Download or read book Principals Social Justice Leadership in Demographically Changing Suburban Public Elementary Schools in Arizona written by Cynthia Therese Ruich and published by . This book was released on 2013 with total page 257 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study described how suburban public elementary school principals and teachers perceived the principals' social justice leadership as shifting demographic diversity increased in racial and ethnic minority students, decreased in white students, increased in child poverty, and threatened schools academic achievement status. The two Arizona high performance suburban public elementary schools (SPES) were located in two different suburban districts on opposite sides of a metropolitan city. A multiple embedded replication case study involved principals and six K-5 grade teachers at each school and included participant semi-structured interviews, school observations, and document analysis. The data showed how principals' leadership was perceived and practiced in educating students with social and educational inequalities while simultaneously trying to maintain high performance schools. Findings revealed that principals' different and similar practices were not motivated from a social justice disposition. Nevertheless, I discovered that principals' leadership practices imperceptibly included tenets of social justice. The teachers perceived that principals made concerted efforts beyond contemporary leadership practices that addressed children's inequalities owing to poverty and lack of academic preparation. The principals and teachers cared for the students and pushed for additional resources. The educators expressed being underprepared professionally for the tensions brought about by students' shifting demographics. An unexpected finding was that child poverty trumped the children's race and ethnicity as the foremost issue challenging the principals and teachers. As a result of the findings, part of my proposition supported the premise that principals would perceive the educational inequalities experienced by students. Conversely, part of the premise stating that principals' perceptions of students' educational inequalities would influence them to use social justice leadership was weakly supported because principals did not perceive or attribute their practices with teachers as driven by a belief in social justice. Two themes emerged from the analysis of patterns across cases: (1) Principals did not have a social justice consciousness driving their leadership practices, and (2) Principals' contemporary leadership practices imperceptibly combined social justice leadership tenets to influence teachers and promote equality of educational opportunity for all students.
Download or read book A Global Perspective of Social Justice Leadership for School Principals written by Pamela S. Angelle and published by IAP. This book was released on 2017-05-01 with total page 357 pages. Available in PDF, EPUB and Kindle. Book excerpt: Within education there have been some notable attempts to frame social justice in ways that can help to explain and understand the practices of those working in schools, especially school leaders. The research contained in this book seeks to enhance our understanding of school leaders’ actions as they work to promote socially just practices and/or outcomes in a range of different national contexts. The unique nature of this research is that studies took place in numerous schools across the globe in a variety of contexts yet utilized the same research protocols. This has allowed the researchers to draw conclusions at an international level about social justice decision making, the supports and barriers brought on school leaders by national policy and mandates, and the essential nature of context in the work of social justice leadership. The audience will include scholars on a global scale, given that cases in the book include authors and principals from around the world. The book can also serve as a text for leadership preparation courses as well as courses in social justice, research design, and qualitative research methodologies. Courses in human relations and communication can use the content as examples of the negotiations and challenges of teamwork in international settings. A primary audience for the book is system/school level leaders in contexts and communities throughout the world for understanding comparative leadership and social justice decision making. Current principals will find the cases useful as reflexive tools for their own work. Educational leaders, educational reformers, and policy makers will benefit from this book as they seek to understand the impact of their work and its influence on promoting equity in schools across the globe.
Download or read book Snapshots of School Leadership in the 21st Century written by Michele A. Acker-Hocevar and published by IAP. This book was released on 2012-08-01 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the book, we provide snapshots describing this critically important time in our nation when federal educational policy implementation has been at a level previously unheard of in the United States. We present a chapter on the design and method of Voices 3, eight chapters on analyses of the focus-group discussions, and two invited chapters that provide a review and critique of our work. The chapters will be excellent resources for professors of educational leadership as we respond to the changing environment and improve preparation programs for superintendents and principals. We also see the book as a good resource for practitioners who desire to take the pulse of their colleagues in the field to see common concerns across various issues. Finally, it will be useful to policy makers as they consider the impact of their decisions on the implementation phases in districts and schools. With this book, you are receiving access to the 27 focus-group transcripts on which the chapters are based. Instructors of qualitative research may find these data useful in their classes, e.g., for students to practice different types of data analysis and coding.
