This paper reports on Australian case study research in schools where principals completed the Principals as Literacy Leaders (PALL) program. The purpose was to gather data about the effects of PALL on principals' leadership and the impact of interventions in Reading on teaching, student learning, and achievement. Data gathering included…

The main aim of this study is to produce a solution to improve the refugee and asylum seeker students' adaptation to the Turkish schools and classrooms by using action research approach which is often preferred for solving the problems encountered by the educators. The sample of the study consists of selected students at a primary school in…

This paper presents an action research program which was designed to support parents and primary school teachers, with the mediation of school professionals in order to enable them facilitate the school inclusion of at risk students or those with special educational needs. The aims, the organization process, and the implementation of the program,…

This paper presents a new model of leadership that can improve the knowledge and skills needed by school leaders who undertake Masters of Business and Masters of Education. The model is called PIVOTAL which stands for Partnerships, Innovation and Vitality--Opportunities for Thriving Academic Leadership. The model is compared and contrasted with…

This paper reports the results of an action-research case study that investigated the efforts undertaken by technology-literate school leaders to facilitate the implementation of a school-wide 1:1 iPad program and the subsequent influence those efforts had on teachers' technology self-efficacy. The investigation highlights what the study's authors…

The aim of this study was to investigate the role of the instructional leader when introducing digital technology into the mathematics teaching in the Australian Curriculum. The research reported here involves the principal and five teachers from one school and is part of a larger study. Results indicated that principal-led "crucial…

In Kentucky, over 100 school principals are replaced yearly. In many cases assistant principals will be the replacement principals, but they must have the leadership experience and skills necessary to prepare them for the principalship. This descriptive action research gathered principals' recollections about their own preparedness levels in the…

This participatory action research study explored principal/teacher relationships in an ameliorable career/technical school located in the mid-west United States. This study examined how teachers in this school perceive their relationship with the principal and how a principal perceives her relationship with the teachers. This empirical inquiry…

In this article we report on the manner in which participatory action research (PAR) was utilised by teachers in developing a Human Immunodeficiency Virus (HIV) and Acquired Immunodeficiency Syndrome (AIDS) school plan, in collaboration with university researchers. The need for a structured HIV and Aids school plan emerged during the course of a…

This article describes the first two years of an ongoing, collaborative action research project focused on the troubled recess environment in 4 elementary schools in southern Ontario. The project involves an iterative, dynamic process of inquiry, planning, action, and reflection among students, teachers, university researchers, university student…

During the 2010-11 school-year at Scootney Springs Elementary, an action research project with 8 teachers was initiated to create a culture of distributed leadership in the school building. Throughout phase 1 of the study, we collected data from interviews, surveys, checklists, meeting minutes, observations, and documented discussions with the…

This study seeks to describe how elementary principals in a large Washington school district perceived the district office administration's implementation of Response to Intervention over a four-year period. RTI is a widely used intervention system that requires schools to assess whether each of their students is learning, adapting instruction for…

Although the No Child Left Behind Act of 2001 requires schools to create initiatives to increase parental involvement, the development, implementation, and effectiveness of these initiatives are left to the individual schools and their leadership teams. This qualitative study focused on a program designed to increase parental involvement and…

School heads and assistant headteachers in Cyprus attend in-service training programmes as part of their professional development, after they are promoted to their new leadership post. A review of the literature highlights the significance of a needs analysis when designing and/or reforming in-service training programmes. Nevertheless, there seems…

There is no shortage of scholars that believe that traditional, top-down leadership is antithetical to facilitating the improvements that must be made to the American educational system if all children are to achieve academically. These scholars call for distributive, facilitative, and/or collaborative leadership, yet little is known about how…