Joseph Flessa's research while affiliated with University of Toronto and other places
What is this page?
This page lists the scientific contributions of an author, who either does not have a ResearchGate profile, or has not yet added these contributions to their profile.
It was automatically created by ResearchGate to create a record of this author's body of work. We create such pages to advance our goal of creating and maintaining the most comprehensive scientific repository possible. In doing so, we process publicly available (personal) data relating to the author as a member of the scientific community.
If you're a ResearchGate member, you can follow this page to keep up with this author's work.
If you are this author, and you don't want us to display this page anymore, please let us know.
It was automatically created by ResearchGate to create a record of this author's body of work. We create such pages to advance our goal of creating and maintaining the most comprehensive scientific repository possible. In doing so, we process publicly available (personal) data relating to the author as a member of the scientific community.
If you're a ResearchGate member, you can follow this page to keep up with this author's work.
If you are this author, and you don't want us to display this page anymore, please let us know.
Publications (35)
The purpose of this chapter is to provide an overview of school leadership research and policy trends in Latin America. The storyline of our chapter is as follows: globally there is a shared understanding that leadership matters for school improvement, and school leadership development is an important system responsibility. However, outside the Glo...
How do leaders make the impossible choice between harm enacted on racially oppressed students and families, and harm enacted on them as advocates for racial justice in systems steeped in whiteness? How do they negotiate multiple harms in Black and Brown bodies? Purpose: Situated in between the literature on tempered radicalism and Applied Critical...
This counternarrative study positions two distinct bodies of literature in conversation: mid-level district leadership in the literature on educational change and anti-racist approaches to leadership framed through Critical Race Theory and Critical Whiteness Studies. Interviews with twelve, mid-level district leaders committed to anti-racism in Ont...
Ontario school districts are struggling to respond to racism in schooling and society. How has the literature on school district reform in Ontario addressed these ongoing and growing concerns? Through a narrative synthesis and a systematic literature review, we map and characterize the existing literature on school district reform in Ontario in the...
Es recurrente la afirmación de que el liderazgo directivo no solo es el segundo factor intraescolar de mayor significación para la mejora de la calidad educativa, sino también de que su efecto sería mayor en los establecimientos escolares de alta complejidad sociocultural. sin embargo, dicha constatación empírica no suele ir acompañada de explicaci...
Presentación de número especial de la Revista Calidad en la Educación, dedicada al tema de la investigación sobre liderazgo escolar en Chile
Una vez establecida la relevancia del liderazgo educativo para transformar la calidad de la educación en cada escuela, la pregunta que sigue refiere a como se cultiva dicho liderazgo ente actores claves como los directivos o los docentes. En efecto, no basta con constatar la existencia o inexistencia del liderazgo ni tampoco basta con hacer una car...
Streaming students in secondary mathematics classrooms is a common practice in the province of Ontario, although there is conflicting evidence of its benefits. In this province, three streams of mathematics are available in grade 9. One of these streams, termed “locally developed,” is based on the idea that school boards and teachers would have som...
Published in the Canadian Journal of Native Education, we discuss the role of the Five R’s (Kirkness & Barnhardt, 2001;
Restoule, 2008) for Indigenous online education. The Five R's to consider are those of: respect, relevance, reciprocity, responsibility, and relationships
Latin American educational policy has relied on the assumption that better preparation can help school leaders improve their professional performance, thus improving quality of schools. Training programs for present or future school leaders have proliferated in the region, often publicly financed, but without enough evidence of their impact. Using...
Educational policies have increasingly promoted parental involvement as a mechanism for improving student outcomes. Few jurisdictions have provided funding for this priority. In Ontario, Canada, the province’s Parents Reaching Out Grants program allows parents to apply for funding for a parental involvement initiative that addresses a local barrier...
El presente trabajo reúne información pormenorizada sobre programas de formación directiva innovadores en América Latina. El estudio sistematizó y analizó de manera comparada seis programas en desarrollo en sendos países: Argentina, Brasil, Chile, Colombia, México y República Dominicana. De sus hallazgos es posible concluir la urgente necesidad de...
Previous work on policy implementation has often suggested that schools leave their “thumbprints” on policies received from above. During the implementation of Primary Class Size Reduction (PCS) Initiative in Ontario, Canada, however, school principals spoke with remarkable uniformity about the ways PCS affected their work. This article reports the...
