[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-602595-105":3,"doc-detail-602595-en":81,"detail-sidebar-cat-0-en-105":99},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","exploring-the-leadership-practices-of-elementary-school-principals-through-a-distributed-leadership-framework-a-case-study","Exploring the Leadership Practices of Elementary School Principals Through a Distributed Leadership Framework - A Case Study","","Purpose of the article is to explore the leadership practice of two urban elementary school principals through a distributed leadership framework. An ethnographic case study design is used, with data gathered via semistructured interviews and observations for each principal, followed by across-case analysis. The findings explain how distributed leadership reveals enactment of leadership practice in relation to individuals and situational context. 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Bagwell  \nCalifornia State University, Northridge  \nAbstract  \nPurpose: The purpose of this article is to explore the leadership practice of two urban elementary school principals through a distributed leadership framework. Methods: The study employed an ethnographic case study and data were collected through semistructured interviews and observations. A case study for each principal was created, followed by across-case analysis. Findings: Exploring leadership practice through a distributed leadership framework provides insights into how leadership practice is enacted by individuals and their situational context. Conclusion: Additional research should focus on the how of leadership practice to provide school leaders deeper insights into the work of school improvement.  \nKeywords: distributed leadership, educational leadership, school leaders, leadership practice, principals  \nIntroduction  \nCreating equitable educational systems to close the opportunity gap is the most significant challenge facing 21st-century education in the United States (Bryant, Triplett, Watson, & Lewis, 2017; Huggins, Klar, Hammonds, & Buskey, 2017; Valant & Newmark, 2016) . However, obstacles arise when principals engage in efforts to improve instruction and close the opportunity gap for culturally and linguistically diverse student populations in their schools (Elfers & Stritikus, 2014; Howard, 2010). Quite often, school leaders, specifically principals, are left to figure out how to create conditions to improve instruction and increase academic achievement by enlisting the support of other individuals in their schools (Bredeson, 2013; Dimmock, 2012; Halverson & Clifford, 2013). As a result, principals are examining more responsive leadership approaches and seeking to adopt new leadership skills in order to address the challenges of improving student achievement and close the opportunity gap for the diverse student populations in their schools (Dimmock, 2012; Elfers & Stritikus, 2014; Smith, 2017; Vang, 2015) .  \nThe traditional leadership perspective in which one person, generally the principal, is responsible for enacting all leadership functions and responsibilities has quickly given way to a more distributed perspective of leadership practice (Huggins et al., 2017; Spillane, 2006, 2007) . A distributed perspective moves beyond this narrow view and invites an examination of the leaders in schools that engage in or influence practice that impacts teaching and learning (Spillane, 2006) . The practice of distributed leadership extends beyond traditional roles and responsibilities to integrate coordinated actions and interactions across the school community (Dimmock, 2012; Gronn, 2008; Mulford, 2008; Spillane, 2006). In turn, these coordinated interactions among school leaders can harness human capital and resources to improve teacher practice, which can have a sustained impact on efforts to close the opportunity gap for diverse student populations (Elfers & Stritikus, 2014; Robinson, 2008) .  \nThis article examines the leadership practice of two principals working in urban elementary schools that have demonstrated annual gainsin student academic achievement as measured by the annual state accountability assessment. The following research question was addressed: What are the leadership practices of principals working in  \nschools that demonstrate annual gains in student academic achievement as measured by the annual state accountability assessment?  \nIn the following sections of this article, there is a brief review of the literature with a focus on the constructs of distributed leadership as a conceptual framework for examining and analyzing leadership practice in schools. The methods employed to conduct this qualitative case study of two elementary school principals are then described. Next, the themes that emerged fr","cbCaisRIT42sByc2","https://ap.wps.com/l/cbCaisRIT42sByc2","pdf",224985,21,"English","# Abstract\n# Introduction\n# Literature Review\n## Theoretical Conceptualizations","[{\"question\":\"What is the purpose of the study?\",\"answer\":\"The article explores the leadership practice of two urban elementary school principals through a distributed leadership framework.\"},{\"question\":\"How were the data collected and analyzed?\",\"answer\":\"The study uses an ethnographic case study approach with semistructured interviews and observations, creating a case study for each principal and then conducting across-case analysis.\"},{\"question\":\"What does the study conclude about distributed leadership?\",\"answer\":\"It provides insights into how leadership practice is enacted by individuals within their situational context, and it recommends additional research focused on how leadership practice supports school improvement.\"}]","Exploring the Leadership Practices of Elementary School Principals Through a Distributed Leadership Framework - A Case Study | PDF",1792094948,53,{"code":4,"msg":82,"data":100},[101,105,109,113,118,123,127,130,135,138,142],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},"Exam",70,"exam",{"id":114,"doc_module":4,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},5,"Comic",60,"comic",{"id":119,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":121,"slug":122},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":125,"slug":126},"Healthcare",40,"healthcare",{"id":86,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":128,"slug":129},30,"research-report",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":132,"show_sort_weight":133,"slug":134},9,"Religion & Spirituality",20,"religion-spirituality",{"id":133,"doc_module":4,"doc_module_name":25,"category_name":136,"show_sort_weight":133,"slug":137},"World Cup","world-cup",{"id":139,"doc_module":4,"doc_module_name":25,"category_name":140,"show_sort_weight":139,"slug":141},10,"Lifestyle","lifestyle",{"id":143,"doc_module":4,"doc_module_name":25,"category_name":144,"show_sort_weight":114,"slug":145},19,"General","general"]