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dc.contributor.authorModeste, Marsha E.
dc.contributor.authorNguyen, Chi
dc.contributor.authorNafziger, Rhoda Nanre
dc.contributor.authorHermansen, Jonathan
dc.date.accessioned2022-01-14T00:43:38Z
dc.date.available2022-01-14T00:43:38Z
dc.date.issued2021-12-24
dc.identifier.citationModeste, M. E., Nguyen, C., Nafziger, R. N., & Hermansen, J. (2021). Socially distributed leadership in elementary schools: Teacher and staff leadership practice in Denmark and the USA. Journal of Educational Administration.en_US
dc.identifier.issn0957-8234
dc.identifier.doi10.1108/jea-11-2020-0243
dc.identifier.urihttp://hdl.handle.net/10150/662894
dc.description.abstractPurpose: The purpose of this study is to examine the nature of socially distributed leadership in Denmark and the USA, specifically teacher and staff leadership practices distributed in schools. Design/methodology/approach: This study used a confirmatory factor analysis and a second-order factor analysis to examine elementary USA and 0–9 Danish school educators’ responses to the Comprehensive Assessment of Leadership for Learning. Findings: Findings from this analysis of leadership practice demonstrate (1) different approaches to teacher and staff leadership in Denmark and the USA; (2) the importance of a collaborative approach to developing and maintaining professional learning communities in schools in both contexts; and (3) different patterns of leadership practice that broadly reflect the local structure and approach to school leadership while responding to external policy demands. Originality/value: Drawing on the globalization scholarship, which acknowledges the connection between global policy development and local spaces of implementation, this comparative international study allowed us to examine how policy ideas are parlayed into practice through the use of a shared assessment of leadership practice. The results of this study suggest that while the work of teacher and staff leadership is important and something that educators in Denmark and the USA are engaging in to advance the overall instructional mission of their schools, the approaches taken in each context are different and reflect a local-level negotiation between contextual cultural norms and policy expectations.en_US
dc.language.isoenen_US
dc.publisherEmeralden_US
dc.rights© Emerald Publishing Limited.en_US
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en_US
dc.subjectDistributed leadership, Factor analysisen_US
dc.subjectTeacher leadershipen_US
dc.titleSocially distributed leadership in elementary schools: teacher and staff leadership practice in Denmark and the USAen_US
dc.typeArticleen_US
dc.contributor.departmentUniversity of Arizonaen_US
dc.identifier.journalJournal of Educational Administrationen_US
dc.description.noteImmediate accessen_US
dc.description.collectioninformationThis item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at repository@u.library.arizona.edu.en_US
dc.eprint.versionFinal accepted manuscripten_US
dc.identifier.pii10.1108/JEA-11-2020-0243
dc.source.journaltitleJournal of Educational Administration
dc.source.volumeahead-of-print
dc.source.issueahead-of-print
refterms.dateFOA2022-01-14T00:43:40Z


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