En este libro se recogen las contribuciones de 21 autores, provenientes de distintas instituciones, quienes sintetizan en sus artículos los resultados de investigaciones que han desarrollado recientemente. Varios de los trabajos corresponden a un estudio de carácter nacional realizado durante tres años en el marco del Centro de Estudios de Política...
How Programs Prepare New Leaders Well
Program ChampionsPartnershipsFinancial SupportsImplications of Program Support Strategies
Program Sample SelectionProgram Contexts and DesignsCommon Components of Exemplary Programs
Pre-Service Graduates' Views of Their ProgramsPrincipals' Beliefs and PracticesIn-Service Leadership Development ProgramsProgram Principals in ActionLooking Across Programs
A Comprehensive Approach to Developing Practice in PracticeA Learning ContinuumCollegial Learning NetworksLooking Across Programs
Summary of FindingsImplications for ProgramsImplications for Policymakers
Learning Opportunities for PrincipalsA Landscape of State Leadership Development PoliciesPolicy Contributions to Exemplary Programs
The Study: ContextEight Exemplary ProgramsThe Dilemma: Issues in Leadership DevelopmentConceptual Framework: What Makes an Effective School Leader
This article critically reviews two bodies of literature that potentially share common concerns, yet rarely overlap: distributed leadership and educational micropolitics. Alternative explanations for the split between these two analytical approaches to school organization are explored in sections on problem framing, methodology, and the marketplace...
This article presents the findings of a qualitative study of four middle school principals in one urban school district. It focuses on principals’ almost exclusively negative descriptions of the families and communities served by their schools. Whereas much previous writing on this topic has attributed such deficit attitudes to a few bad-thinking e...
This article review examines Arthur Levine's 200514.
Levine , A. 2005 . Educating School Leaders , New York : Education Schools Project . View all references Educating School Leaders, a report that recommended the elimination of the Ed.D. and the establishment of a new degree, the Master's in Educational Administration. The article review draws att...
Policy narratives, when they link problems and solutions, inherently rely on causal logic: because a caused b, therefore c is the necessary reform. Policy stories and the politics that surround them generate alternative and often contradictory solutions. John Dewey (1938/1977) warned of this habit among school reformers stating, “Mankind likes to t...
Background: Current federal, state, and local school accountability measures as well as policy initiatives that call for improved leadership have placed increasing demands on principals. Many districts face shortages of appropriate candidates for the job; popularly, this shortage is explained by the fact that simply too few hero-principals exist fo...
This paper presents findings from a funded case study research project conducted in Ontario, Canada during the 2007-2008 school year. Together with the Elementary Teachers' Federation of Ontario (ETFO), the researchers undertook a qualitative investigation to identify and describe success stories from a diverse sample of 11 Ontario elementary schoo...
Citations
... • The limits of their abilities to engage in antiracist leadership within colonial, racist institutions (Ishimaru, 2013) that often punish these efforts (Shah et al., 2022a) and the necessity of collaborations between leaders in schools, families, and communities to further educational equity (Ishimaru, 2020;Shah et al., 2022a). ...
... Shah (2018) surfaced ways of conceptualizing opportunity gaps for district reforms which ranged from dominant notions of individualism, excellence, and standardization to transformative, critical discourses, grounded in notions of voice, context, and power. Other frameworks call attention to the degree to which race and racial equity are centered spanning from race-neutral toward anti-racist stances (see Diem & Welton, 2020;Shah et al., 2022;Turner, 2020). ...
... Context responsive leadership is important (Harris, 2020) yet there is limited research conducted with or on school leaders in low-and middle-income countries (Flessa et al., 2021) with very few studies on how the work of school leaders is connected to the delivery of contemporary policies including those on equality and inclusion. There is a noted gap between policy intentdelegating responsibility for implementing reforms to school leadersand practice (UNESCO, 2015). ...
... Introducción E l ámbito del liderazgo escolar es particularmente relevante para el desarrollo de una escuela inclusiva (RYAN, 2016). Directores y equipos directivos deben conducir la transformación escolar de sus escuelas, implicarse en los procesos escolares y crear las condiciones para que la inclusión cobre sentido en todo el personal (LEÓN; CRISOL; MORENO, 2018;WEINSTEIN;MUÑOZ, 2019). Específicamente, se habla de un estilo de liderazgo inclusivo cuando líderes formales y no formales están comprometidos con los planteamientos de la inclusión y para ello desarrollan prácticas orientadas en toda la comunidad (MORRISEY, 2021). ...
