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100			_aWoulfin, Sarah L. _933382
245			_aTriggering Change: An Investigation of the Logics of Turnaround Leadership
260			_bSage, _c2019.
300			_aVol 51, Issue 2, 2019:( 222-246 p.)
520			_aPrincipals are positioned at the center of school improvement. In the United States, current turnaround reforms target the principalship as a key lever for change. This article uses institutional theory to explore the logics of turnaround leadership that steer principals and their work. Specifically, we draw on qualitative interview data from a phenomenological study of a cohort of aspiring turnaround principals in a northeastern state to explain how educators invoked and enacted four logics of turnaround leadership. We found that, in addition to engaging with the previously identified logics of instructional, managerial, and social justice leadership, participants invoked a new logic that we name “triggering change.” This logic focused squarely on building capacity via positive relationships and shaping culture as mechanisms for whole school improvement. By depicting aspiring principals’ conceptions and negotiations of these four logics, we contribute to the literature on turnaround policy and leadership with implications for turnaround leader development.
650			_aturnaround policy, _930441
650			_aprincipals, _933383
650			_a forms of leadership, _932309
650			_a institutional logics _933394
700			_aWeiner, Jennie _933395
773	0		_010744 _915403 _dSage Publisher, _tEducation and urban society
856			_uhttps://doi.org/10.1177/0013124517714865
942			_2ddc _cART