Scott McLeod

Reports qualitative findings from 43 interviews with school organizations globally during early COVID‑19. Themes included values‑driven vision, communication and family engagement, staff care and capacity‑building, equity‑oriented practices, and recognition of future opportunities. The study connects to crisis‑leadership literature and outlines implications for leader mindsets, behaviors, and supports.

Using propensity‑score matching and multilevel modeling with survey data from 922 teachers in 110 Iowa high schools, the study found that teachers in 1:1 computing schools reported higher personal technology competency and greater classroom technology integration than teachers in non‑1:1 schools.

Semi‑structured interviews with technology‑savvy superintendents elicited guidance for district‑level technology leadership. Participants emphasized modeling technology use, budgeting and PD priorities, instructional leadership, calculated risk‑taking, and leveraging communities of practice to address knowledge and skill gaps during digital transformation.

Examines experiences of superintendents who use multiple social media tools in comprehensive communications with stakeholders. Findings highlight increased interaction, stronger community connections, professional growth, and the expectation that leaders participate actively in social media; practical implications for districts and preparation programs are discussed.

Qualitative interviews with 12 principals explored how and why leaders use multiple social media tools for stakeholder communication. Four themes emerged: social media enables greater interactions; strengthens connections to local and global communities; supports leaders’ personal/professional growth; and has become an expected component of leadership practice.

Describes the scope and design of an open database documenting regional, state, and national 1:1 computing programs worldwide. Reviews literature on 1:1 initiatives and reports early analyses of device deployment patterns, funding models, and professional development approaches, noting dominance of XO and Classmate PC devices and gaps in sustained funding and PD.

Content analyses of AERA, UCEA, and NCPEA conference programs (1997–2009) and 25 frequently cited journals showed limited attention to technology leadership in educational leadership/administration. Only a small fraction of presentations and 43 journal articles focused on technology leadership, most on integration, staff development, and policy. Recommendations for advancing the subfield are provided.

Interviews with principals in nine federally funded Bureau of Indian Education schools, analyzed through the NETS‑A framework, revealed strengths in visionary leadership but gaps in creating digital learning cultures and digital citizenship. Challenges included limited PD, lack of technology coordinators, poverty, and isolation; recommendations targeted context‑relevant leadership development.

Compares Algebra students’ achievement and perceptions in online versus traditional classrooms across three states using the AAU and WIHIC instruments. Online students consistently outperformed traditional peers on AAU subscales while perceiving higher teacher support; traditional students reported greater student cohesiveness, involvement, and cooperation.

Exploratory study of women in educational administration focusing on decisions to enter the field. Findings indicate that women’s career aspirations are closely tied to career commitment, positional goals, and leadership orientation, and that exposure to administrative role models significantly influences decisions to pursue administration.