@article{fusarelli_fusarelli_2023, title={What do excellent school leader preparation programs look like?}, volume={105}, ISSN={["1940-6487"]}, DOI={10.1177/00317217231219398}, abstractNote={ Principal leadership is a crucial element in high-performing schools. Research reveals that principals are second only to teachers in impacting student achievement at school. Accordingly, how school leaders are prepared has received increasing attention in recent years. Drawing from the findings of recent reports highlighting exemplary programs and best practices, authors Bonnie C. Fusarelli and Lance D. Fusarelli identify several research-based best practices for improving principal preparation. They include recommendations to scale up best practices nationwide. }, number={4}, journal={PHI DELTA KAPPAN}, author={Fusarelli, Bonnie C. and Fusarelli, Lance D.}, year={2023}, month={Dec}, pages={8–13} }
 @article{kappler-hewitt_von dohlen_weiler_fusarelli_zwadyk_2020, title={Architecture of innovative internship coaching models within US principal preparation programs}, volume={9}, ISSN={["2046-6854"]}, DOI={10.1108/IJMCE-04-2019-0049}, abstractNote={PurposeThe purpose of this study was to examine the architecture of internship coaching models from five innovative principal preparation programs in the Southeastern region of the USA. The researchers used coaching architecture in this context to include the assignment of coaches to interns, dosages, and enactment of evaluation and confidentiality.}, number={2}, journal={INTERNATIONAL JOURNAL OF MENTORING AND COACHING IN EDUCATION}, author={Kappler-Hewitt, Kimberly and Von Dohlen, Heidi and Weiler, Jess and Fusarelli, Bonnie and Zwadyk, Barbara}, year={2020}, month={Jun}, pages={187–204} }
 @article{fusarelli_fusarelli_drake_2018, title={NC State’s Principal Leadership Academies: Context, Challenges, and Promising Practices}, volume={14}, ISSN={1942-7751 1942-7751}, url={http://dx.doi.org/10.1177/1942775118819678}, DOI={10.1177/1942775118819678}, abstractNote={Developing effective educational leaders is fundamentally and irrevocably an interpersonal, relational process—one that requires face-to-face contact, deep thought, deliberation, reflection, engagement, and interaction. It requires cultivation of the habits of heart, mind, and soul. For nearly a decade, the faculty at North Carolina State University (NCSU) have focused on dramatically improving principal preparation. This article explores the initial design of the program, its key features and how they have evolved, processes established for continuous improvement, major challenges faced and approaches to addressing these challenges, and recent program initiatives.}, number={1}, journal={Journal of Research on Leadership Education}, publisher={SAGE Publications}, author={Fusarelli, Bonnie C. and Fusarelli, Lance D. and Drake, Timothy A.}, year={2018}, month={Dec}, pages={11–30} }
 @article{fusarelli_fusarelli_riddick_2018, title={Planning for the Future: Leadership Development and Succession Planning in Education}, volume={13}, ISSN={["1942-7751"]}, DOI={10.1177/1942775118771671}, abstractNote={ Superintendents leading school districts, particularly in hard-to-staff areas, face immense challenges in recruiting and retaining high-quality, well-trained teachers, principals, and district leaders. Many large urban areas as well as their rural counterparts have high concentrations of intergenerational poverty and unemployment. Rural areas are further disadvantaged by the lack of social and cultural attractions as well as fewer health care resources. In North Carolina, many of the lowest performing schools in the state are disproportionately clustered in rural areas. Superintendents leading districts in such areas face serious problems of high teacher and school leader turnover. As a result, superintendents are constantly engaged in an ongoing cycle of hiring new teachers, assistant principals, and district-level leaders. The graying of the school leadership profession further compounds the problem. For example, over the next 4 years in rural, high-poverty schools in North Carolina, an estimated 50% of principals will be eligible for retirement—making succession planning for quality school leadership a critical issue. In this article, we review the research and best practices on succession planning in education as well as in other sectors. Utilizing the theoretical framework of human capital theory, we illustrate how forward-thinking superintendents can partner with universities and other organizations to address the leadership challenges they face by creating strategic, long-term, leadership growth plans that build leadership capacity and potentially yield significant returns in improved student outcomes. }, number={3}, journal={JOURNAL OF RESEARCH ON LEADERSHIP EDUCATION}, author={Fusarelli, Bonnie C. and Fusarelli, Lance D. and Riddick, Fran}, year={2018}, month={Sep}, pages={286–313} }
