Crandi

Solving Real Life Problems Of Practice And Education Leaders School

Leo Migdal
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solving real life problems of practice and education leaders school

You have full access to this open access article Educational leaders’ effectiveness in solving problems is vital to school and system-level efforts to address macrosystem problems of educational inequity and social injustice. Leaders’ problem-solving conversation attempts are typically influenced by three types of beliefs—beliefs about the nature of the problem, about what causes it, and about how to solve it. Effective problem solving demands testing the validity of these beliefs—the focus of our investigation. We analyzed 43 conversations between leaders and staff about equity related problems including teaching effectiveness. We first determined the types of beliefs held and the validity testing behaviors employed drawing on fine-grained coding frameworks.

The quantification of these allowed us to use cross tabs and chi-square tests of independence to explore the relationship between leaders’ use of validity testing behaviors (those identified as more routine or more robust,... Leaders tended to avoid discussion of problem causes, advocate more than inquire, bypass disagreements, and rarely explore logic between solutions and problem causes. There was a significant relationship between belief type and the likelihood that leaders will test the validity of those beliefs—beliefs about problem causes were the least likely to be tested. The patterns found here are likely to impact whether micro and mesosystem problems, and ultimately exo and macrosystem problems, are solved. Capability building in belief validity testing is vital for leadership professional learning to ensure curriculum, social justice and equity policy aspirations are realized in practice. Avoid common mistakes on your manuscript.

This study examines the extent to which leaders, in their conversations with others, test rather than assume the validity of their own and others’ beliefs about the nature, causes of, and solutions to problems... We define a problem as a gap between the current and desired state, plus the demand that the gap be reduced (Robinson, 1993). We position this focus within the broader context of educational change, and educational improvement in particular, since effective discussion of such problems is central to improvement and vital for addressing issues of educational equity... Educational leaders work in a discretionary problem-solving space. Ball (2018) describes discretionary spaces as the micro level practices of the teacher. It is imperative to attend to what happens in these spaces because the specific talk and actions that occur in particular moments (for example, what the teacher says or does when one student responds...

A parallel exists, we argue, for leaders’ problem solving—how capable leaders are at dealing with micro-level problems in the conversational moment impacts whether a school or network achieves its improvement goals. For example, how a leader deals with problems with a particular teacher or with a particular student or group of students is subtly but strongly related to the solving of equity problems at the... Problem solving effectiveness is also related to challenges in the realization of curriculum reform aspirations, including curriculum reform depth, spread, reach, and pace (Sinnema & Stoll, 2020b). Solving Real-Life Problems of Practice and Education Leaders’ School Improvement Mind-Set Sarah Lee AI generated Llama-4-Maverick-17B-128E-Instruct-FP8 5 min read · May 24, 2025 Effective problem-solving is a crucial skill for educational leaders, enabling them to navigate the complex challenges that arise in educational settings.

This article provides a structured approach to problem-solving, helping educational leaders to overcome obstacles and achieve their goals. The guide is divided into three main steps: defining the problem, analyzing the problem, and developing and implementing a solution. Defining the problem is the first and most critical step in the problem-solving process. It involves gathering relevant data and information, identifying the key stakeholders and their interests, and developing a clear problem statement. To define the problem accurately, it is essential to gather relevant data and information. This can be achieved through various methods, including:

Identifying the key stakeholders and their interests is vital in understanding the problem and its implications. Stakeholders may include:

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You have full access to this open access article Educational leaders’ effectiveness in solving problems is vital to school and system-level efforts to address macrosystem problems of educational inequity and social injustice. Leaders’ problem-solving conversation attempts are typically influenced by three types of beliefs—beliefs about the nature of the problem, about what causes it, and about how...

The Quantification Of These Allowed Us To Use Cross Tabs

The quantification of these allowed us to use cross tabs and chi-square tests of independence to explore the relationship between leaders’ use of validity testing behaviors (those identified as more routine or more robust,... Leaders tended to avoid discussion of problem causes, advocate more than inquire, bypass disagreements, and rarely explore logic between solutions and problem causes. There w...

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This study examines the extent to which leaders, in their conversations with others, test rather than assume the validity of their own and others’ beliefs about the nature, causes of, and solutions to problems... We define a problem as a gap between the current and desired state, plus the demand that the gap be reduced (Robinson, 1993). We position this focus within the broader context of educatio...

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