Project Design
The HNS project is employing a multi-perspective qualitative case study design across countries and within different school types. The combined cases explore a range of male and female principals primarily leading public- state- or government-supported schools in each country in different levels of education (primary, secondary, special) and in different geographic locations (urban, suburban, rural, isolated).
School and Participant Selection
Researchers select high-need school sites based on the criteria listed below depending on their local contexts.
High-Need School Characteristics
Researchers identify which of the following features are reflected in the schools they are studying:
· High percentage of individuals from families with incomes below the poverty line;
· High percentage of school teachers not teaching in the content area in which they were trained to teach;
· High teacher/leader turnover rate;
· High percentage of non-native language speakers;
· High percentage of historically/socially excluded groups;
· High percentage of indigenous groups;
· High percentage of students with learning differences;
· Lack of access to basic physical infrastructure; and/or
· Situational needs based on an unforeseen events (e.g., natural or manmade disasters).
Principal Classification
Two types of principals are being sampled:·
· New principals are defined as having served 0-3 years in the principal’s position at their current school.
· Veteran principals are those serving more than three years in the principal’s position at their current school.
Participant Selection
Purposive sampling is being used to select individuals to interview. Interviews and/or focus groups are representative of the school and the surrounding community. The purpose of these interviews and/or focus groups is to examine our guiding research questions: (1) how student learning is influenced, (2) how individual and organizational performance are enhanced, and (3) how the internal and external context affects the school’s operation and outcomes. The following people in the school are being interviewed using our approved interview protocol:
· The principal or headteacher;
· At least one member of the governing body;
· A minimum of 3-6 teachers or staff members, including at least two senior staff members based on their school involvement, leadership activities, content specialty, and representation of different school levels;
· At least 3-6 parents based on their school involvement and willingness to participate; and
· Where appropriate, 3-6 students will be interviewed based on their level of school involvement, willingness to participate, and parental permission.
Data Collection Procedures
The data collection process has been developed and implemented in two phases. Phase 1 consisted of pilot testing our initial set of interview protocol questions. This phase was completed in 2014. Based on researchers’ and participants’ feedback to the initial protocol, in 2015, researchers began Phase 2 using the approved cross-case study protocol.
Phase 1. During the spring and summer of 2014, our draft research protocol was piloted in nine locations around the globe including Australia, China, Malaysia, Nepal, Sweden, and the United States. Revisions were made to the original protocol based on the feedback principals, teachers, staff and governing body members, and parents who were interviewed.
Phase 2. Based on the pilot study results, Phase 2 data collection utilizes the approved protocol. The protocol obtains information from the school leader, senior staff, governing body member, teachers, parents, and students (if appropriate). Based on the researcher’s discretion, additional interviews, focus groups, observations, and/or other data collection methods may be included.
In addition to interview data, relevant documents are being collected, such as school mission and vision statements, school development plans, school prospectuses, school review reports, professional development documents, newsletters, examples of media coverage, and other documents focusing on student learning. These sources will be used to contextualize the empirical data and to enhance trustworthiness.
Data Analysis
HNS researchers are incorporating theoretical frameworks aligned with the research questions. Because of the complexity of the relationships between leadership, student learning, individual and organizational development, and context, researchers are employing theoretical frameworks that support the research questions coupled with the context of their individual school sites. The ultimate goal of the project is to create new theory. Therefore, we intend to address our findings through multiple lenses to provide a comprehensive and context-rich picture of leadership in high-need schools.
The cases are being presented in an organized fashion and include descriptive headings as indicated below; however, for the purposes of cross case analysis, other topics may be added at the researcher’s discretion. Each case will be organized as follows:
· Abstract
· Introduction
· Literature review including theoretical framework(s)
· Methodology
· Findings - emerging themes focusing on: (1) student learning, (2) individual and organizational performance, and (3) internal and external school context
· Discussion
· Conclusions and implications for practice and future research
· Summary of key terms
As of May 2016, studies are being conducted in Brazil, Belize, New Zealand, Australia, Mexico, Nepal, Sweden, and the United States. The first phase of data analysis is planned for November 2016 when HNS team members will be presenting a preliminary analysis of their findings at the UCEA Convention in Detroit. Based on the outcome of this working session, additional information may be gathered.
