Accreditation Routines in a Demoralized School: Repairing, Expanding, and Striving For Improvement

The purpose of this paper was to explore how accreditation processes aided a school principal in making reform happen. Using routinized action theory (Feldman, 2000), we examined how the routines in school accreditation were used to transform what had been a demoralized, low performing middle school. This theoretical lens is important as it demonstrates that routinized actions can offer more than stabilizing elements in a school organization but also help administrators seeking to make change. We begin by describing the setting of Ironwood Middle School, presenting the research inquiry methods, and examining how accreditation processes enabled the school to move forward in the face of uncertainty and instability.        AbstractThe purpose of this paper was to explore how accreditation processes aided a school principal in making reform happen. Using routinized action theory (Feldman, 2000), we examined how the routines in school accreditation were used to transform what had been a demoralized, low performing middle school. This theoretical lens is important as it demonstrates that routinized actions can offer more than stabilizing elements in a school organization but also help administrators seeking to make change. We begin by describing the setting of Ironwood Middle School, presenting the research inquiry methods, and examining how accreditation processes enabled the school to move forward in the face of uncertainty and instability.  

Demystifying Research: What’s Necessary and Why Administrators Need to Understand It

Despite the need to adopt evidence-based school reform practices, administrators are often stymied by the proliferation of instructional strategies not supported by research data. In this article, misconceptions about research terms are clarified, and sources for reliable studies are suggested. We offer practical guidelines for determining whether findings are credible and relevant for a particular context. By demystifying research, it is hoped school administrators will be encouraged to be critical consumers of research studies when making administrative decisions

Notes to Athene: Mentoring Relationships for Women of Color

This article describes the ways in which mentoring provides the means for women of color to gain entry and access into educational administration. Briefly, the authors sketch the mentoring relationships of their respondents of color and explore how issues of race and gender might have affected careers in educational administration and how mentoring aided in negotiating their way within Whitemale-dominated organizations