 @article{egalite_fusarelli_fusarelli_2017, title={Will Decentralization Affect Educational Inequity? The Every Student Succeeds Act}, volume={53}, ISSN={["1552-3519"]}, DOI={10.1177/0013161x17735869}, abstractNote={Purpose: In December 2015, President Obama signed the Every Student Succeeds Act, which was a long overdue reauthorization of the Elementary and Secondary Education Act. What is remarkable about this new federal legislation is that it explicitly reverses the decades-long federal effort to more tightly couple the U.S. educational system. While not removing testing requirements, the legislation dramatically reduces the federal role in shaping education policy, returning significant power to the states to design educational systems as they best see fit. The law places sharp limits on the use of federal executive power over education and has the potential to remove the federal government from oversight and accountability over schools, raising questions about the equity implications of this policy change. Research Method: Utilizing public documents, including legislation, speeches by federal officials, analyses by policy organizations, and news accounts, the authors trace the evolution of federal efforts from a more tightly coupled educational system to one with greater state and local flexibility in order to estimate the equity impact of efforts to decentralize governance. Findings: While certain provisions of the Every Student Succeeds Act may reduce inequity and improve educational outcomes for all students, rigorous enforcement of the law’s protections will be necessary in order to ensure existing inequities are not exacerbated.}, number={5}, journal={EDUCATIONAL ADMINISTRATION QUARTERLY}, author={Egalite, Anna J. and Fusarelli, Lance D. and Fusarelli, Bonnie C.}, year={2017}, month={Dec}, pages={757–781} }
 @article{fusarelli_fusarelli_2015, title={Federal education policy from Reagan to Obama convergence, divergence, and "control"}, journal={Handbook of Education Politics and Policy, 2nd edition}, author={Fusarelli, L. D. and Fusarelli, B. C.}, year={2015}, pages={189–210} }
 @article{porter_fusarelli_fusarelli_2015, title={Implementing the Common Core: How Educators Interpret Curriculum Reform}, volume={29}, ISSN={["1552-3896"]}, DOI={10.1177/0895904814559248}, abstractNote={ The purpose of this comparative case study was to explore the ways educators at the school level experience the Common Core Standards and examine the contextual factors that impacted the way it was initially implemented. Qualitative data were gathered through teacher surveys, faculty focus groups, and interviews with each school principal and the two district Race to the Top coordinators. Analysis of the collected data uncovered common themes, including interpreting and framing the change, professional collaboration, impact of the change on teachers’ professional and personal lives, and pacing, communication, and training. }, number={1}, journal={EDUCATIONAL POLICY}, author={Porter, Rachel E. and Fusarelli, Lance D. and Fusarelli, Bonnie C.}, year={2015}, month={Jan}, pages={111–139} }
 @article{fusarelli_2011, title={Policy Lifeboats for Anticipated (and Continuing) Storms: The Politics of Education in Turbulent Economic Times}, volume={86}, ISSN={0161-956X 1532-7930}, url={http://dx.doi.org/10.1080/0161956X.2011.579021}, DOI={10.1080/0161956X.2011.579021}, abstractNote={Over the last year or so, references to school reform efforts during the current economic crisis are awash with nautical references. Ed Week articles are peppered with phrases like “states work to keep school improvement efforts afloat amid turbulent fiscal waters” and “reforms must hold steady in a stiff wind” (Hightower, 2011, para. 3). It is perhaps fitting to use such language given the truly vast and deeply daunting problems the American educational system faces. Unfortunately, just like Crowson and Boyd (1993) noted more than 18 years ago, impatient reformers and politicians rarely engage in that deep dive into the underlying causes of the current state of affairs. Rather, they want quick fixes to problems that have been lurking just below the surface of the American educational system for decades. Although the tip of the iceberg has been visible for some time, the economic crisis