School and Participant Selection
Researchers select high-need school sites based on the criteria listed below depending on their local contexts.
High-Need School Characteristics
Researchers identify which of the following features are reflected in the schools they are studying:
· High percentage of individuals from families with incomes below the poverty line;
· High percentage of school teachers not teaching in the content area in which they were trained to teach;
· High teacher/leader turnover rate;
· High percentage of non-native language speakers;
· High percentage of historically/socially excluded groups;
· High percentage of indigenous groups;
· High percentage of students with learning differences;
· Lack of access to basic physical infrastructure; and/or
· Situational needs based on an unforeseen events (e.g., natural or manmade disasters).
Principal Classification
Two types of principals are being sampled:·
· New principals are defined as having served 0-3 years in the principal’s position at their current school.
· Veteran principals are those serving more than three years in the principal’s position at their current school.
Participant Selection
Purposive sampling is being used to select individuals to interview. Interviews and/or focus groups are representative of the school and the surrounding community. The purpose of these interviews and/or focus groups is to examine our guiding research questions: (1) how student learning is influenced, (2) how individual and organizational performance are enhanced, and (3) how the internal and external context affects the school’s operation and outcomes. The following people in the school are being interviewed using our approved interview protocol:
· The principal or headteacher;
· At least one member of the governing body;
· A minimum of 3-6 teachers or staff members, including at least two senior staff members based on their school involvement, leadership activities, content specialty, and representation of different school levels;
· At least 3-6 parents based on their school involvement and willingness to participate; and
· Where appropriate, 3-6 students will be interviewed based on their level of school involvement, willingness to participate, and parental permission.
Data Collection Procedures
The data collection process has been developed and implemented in two phases. Phase 1 consisted of pilot testing our initial set of interview protocol questions. This phase was completed in 2014. Based on researchers’ and participants’ feedback to the initial protocol, in 2015, researchers began Phase 2 using the approved cross-case study protocol.
Phase 1. During the spring and summer of 2014, our draft research protocol was piloted in nine locations around the globe including Australia, China, Malaysia, Nepal, Sweden, and the United States. Revisions were made to the original protocol based on the feedback principals, teachers, staff and governing body members, and parents who were interviewed.
Phase 2. Based on the pilot study results, Phase 2 data collection utilizes the approved protocol. The protocol obtains information from the school leader, senior staff, governing body member, teachers, parents, and students (if appropriate). Based on the researcher’s discretion, additional interviews, focus groups, observations, and/or other data collection methods may be included.
In addition to interview data, relevant documents are being collected, such as school mission and vision statements, school development plans, school prospectuses, school review reports, professional development documents, newsletters, examples of media coverage, and other documents focusing on student learning. These sources will be used to contextualize the empirical data and to enhance trustworthiness.
Data Analysis
HNS researchers are incorporating theoretical frameworks aligned with the research questions. Because of the complexity of the relationships between leadership, student learning, individual and organizational development, and context, researchers are employing theoretical frameworks that support the research questions coupled with the context of their individual school sites. The ultimate goal of the project is to create new theory. Therefore, we intend to address our findings through multiple lenses to provide a comprehensive and context-rich picture of leadership in high-need schools.
The cases are being presented in an organized fashion and include descriptive headings as indicated below; however, for the purposes of cross case analysis, other topics may be added at the researcher’s discretion. Each case will be organized as follows:
· Abstract
· Introduction
· Literature review including theoretical framework(s)
· Methodology
· Findings - emerging themes focusing on: (1) student learning, (2) individual and organizational performance, and (3) internal and external school context
· Discussion
· Conclusions and implications for practice and future research
· Summary of key terms
As of May 2016, studies are being conducted in Brazil, Belize, New Zealand, Australia, Mexico, Nepal, Sweden, and the United States. The first phase of data analysis is planned for November 2016 when HNS team members will be presenting a preliminary analysis of their findings at the UCEA Convention in Detroit. Based on the outcome of this working session, additional information may be gathered.