Download or read book Principal and Teacher Collaboration for Social Justice in Predominately White Affluent Schools written by Shannon Lu Roper Anderson and published by . This book was released on 2019 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite a commitment to creating socially just schools, gaps and inequities continue to persist in public schools in the United States. While the literature lacks commonly held definitions for both social justice leadership and teaching, it is rich with examples of educators who are striving to make public schools socially just. However, within these examples, principals and teachers frequently identify each other as barriers to their social justice work, and there is little research on how school leaders collaborate with teachers to instill changes in their schools. Additionally, the majority of these studies have been conducted in urban settings where student diversity and socioeconomic needs are high. To address this literature gap, this study will explored the ways in which principals collaborate with teachers to lead for social justice in predominately white, affluent school districts. Using a collective case study approach, the researcher used qualitative methods of interviewing, field notes, and the collection of documents and audiovisual materials as data for the study. Two secondary public school principals and their teachers working in predominately white, affluent districts comprised the cases for the study. This study found five leadership moves principals take to collaborate with teachers to lead for social justice in predominately white, affluent school districts: 1) communicate their vision for social justice, 2) leverage data to address inequitable practices, 3) commit to hiring social justice minded teachers and growing their teachers, 4) provide the resources teachers need to advance social justice, 5) serve as a liaison, and sometimes a buffer, between external factors and the building to support social justice efforts. Ultimately, the findings provide both school administrators and researchers with important information to guide better collaboration between principals and their teachers when creating socially just schools.
Download or read book Elementary School Principals who Care written by Carol M. Hoffman and published by Taylor & Francis. This book was released on 1997 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study identifies activities and characteristics of principals who are successfully dealing with the following social issues: poverty, working mothers, single parent families, child care and abuse, drug and alcohol abuse, and cultural diversity. From interviews with principals, the author creates a profile of the elementary school principal who is responding in positive ways to the negative effects of social change. Annotation copyrighted by Book News, Inc., Portland, OR
Download or read book Global Leadership for Social Justice written by Christa Boske and published by Emerald Group Publishing. This book was released on 2012-06-28 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt: Global Leadership for Social Justice
Download or read book What Every Principal Needs to Know to Create Equitable and Excellent Schools written by George Theoharis and published by Teachers College Press. This book was released on 2015-04-25 with total page 241 pages. Available in PDF, EPUB and Kindle. Book excerpt: School leaders who succeed at creating a high-achieving learning community must also be committed to creating an equitable environment for all students. In this new book, key scholars across the content areas show how to put into practice a commitment to equity and excellence across the Pre-K12 spectrum. Readers learn directly from experts in each of the content domains (literacy, mathematics, science, social studies, music, early childhood, special education, English language learners, world languages, and physical education) how a commitment to social justice and equity can be grounded in core subject areas, why each has a place in the school, and what they need to know and do in each subject area. This book is a critical instructional leadership resource for new and veteran principals who want to see all students succeed. Contributors: Antonio J. Castro, Julie Causton-Theoharis, Virginia Collier, Katherine Delaney, Catherine Ennis, Virginia Goatley, Beth Graue, Rochelle Gutirrez, Kathleen A. Hinchman, Anne Karabon, Christi Kasa, Dave McAlpine, Mitchell Robinson, Victor Sampson, Sherry A. Southerland, and Wayne Thomas
