An Analysis of Responsive Middle Level School Leadership Practices: Revisiting the Developmentally Responsive Middle Level Leadership Model

This paper presents the qualitative findings from a recent doctoral study that examined the leadership practices of 17 middle school administrators from three school districts in the Canadian province of Alberta (Rheaume, ). The data gathered through six focus group interviews are framed within the...

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Autores principales:	Julia Rheaume, Jim Brandon, J. Kent Donlevy, Dianne Gereluk
Formato:	article
Lenguaje:	EN
Publicado:	Taylor & Francis Group 2021
Materias:	developmentally responsive middle school middle level leadership Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/fc73b1411f6241279a1a7121ab2302b9
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spelling	oai:doaj.org-article:fc73b1411f6241279a1a7121ab2302b92021-11-04T15:00:42ZAn Analysis of Responsive Middle Level School Leadership Practices: Revisiting the Developmentally Responsive Middle Level Leadership Model1940-447610.1080/19404476.2021.1987103https://doaj.org/article/fc73b1411f6241279a1a7121ab2302b92021-10-01T00:00:00Zhttp://dx.doi.org/10.1080/19404476.2021.1987103https://doaj.org/toc/1940-4476This paper presents the qualitative findings from a recent doctoral study that examined the leadership practices of 17 middle school administrators from three school districts in the Canadian province of Alberta (Rheaume, ). The data gathered through six focus group interviews are framed within the three dimensions of Brown et al.’s () Developmentally Responsive Middle Level Leadership (DRMLL) model, illustrating ways that middle school leaders are responsive to the development of: (a) young adolescent students by understanding their developmental characteristics and establishing engaging, equitable learning environments that empower them to thrive; (b) faculty by establishing a shared vision and a collaborative culture focused on continuous improvement; and (c) the middle school itself by implementing the organizational structures of the middle school concept that promote meaningful relationships and learner success. Although the findings of this study aligned with the DRMLL model, they also led to suggestions for expanding it to better reflect current leadership practices and the newly revised middle school concept (Bishop & Harrison, ). Even so, DRMLL has stood the test of time for nearly two decades and continues to serve as an excellent foundation for middle level leadership.Julia RheaumeJim BrandonJ. Kent DonlevyDianne GerelukTaylor & Francis Grouparticledevelopmentally responsivemiddle schoolmiddle level leadershipTheory and practice of educationLB5-3640ENRMLE Online: Research in Middle Level Education, Vol 44, Iss 9, Pp 1-16 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	developmentally responsive middle school middle level leadership Theory and practice of education LB5-3640
spellingShingle	developmentally responsive middle school middle level leadership Theory and practice of education LB5-3640 Julia Rheaume Jim Brandon J. Kent Donlevy Dianne Gereluk An Analysis of Responsive Middle Level School Leadership Practices: Revisiting the Developmentally Responsive Middle Level Leadership Model
description	This paper presents the qualitative findings from a recent doctoral study that examined the leadership practices of 17 middle school administrators from three school districts in the Canadian province of Alberta (Rheaume, ). The data gathered through six focus group interviews are framed within the three dimensions of Brown et al.’s () Developmentally Responsive Middle Level Leadership (DRMLL) model, illustrating ways that middle school leaders are responsive to the development of: (a) young adolescent students by understanding their developmental characteristics and establishing engaging, equitable learning environments that empower them to thrive; (b) faculty by establishing a shared vision and a collaborative culture focused on continuous improvement; and (c) the middle school itself by implementing the organizational structures of the middle school concept that promote meaningful relationships and learner success. Although the findings of this study aligned with the DRMLL model, they also led to suggestions for expanding it to better reflect current leadership practices and the newly revised middle school concept (Bishop & Harrison, ). Even so, DRMLL has stood the test of time for nearly two decades and continues to serve as an excellent foundation for middle level leadership.
format	article
author	Julia Rheaume Jim Brandon J. Kent Donlevy Dianne Gereluk
author_facet	Julia Rheaume Jim Brandon J. Kent Donlevy Dianne Gereluk
author_sort	Julia Rheaume
title	An Analysis of Responsive Middle Level School Leadership Practices: Revisiting the Developmentally Responsive Middle Level Leadership Model
title_short	An Analysis of Responsive Middle Level School Leadership Practices: Revisiting the Developmentally Responsive Middle Level Leadership Model
title_full	An Analysis of Responsive Middle Level School Leadership Practices: Revisiting the Developmentally Responsive Middle Level Leadership Model
title_fullStr	An Analysis of Responsive Middle Level School Leadership Practices: Revisiting the Developmentally Responsive Middle Level Leadership Model
title_full_unstemmed	An Analysis of Responsive Middle Level School Leadership Practices: Revisiting the Developmentally Responsive Middle Level Leadership Model
title_sort	analysis of responsive middle level school leadership practices: revisiting the developmentally responsive middle level leadership model
publisher	Taylor & Francis Group
publishDate	2021
url	https://doaj.org/article/fc73b1411f6241279a1a7121ab2302b9
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An Analysis of Responsive Middle Level School Leadership Practices: Revisiting the Developmentally Responsive Middle Level Leadership Model

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