faculty member, I have also been provided with the time and other resources to make sense of these experiences in the context of the considerable body of work that is being amassed on the topic of leadership education for school administrators. My most recent sweep through all of the above knowledge and analyses leads me to the following two major conclusions about initial preparation programs in the United States. On the upside, a good deal of energy and hard work is being poured into attempts to revitalize preparation programs. On the downside, we are not seeing much in the way of real improvement; that is, most of the change is on the margins. The logical question then is: How can we use the energy afoot to better affect; that is, gain more traction on the program improvement agenda? My conclusion is that unless we redefine the rules of the game for how we engage in preparation development work, we will be quite unlikely to make more sanguine judgments in the future. In fact, if we do not get off the road we have traveled for the last 40 years, it is highly unlikely that we will be able to reach a different destination. In particular, my assessment is that we would be advantaged if we rebuilt and recultured preparation programs, not on traditional scaffolding (e.g., debates about the knowledge base, designing programs for administrative roles, trying to discern what social science discipline will save us), but around a set of powerful design principles. Based on the types of work noted above, my colleagues Martha McCarthy, Hunter Moorman, and I have forged a framework of six such guiding principles that collectively meet the criterion of fostering the reculturing of preparation programs. Foundation-based programs. One of the conclusions of our work in the field is that many departments are silent about what grounds their programs. Our sense is that if the considerable energy flowing into programs is to amount to much, institutions need to begin by addressing the mission or the foundation of the program-of answering the question, not 1
The user has requested enhancement of the downloaded file. All in-text references underlined in b... more The user has requested enhancement of the downloaded file. All in-text references underlined in blue are added to the original document and are linked to publications on ResearchGate, letting you access and read them immediately.
ABSTRACT Purpose: The objective of this article is to provide an analysis of articles in &quo... more ABSTRACT Purpose: The objective of this article is to provide an analysis of articles in "Education Administration Quarterly (EAQ)" over the 25-year period 1979-2003. Approach: The approach is document analysis. Findings: Information is presented on four key themes: (a) types of articles published; (b) methodologies employed; (c) topic areas emphasized; and (d) books and articles exerting considerable influence. Implications: Based on publication patterns, questions are framed that could help shape editorial policy in "EAQ". In addition, areas of work that merit greater attention are noted. (Contains 7 tables and 1 note.)
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Papers by Joseph Murphy
fields have used Photo-Elicitation Interview (PEI), explain the benefits and obstacles to using this
method, and explain how and why education researchers should use PEI. The key features of PEI
are that a researcher or participant takes pictures about a research topic that are then used to elicit
dialogue during an interview. The results of our review suggest that education scholars and school
practitioners can use PEI methods to better understand school communities and the children,
parents, and school staff who inhabit them. Utilizing this technique, the research community will be
better positioned to speak on behalf of school stakeholders when contributing to policy discussions
and when seeking solutions to improving schools.
fields have used Photo-Elicitation Interview (PEI), explain the benefits and obstacles to using this
method, and explain how and why education researchers should use PEI. The key features of PEI
are that a researcher or participant takes pictures about a research topic that are then used to elicit
dialogue during an interview. The results of our review suggest that education scholars and school
practitioners can use PEI methods to better understand school communities and the children,
parents, and school staff who inhabit them. Utilizing this technique, the research community will be
better positioned to speak on behalf of school stakeholders when contributing to policy discussions
and when seeking solutions to improving schools.