Download or read book Educational Leadership for School Change written by Anna Yolanda Loebe and published by . This book was released on 2004 with total page 509 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Social Justice Leadership and Principalship written by Greg Smedley and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Public schools in the United States are serving a more heterogeneous student population than ever before. Despite numerous educational reform efforts, opportunity gaps persist between marginalized students and their White peers. Deep-seated barriers make it difficult for districts, schools, and especially site principals to effectively implement social justice practices in the service of equity and inclusion. This study examines the growing discourse on social justice leadership and the rising importance of the site principal in sustaining such practices when encountering opposition. Utilizing qualitative research, this study employed semi-structured interviews to gain an understanding of the lived experiences of K-12 principals who encounter resistance to their social justice leadership and the strategies they employ to overcome opposition. The findings in this study are in service of developing a keen awareness of how principals successfully overcome stakeholder resistance and strengthen their ability to lead socially just change in K-12 schools.Keywords: social justice, social justice leadership, principalship, equity and inclusion, resistance, practices K-12
Download or read book At No Small Cost written by George T. Theoharis and published by . This book was released on 2004 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Exploring the Perceptions of Principals and District Leaders Regarding the Co framing of Social Justice Leadership and Equity written by Deborah Kathleen Rang and published by . This book was released on 2018 with total page 408 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study explores the capacity building experiences of principals and district leaders identified as social justice leaders. The study sought to develop an understanding of if, how, and when professional development opportunities for social justice leadership are provided to campus and district leaders. Further, the study sought to identify what types of professional development experiences these leaders envision, including opportunities for collaboration with one another. In order to obtain a deep understanding of the experiences of the participants, the researcher employed the use of grounded theory based on the epistemology of constructionism. The participants in the study included three suburban Texas high school principals and three suburban district administrators. The participants were chosen through a screening process that included recommendations from local social justice leaders. A preliminary survey was used to determine potential participants' foundational understanding of social justice leadership and to identify a group of participants with a similar level of understanding. Data was collected through individual interviews and homogenous focus-group discussions. Participants were also invited to be a part of a collaborative heterogeneous focus-group discussion. Findings indicated that these social justice leaders had a strong desire to continue their learning about social justice leadership as well as to collaborate with one another. Capacity building was personally driven, as it is not prioritized as a need at the district level. In order to grow and develop their own understanding of social justice leadership these leaders accessed hope, courage, and perseverance and found new ways to integrate social justice leadership in their daily work.
Download or read book Passing the Torch written by and published by . This book was released on 2014 with total page 592 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study focuses on socially just elementary schools sustaining improvement trends while undergoing leadership transitions. Educational research identifies groups of students demonstrating significant achievement gaps, but notes that the structure of improvement efforts can further marginalize these students. Research identifies social justice principles and practices as an alternative. At the same time, research indicates stalled, or regressed, improvement efforts in the face of leadership transitions. Another body of research identifies principles and characteristics of sustainable leadership across leadership transitions. Research has not examined how schools specifically focused on socially just practices sustain improvement efforts through leadership transitions. To address this gap, I examined the following research question: What beliefs and practices did these leaders express before, during, and after leadership transitions to ensure on-going improvements consistent with sustained social justice leadership? To address the research question, I conducted a multi-case study of three elementary schools. Interviews with the district administrator, predecessor principal, and successor principal provided the primary data for analysis. I also collected documents related to improvement efforts and the succession process. The findings suggest these leaders embraced specific leadership beliefs, establishing a core value based upon social justice principles. Leadership practices became an expression of those beliefs. These practices, engaged in by district administration, predecessor principals and successor principles, served to sustain equitable improvement efforts over a transition in leadership. These practices included district-wide alignment of a continuous improvement process, alignment of decision-making with core beliefs and philosophy, and seeking principals during leadership transitions capable of sustaining current improvement efforts. This study contributes new perspective to the field by joining the research related to sustainable leadership and leadership succession with social justice leadership.
