Journal of School Leadership - JSL Vol 25-N3

Journal of

School

Leadership

EDITORIAL POLICY

The Journal of School Leadership invites the submission of manuscripts that contribute to the exchange of ideas and scholarship about schools and leadership. All theoretical and methodological approaches are welcome. We do not advocate or practice a bias toward any mode of inquiry (e.g., qualitative vs. quantitative, empirical vs. conceptual, discipline based vs. interdisciplinary) and instead operate from the assumption that all careful and methodologically sound research has the potential to contribute to our understanding of school leadership. We strongly encourage authors to consider both the local and the global implications of their work. The journals goal is to clearly communicate with a diverse audience, including school- and university-based educators. The journal embraces a broad conception of school leadership and welcomes manuscripts that reflect the diversity of ways in which this term is understood. The journal is interested not only in manuscripts that focus on administrative leadership in schools and school districts but also in manuscripts that inquire about teacher, student, parent, and community leadership. Additionally, the journal is interested in manuscripts that explore the relationship between leadership and

• teaching, curriculum, and instruction
• student learning, development, and achievement
• whole school renewal and change
• equity, justice, spirituality, and other moral and ethical issues
• social and cultural contexts of schooling
• individual and institutional accountability
• diversity with respect to race, class, gender, gender identity, sexual orientation, ethnicity, and learning styles
• law, finance, and personnel issues in education
• educational policy and politics
• the preservice preparation and in-service professional development of educational leaders
• international and comparative dynamics and issues
• globalization
• libraries and information technology

The Journal of School Leadership is included in the following indexing and abstracting services:

• Academic Abstracts
• Current Index to Journals in Education
• Educational Administration Abstracts
• Education Resources Information Center (ERIC)

PERMISSION TO PHOTOCOPYPOLICY STATEMENT

For copying rights to the articles within this journal, beyond those permitted by Sections 107 and 108 of the U.S. Copyright Law, please contact the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, or by e-mail at .

JOURNAL OF SCHOOL LEADERSHIP (ISSN 1052-6846)published bimonthlyJanuary, March, May, July, September, and November, one volume per year, by Rowman & Littlefield, 4501 Forbes Boulevard, Suite 200, Lanham, MD 20706. Postage paid at Blue Ridge Summit, PA 17214. POSTMASTER: Please send address change to Journal of School Leadership, Subscription Processing Center, 4501 Forbes Boulevard, Suite 200, Lanham, MD 20706.

Call toll-free: 800-273-2223

E-mail:

For back issues, please contact

Subscriptions:

• Annual individual rate $95, $205 per year for institutions.
• Non-U.S. subscriptions, add $60 per year for postage.
• Single-copy price $40 domestic/$48 international.

Copyright 2015 by Rowman & Littlefield. All Rights Reserved.

All Rowman & Littlefield journals are printed on acid-free paper.

EDITOR

Gatane Jean-Marie, PhD

University of Louisville

College of Education and Human Development

Department of Educational Leadership, Foundations and Human Resource

1905 South First Street

Louisville, KY 40292

E-mail: Office: 502.852.0634Fax: 502.852.4563

ASSOCIATE EDITORS

Curt M. Adams, PhD

University of Oklahoma

Bradley W. Carpenter, PhD

University of Louisville

Sonya Douglass Horsford, EdD

George Mason University

Natalie A. Tran, PhD

California State University, Fullerton

ASSISTANT EDITOR

Kimberly Sanders

University of Louisville

MANAGING EDITOR

Carlie Wall

Associate Editor

Rowman & Littlefield

PRODUCTION EDITOR

Meaghan White

Associate Editor

Rowman & Littlefield

Rowman & Littlefield appreciates the University of Louisville College of Education and Human Development for their support and assistance in the production of the Journal of School Leadership .

EDITORIAL REVIEW BOARD

Thomas Alsbury

Seattle Pacific University, USA

William Black

University of South Florida, USA

Jeffrey S. Brooks

Monash University, Australia

Melanie C. Brooks

University of Idaho, USA

Alan Daly

University of California, San Diego, USA

Gail Furman

Washington State University, USA

Donald G. Hackmann

University of Illinois at UrbanaChampaign, USA

Kristina Hesbol

University of Denver, USA

Jason Immekus

University of Louisville, USA

W. Kyle Ingle

University of Louisville, USA

Lisa A. W. Kensler

Auburn University, USA

Moosung Lee

University of Canberra, Australia

Catherine A. Lugg

Rutgers University, USA

Roxanne Mitchell

University of Alabama, USA

Elizabeth Murakami

Texas A&M University-San Antonio, USA

Anthony Normore

California State University, Dominguez Hills, USA

Bernard Oliver

University of Florida, USA

Izhar Oplatka

Tel Aviv University, Israel

Azadeh Osanloo

New Mexico State University, USA

Craig Peck

University of North Carolina at Greensboro, USA

Augustina Reyes

University of Houston, USA

Chen Schechter

Bar-Ilan University, Israel

Jay Scribner

Old Dominion University, USA

Julie Slayton

University of Southern California, Rossier School of Education, USA

Ekkarin Sungtong

Prince of Songkla University, Pattani Campus, Thailand

Marilyn Tallerico

Binghamton University, State University of New York, USA

George Theoharis

Syracuse University, USA

Mario Torres

Texas A&M University, College Station, USA

Allan Walker

Hong Kong Institute of Education, Hong Kong

Deborah L. West

Eastern Kentucky University, USA

Noelle Witherspoon Arnold

University of MissouriColumbia, USA

Philip Woods

University of Hertfordshire, UK

Gatane Jean-Marie

Editorial

Journal of School Leadership Celebrating 25 Years

As the Journal of School Leadership commemorates its 25th anniversary milestone, the editorial leadership team and I want to acknowledge the theoretical and empirical contributions from scholars and practitioners in the field of educational leadership. We are very excited and value the incredible opportunity that the journal has had in capturing critical issues in our field, making salient the development of knowledge and research that connects the past, current, and future scholars in our field. In preparation for the anniversary issue, we reflected on how we would honor past contributions as we look forward to the future. As a result, previous editors were invited to contribute to the 25th-anniversary special issue, and three of the five editors agreed to participate: Dr. Ulrick (Rick) Reitzug (19992005), University of North CarolinaGreensboro; Dr. Jay Scribner (20052008), Old Dominion University; and Dr. Jeffrey S. Brooks (20082013), Monash University, Australia. While they were not able to participate, I want to acknowledge Dr. Paula Short (19931999) and Dr. Michael Richardson (19901993) and thank them for their contributions as past editors of the Journal of School Leadership . As part of their invitation, the former editors were asked to reflect on their editorship and discuss critical issues in educational leadership that were prevalent in the manuscripts published during their tenure and how these critical issues influenced their vision for the journal. These reflections provide an inside perspective of the scope of the issues that dominated the field over the past 25 years. To conclude the special issue, I provide my reflection on the past and future aspirations of the journal and feature a 2015 article on a study that is focused on reading coaches as instructional leaders to support the work of principals with a reform initiative.