has helped expose the scope and enormity of the problem. The economic crisis also brings to the surface decision makers’ and government officials’ underlying beliefs about the purposes, management, and funding of public education. Further, it reveals their views about the efficacy and efficiency of current policies, because the recession has compelled school leaders to both reexamine how they spend money and cut unnecessary jobs and programs. Some observers think this is a step in the right direction, as they believe that school budgets have become bloated over time and that the recession could actually give school officials the political cover to make much needed cuts—to make hard choices and “cut fat from budgets during downturns because it’s politically difficult to do so when coffers are flush” (Cavanagh, 2011, p. 10). As Frederick W. Hess put it, “Nobody likes to make hard choices when times are good” (Cavanagh, 2011, p. 10), but schools need to look inward for cuts to make operations more efficient over time.}, number={3}, journal={Peabody Journal of Education}, publisher={Informa UK Limited}, author={Fusarelli, Bonnie C.}, year={2011}, month={Jul}, pages={352–358} }
 @article{young_fusarelli_2011, title={The Politics of Education and Equity in Turbulent Times: An Introduction}, volume={86}, ISSN={0161-956X 1532-7930}, url={http://dx.doi.org/10.1080/0161956X.2011.578948}, DOI={10.1080/0161956X.2011.578948}, abstractNote={Considered by economists as the worst financial crisis since the Great Depression, the Great Recession has led to severe declines in tax revenues for state and local governments. The precipitous decline in tax revenues along with increases in the demand for publicly funded services have resulted in significant gaps in state budgets. In response to these budget shortfalls, many states have enacted massive budget cuts. Given that elementary and secondary education constitutes the majority of state and local budgets—21.1% of total spending in FY2009 and 20.8% of FY2010 (National Governors Association and National Association of State Budget Officers [NGA & NASBO], 2010a, 2010b)—it comes as no surprise that public education is bearing a significant brunt of government cutbacks. In fact, 26 states and the District of Columbia reported cuts in K-12 education in FY 2009 and 35 in FY 2010 (NGA & NASBO, 2010a, 2010b). These cuts have led to teacher layoffs, furloughs, salary freezes, benefit reductions, facility closings, and the reduction or elimination of a wide range of academic and extracurricular programs. Arizona, for example, eliminated preschool for 4,328 children, and in Hawaii the 2009–2010 school year was shortened by 17 days and teachers were furloughed for those days (Johnson, Oliff, & Williams, 2010). As a result of a $200 million deficit, the Detroit public school system intends to close 45 schools and layoff teachers (Sulany, 2010). While states and local school districts confront their budget woes, they are also subject to accountability measures required by No Child Left Behind (NCLB) and their respective states. Meeting these mandates requires a key resource not available during these lean times, money (Center for Public Education, 2009). As budget pressures remain unabated and states and local districts initiate cuts to grapple with fiscal shortfalls, some reforms that thrived in the accountability era are receiving a boost (e.g., charter schools and privatization; see Bulkley & Burch, this issue, for a discussion of privatization) and other programs are being dramatically curtailed or terminated (e.g., after-school programs). Many of the initiatives being reduced or eliminated target disadvantaged youth. As such, children with the greatest needs and fewest alternatives, at-risk children, may be the most adversely impacted during this fiscal climate. “Teacher layoffs are a case in point. With fewer teachers, classes are larger, which can have a negative effect on student achievement in later grades—especially for disadvantaged students” (Center for Public Education, 2009, para. 40). The loss of 7.2% of funding for the Mississippi Adequate}, number={3}, journal={Peabody Journal of Education}, publisher={Informa UK Limited}, author={Young, Tamara V. and Fusarelli, Bonnie C.}, year={2011}, month={Jul}, pages={211–214} }