... En cambio, Sepúlveda y Volante (2019) mencionan que tal distinción de liderazgo medio no es única para referirse a LIDERANDO LA MEJORA DESDE EL DEPARTAMENTO DE LENGUAJE: UN ESTUDIO DE CASO.11| profesores que lideran a sus pares, siendo liderazgo intermedio una de las más frecuentes para identificar tal ámbito. Sin embargo, esta última ha estado más circunscrita al liderazgo del mesosistema educativo para situar autoridades entre las escuelas y el Ministerio de Educación(Rincón-Gallardo, 2018;Weinstein & Muñoz, 2018). ...
... En la investigación chilena, el liderazgo y la función directiva se han ido posicionando con naturalidad en el amplio espectro educativo. La dirección escolar ha logrado constituirse como un campo de estudio, con un importante saber acumulado en torno a las características, formación, estilos, prácticas y efecto de los directores, entre otros (Weinstein y Muñoz, 2012). ...
... Los directivos de éxito que lideran estos procesos de resiliencia se han centrado en "lo que funciona", en "los factores críticos de éxito" de la nueva organización y en "lo positivo" de cada colaborador como punto de partida de la superación. Los factores que hoy en día se están estudiando (Tintoré et al., 2019;Villa-Sánchez, 2019;Weinstein et al, 2019) han identificado como descriptores que definen un modelo de liderazgo positivo a los siguientes descriptores: implicación, innovación, influencia, resiliencia y coaching. ...
... Assim, quatro dos cinco sistemas apresentam alguma regulamentação ou política que aborda esse importante tema (leis especiais, decretos ou estatutos de professores), enquanto a Argentina tem trabalhado de maneira intensa em sua construção nos últimos anos. Tais esforços estão refletidos nos resultados apresentados no Quadro 8. Nele, pode-se ver que todos os países estudados possuem ações ou políticas para a formação continuada de seus líderes escolares (quando estão no cargo), que praticamente todos implementaram dispositivos de indução para novos diretores 41 -uma fase fundamental e diferenciada no desenvolvimento dos líderes, segundo a literatura especializada (Weinstein et al., 2015) -, e que apenas dois países têm um sistema formal de formação pré-serviço -(antes do exercício da função de gestão, embora esta não seja de natureza "habilitante" ou obrigatória 42 -, o que demonstra que é nesta última área que se encontra o principal desafio da oferta de formação. 43 As evidências coletadas indicam que os ministérios da Educação são os principais responsáveis pela concepção geral das atividades de formação de diretores. ...
... More than six decades after the Brown v. Board Supreme Court decision followed by desegregation and its subsequent white flight, concentrations of students of color remain largely educated in residential and educationally segregated "single race schools" (Brown, 2003, p. 71) that are labeled Title I schools. These segregated settings bear some resemblance, geographically and economically, to those in which pre-Brown children were educated (Darling-Hammonds, 2010;Flessa, 2009;Frankenberg & Orfield, 2012;Orfield & Lee, 2004;Rothstein, 2015). Despite the intent of Brown v. Board to provide all children with equal educational opportunities through school desegregation, children of color are still educated in largely segregated school settings with the focus primarily on the inadequacies of students in these geographical settings (Horsford, 2009;Noguera, 2003). ...
... This article draws on Freire (1970), as well as scholarship on "critical pedagogies of emotion", to explore how emotions and relationality enhance critical pedagogical practice in the carceral environment (Grosland, 2018;Zembylas, Bozalek, & Shefer, 2014). Drawing inspiration and understanding from feminist and Indigenous scholars (Ellis, 2007;Gilligan, 1982, Noddings, 1984, 2002Tessaro et al., 2018), we situate emotions as a key component of relational ethics that supports and promotes a positive learning environment. In the Part I of this article, we demonstrate how W2B models the core values of relational ethics by mobilizing the fi ve R's identifi ed by Tessaro and colleagues (2018): respect, relationships, relevance, reciprocity, and responsibility. ...