The journal serves as a critical, intellectual resource for educational leaders, practitioners, and policy makers. Peer-reviewed articles include formal research studies using quantitative, qualitative, improvement science, and/or decolonizing methodologies, as well as reflective, theoretical pieces focused on significant aspects of education relevant to leaders in PK12 and higher education, policy makers, or the larger public good. Published since 1970, Planning and Changing is a well-respected journal in the field of educational leadership and policy studies. The journal welcomes submissions from both new and well-seasoned scholars.
In 2021, the editorial board launched a special edition on Covid-19 and announced a new editorial policy. Future articles appearing in the Planning and Changing journal will include or emphasize social justice and equity concerns as educational leadership and policy analysis is being reimagined. We know that there are scholarly journals devoted solely to critique, and we are not proposing this for Planning and Changing. Instead, we will continue our focus on educational leadership and policy analysis but always with an eye to making sure we are not replicating injustice and inequity by failing to acknowledge the pernicious effects of ignoring them and, thus, failing to find ways to address them. We believe Planning and Changing is a unique publication where a variety of topical articles can find a publication home, but we would be remiss to fail to recognize how uncritical approaches to educational leadership and policy have exacerbated injustice. This reflects our shared understanding that the scholarly enterprise requires a critical focus if we are to address longstanding, seemingly intractable educational inequities. In addition, we renew our commitment to provide a publication venue for new voices, and we encourage graduate students and novice scholars to submit their critical work.
David Osworth & Kathleen Cunningham
The Every Student Succeeds Act (ESSA) provides guidance and expectations to state education agencies. We examined the intersection of improvement science and ESSA through a qualitative analysis of the state guidance documents. This study contributes to the growing dialogue regarding improvement science’s place in education policy.
Krista M. Bixler, Noelle Balsamo, & Jennifer A. Sughrue
The purpose of this study was to investigate how Florida’s 67 school districts planned to mitigate the anticipated learning losses among students with disabilities, to determine if the districts’ plans were sufficiently comprehensive to ensure Free Appropriate Education (FAPE), and to determine if there was evidence of leadership actions that would support students with disabilities and their service providers.
Dianne Gardner Renn, Rachel Shefner, Kelly Holmes, Stacy A. Wenzel, & Eric Osthoff
The paper highlights the development of a collaborative formative assessment scoring process in a partnership between an urban university and one of the nation’s largest districts. We explore collaborative research through the lens of a single formative assessment rubric derived from the Claims, Evidence, and Reasoning Framework (CER, McNeill & Krajcik, 2011) to guide teachers to meet the instructional demands of enhanced learning standards through a consensus scoring process.
The principal can create dynamic changes across a school and district if they are willing to partner with other educators and policy makers to build trust along a common understanding of the purposes of education. In crafting this shared definition or vision, the instructional leader would be wise to turn to the educational philosopher, John Dewey. Dimitriadis and Kamberelis (2006) state that, “For Dewey, the purpose of education is the intellectual, social, emotional, and moral development of the individual within a democratic society” (p. 9). This definition focuses on the development of the individual freed from what that individual stands to gain, and, even more importantly, what others stand to gain. It pulls away from the anthropocentric version of society specifically in capitalistic societies, and allows the individual to become the author of their own experience. As authors or creators, students can choose to use their abilities to create something new or solve societal problems.
An introduction to the Planning & Changing COVID-19 Special Issue.
Examining the turbulence of the current educational context in light of COVID-19 and the associated school closures, for disengaged high school students, often over-aged, who are nearing the end of their academic journeys.
Jenna Cushing-Leubner, Trish Morita-Mullaney, Michelle C. S. Greene, Amy Stolpestad, & Michelle Benegas
Identifying how teachers of Emergent Bilinguals labeled “English Language Learners” (EL teachers) responded to the sudden shift to emergency remote teaching and learning (ERTL) due to COVID-19 in March 2020.
Lisa Crosslin & Lucy E. Bailey
The COVID-19 pandemic that began in late 2019 but grew into a national crisis during the first three months of 2020 provides a unique context for researching how educational leaders respond to precarity. For leaders who are also mothers, a group that scholars commonly call mother/leaders (Grzelakowski, 2005), the intersections of personal and professional identities create specific constraints relative to their positioning.
Donna Sayman & Heidi Cornell
This study employed a qualitative narrative inquiry research design to explore special education teacher narratives related to their experiences during the COVID-19 pandemic.
Rosa Bahamondes Rivera & Erika Abarca Millán
As the pandemic turned instruction entirely remote in several countries, students are presented with the issues of having to re(construct) what these different institutions (university, family) look like, their boundaries, and physical spaces.
Susan Zoll, Natasha Feinberg, Beth Pinheiro, Leslie Sevey
Within the context of a global pandemic and challenges of adapting pedagogical practice to virtual instruction, four higher education professors came together to share observations and review student feedback regarding their online learning experiences. Using an Appreciative In-quiry (Cooperrider & Srivastva, 1987) theoretical framework, researchers mapped the journey of transforming their instruction and delivery by collectively re-envisioning the upcoming semester’s online teaching approach.
A conclusion to the Planning & Changing COVID-19 Special Issue.
Investigating the possibility of a relationship between second-order change leadership behaviors of high school administrators and changes in student achievement on the Florida Standards Assessment English Language Arts/Reading component and the Algebra 1 End of Course examination in two large urban school districts.
Susan E. Macchia, David J. Therriault, & R. Craig Wood
Evaluating a state-wide teen pregnancy dropout prevention program using cost-benefit analysis.
Christine G. Mokher, Juliana Pearson, & Thomas Geraghty
Examining progress made by the Northeast Tennessee College and Career Ready Consortium relative to a group of matched comparison schools in improving instructional quality between 2011 and 2014 during the implementation of a federal Investing in Innovation Fund (i3) grant.
Debra Bukko, Kimy Liu, & Anthony H. Johnson
Understanding teachers’ perceptions of principals’ trust-building actions and dispositions.
Examining the practice of data use in seven schools in one urban school district.
Charles R. Davis, Erik J. Lynch, & Patti A. Davis
Examining a critical and underrecognized contributor to educational achievement and success is the school nurse.
Matthew D. Davis
The Brown v. Board of Education ruling by the U.S. Supreme Court brought hopes of long-denied freedom to Black communities and their inhabitants. However, implementation of Brown ushered in more misery than a mandate for equality.
William Firestone, Jill Alexa Perry, & Andrew Leland
The education doctorate provides advanced leadership preparation to educators in several English-speaking countries. We explore how four American education doctorate programs teach evidence use.
Yarden Gali & Chen Schechter
This study focuses on the perceptions of NGO senior executives regarding their involvement in the design and implementation of education policy in Israel. We applied a qualitative research method, conducting in-depth interviews with NGO senior executives who provided rich and comprehensive descriptions of their perceptions
Rebecca A. Thessin, Matthew Shirrell, & Tamilah Richardson
Instructional leadership teams (ILTs) advance school improvement by building the capacity of school-based leaders to lead improvement work. The role of central office administrators, and particularly of principal supervisors, supporting the learning and development of ILTs, however, is relatively unknown.
As part of school district planning and projecting future enrollments, demographers need to factor the impact of new housing developments by using student yields. In this case study of a large, suburban school district in central New Jersey, Geographic Information System (GIS) software was used to project student yields by joining student address records to parcel-level property records.