Elementary school principals in low socio-economic-status schools: a university-based research programme designed to support mandated reform

This paper presents a reform initiative, the Supporting Montreal Schools Program (SMSP), created by the government of Quebec to assist 184 low socio-economic-status schools in Montreal implement seven reform strategies prescribed by the government. On a regular basis, the professional team of the SM...

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Bibliographic Details
Published in:International journal of leadership in education 2012-01, Vol.15 (1), p.1-22
Main Authors: Archambault, Jean, Garon, Roseline
Format: Article
Language:English
Subjects:
Collaboration
Cooperation
Criticism
Disadvantaged Schools
Educational Change
Educational Improvement
Educational Strategies
Elementary Education
Elementary Schools
Foreign Countries
Government School Relationship
Low Achievement
Principals
Professional Development
Program Descriptions
Program Effectiveness
Quebec (Montreal)
Reforms
School principals
Socioeconomic factors
Theory Practice Relationship
Universities
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Summary:This paper presents a reform initiative, the Supporting Montreal Schools Program (SMSP), created by the government of Quebec to assist 184 low socio-economic-status schools in Montreal implement seven reform strategies prescribed by the government. On a regular basis, the professional team of the SMSP engages in reflection and research with universities concerning one or more of the strategies they are charged with helping schools implement or the functioning of the SMSP more generally. The present research programme is part of the team's ongoing reflection on a component of Strategy 4: professional development of school administrators and the school team. In this paper, we detail results from this initial and subsequent studies on the work of principals in low-performing schools. We also describe our collaborative relationship with the SMSP team, discuss the effectiveness of the SMSP in promoting the implementation of the seven government-mandated strategies and critique the utility of our partnership with the SMSP and our use of that programme as a vehicle for linking research to practice.
ISSN:1360-3124
1464-5092
DOI:10.1080/13603124.2011.617471