 @article{fusarelli_lindle_2011, title={The Politics, Problems, and Potential Promise of School-Linked Social Services: Insights and New Directions From the Work of William Lowe Boyd}, volume={86}, ISSN={0161-956X 1532-7930}, url={http://dx.doi.org/10.1080/0161956X.2011.597270}, DOI={10.1080/0161956X.2011.597270}, abstractNote={The purpose of this article is to illustrate Professor William L. Boyd's insights into the political ecology of schooling and his contributions and collaboration with others concerned about ensuring the well-being of students, families, and communities. Over his career, Boyd investigated the subtle and complex organizational constraints to school-linked coordinated services, including examining the reasons for the unrelenting resistance of public organizations to change, despite repeated efforts to reform them. We trace the history of the community schools movement and explore the influential, and at times prophetic, scholarly contributions of William L. Boyd to the research and discussion on the effectiveness, challenges, and future promise of this reform strategy. We hope that current and future researchers can learn from and build on his scholarship to develop new pathways to improve the lives of at-risk children.}, number={4}, journal={Peabody Journal of Education}, publisher={Informa UK Limited}, author={Fusarelli, Bonnie C. and Lindle, Jane Clark}, year={2011}, month={Sep}, pages={402–415} }
 @article{browne-ferrigno_fusarelli_2005, title={The Kentucky Principalship: Model of School Leadership Reconfigured by ISLLC Standards and Reform Policy Implementation}, volume={4}, ISSN={1570-0763 1744-5043}, url={http://dx.doi.org/10.1080/15700760590965587}, DOI={10.1080/15700760590965587}, abstractNote={This article provides perspectives about influences on the principalship following a state's 1998 adoption—without modification—of the Interstate School Leaders Licensure Consortium Standards for School Leaders. Using literature about reconceptualizing school leadership as the framework, the paper summarizes changes in state-regulated administrator certification, state-approved preservice preparation, state-mandated first-year induction of new principals, and district-designed administrator performance evaluation that have occurred since adoption of the Standards. Perspectives about policy and contextual issues that challenge and enhance opportunities for Kentucky to achieve its goal of reshaping administrative practice are shared. Recommendations for future research about the implementation of the Standards include (a) studies about the practice of contemporary school leadership, (b) longitudinal and cross-case inquiries about implementation, and (c) explorations of the influences of school leadership on student performance through backward mapping to principal preparation.}, number={2}, journal={Leadership and Policy in Schools}, publisher={Informa UK Limited}, author={Browne-Ferrigno, Tricia and Fusarelli, Bonnie C. Johnson}, year={2005}, month={Jun}, pages={127–156} }
 @article{fusarelli_boyd_2004, title={Introduction: One nation indivisible? An overview of the yearbook}, volume={18}, ISSN={["0895-9048"]}, DOI={10.1177/0895904803260356}, abstractNote={A NEW AND, FOR MANY, problematic America is emerging: multicultural, multifaith, with alarming inequalities and permeable borders penetrated by globalization, by immigration (often illegal), and by international terrorism. Globalization, demographic trends, and “culture” wars—both internal to the United States and external between the affluent, westernized world and Islamic and underdeveloped nations—are challenging and transforming the character of U.S. society. The hegemony of White majorities and even of the English language are no longer assured; minority majorities are emerging in some states, and demographic trends indicate that this is the wave of the future. Most of the population growth is occurring in poor, disadvantaged families and in English-as-a-second-language families. As the United States becomes more diverse, multicultural, multilingual, and at the same time, more unequal, the character, values, and legitimacy of our society and of its public school system are called into question. “Globalization,” as Kymlicka (1995) observed, “has made the myth of a culturally homogenous state even more unrealistic, and has forced the majority within each state to be more open to pluralism and diversity” (p. 9). This important effect of globalization challenges the old paradigm of public education as a “neutral” vehicle for national unity based on majority values. Tensions mount as public education’s universalistic “one-best system” tries to accommodate cultural diversity without betraying its “common school” philosophy. Can the “center hold” in public education when, as Alan Wolfe}, number={1}, journal={EDUCATIONAL POLICY}, author={Fusarelli, BC and Boyd, WL}, year={2004}, pages={5–11} }