Download or read book Effects of Superintendent Leadership Style and the Perceived Self efficacy of Selected Southeastern Pennsylvania Suburban Public Elementary School Principals in the Context of Curricular Change written by Jabari Lafinnis Whitehead and published by . This book was released on 2017 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Leading for Social Justice written by Karen L. Cloninger and published by . This book was released on 2017 with total page 159 pages. Available in PDF, EPUB and Kindle. Book excerpt: School leaders play an important transformative role as they carry out policies and practices that support socially just education for all students. The lack of clarity around socially just leadership makes it difficult for principals to distinguish this component of their work from what some simply refer to as just good leadership. This qualitative study explored how six public school principals striving to lead for social justice envision and enact their leadership practice. The questions that guided this inquiry were: (a) How do school principals who are striving to lead for social justice understand and conceptualize social justice? (b) How do the leadership characteristics and dispositions of principals that identify as socially just leaders influence how they work for social justice? (c) What are the leadership actions principals undertake as they engage in working for social justice in their schools? (d) What do principals who are striving to lead for social justice envision as the goals or outcomes of their social justice work? Data were collected principally through open-ended, phenomenologically oriented interviews. The findings reveal unique characteristics and dispositions that influenced two key goals that guided the participants' work: (a) student academic success and (b) capable and caring citizens. Three leadership actions they took to achieve those goals were creating a climate of belonging for students, nurturing a climate of growth, and creating the container for social justice. Although these socially just leaders strove to influence their entire school community in service of their goals, their attention and ways in which they influenced teacher development were determined to be critical for pursuing their goals regarding social justice.
Download or read book Inequality in the Promised Land written by R. L’Heureux Lewis-McCoy and published by Stanford University Press. This book was released on 2014-06-25 with total page 231 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nestled in neighborhoods of varying degrees of affluence, suburban public schools are typically better resourced than their inner-city peers and known for their extracurricular offerings and college preparatory programs. Despite the glowing opportunities that many families associate with suburban schooling, accessing a district's resources is not always straightforward, particularly for black and poorer families. Moving beyond class- and race-based explanations, Inequality in the Promised Land focuses on the everyday interactions between parents, students, teachers, and school administrators in order to understand why resources seldom trickle down to a district's racial and economic minorities. Rolling Acres Public Schools (RAPS) is one of the many well-appointed suburban school districts across the United States that has become increasingly racially and economically diverse over the last forty years. Expanding on Charles Tilly's model of relational analysis and drawing on 100 in-depth interviews as well participant observation and archival research, R. L'Heureux Lewis-McCoy examines the pathways of resources in RAPS. He discovers that—due to structural factors, social and class positions, and past experiences—resources are not valued equally among families and, even when deemed valuable, financial factors and issues of opportunity hoarding often prevent certain RAPS families from accessing that resource. In addition to its fresh and incisive insights into educational inequality, this groundbreaking book also presents valuable policy-orientated solutions for administrators, teachers, activists, and politicians.
Download or read book The Resegregation of Suburban Schools written by Erica Frankenberg and published by . This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The United States today is a suburban nation that thinks of race as an urban issue, and often assumes that it has been largely solved," write the editors of this groundbreaking and passionately argued book. They show that the locus of racial and ethnic transformation is now clearly suburban and illustrate patterns of demographic change in the suburbs with a series of rich case studies. The book concludes by considering what kinds of strategies school officials and community leaders can pursue at all levels to improve opportunities for suburban low-income students and students of color, and what ways address the challenges associated with demographic change.
Download or read book Evidence Based School Development in Changing Demographic Contexts written by Rose M. Ylimaki and published by Springer Nature. This book was released on 2022 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: This Open Access book features a school development model (Arizona Initiative for Leadership Development and Research AZiLDR) that offers a roadmap for schools to navigate the complexities of continuous school development. Filled with processes that balance evidence-based values with democratic, culturally responsive values, this book offers strategies to mediate the tensions and to address school culture, context and values, leadership capacity, using data as a source of reflection, curricular and pedagogical activity, and strengths-based approaches to meeting the needs of culturally diverse students. You will find: - Active, reflective activities - Case studies illustrating each concept - The research base supporting each concept - Descriptions of processes from other contexts (South Carolina, Germany, Australia, Sweden) - Thoughts about next steps for contextually sensitive and multi-level school development - Suggestions for cross-national dialogue and research within the Zone of Uncertainty Use this ideal source to guide school leadership teams in creating productive schools that continually grow!
