Developing a Transformative School Vision: Lessons from Peer-Nominated Principals

Autor/in	Kose, Brad W.
Titel	Developing a Transformative School Vision: Lessons from Peer-Nominated Principals
Quelle	In: Education and Urban Society, 43 (2011) 2, S.119-136 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124510380231
Schlagwörter	Social Justice; Principals; Institutional Mission; Best Practices; Administrator Role; Peer Evaluation; Multicultural Education; Position Papers; Administrative Principles; Administrative Policy; Interviews; Observation; Content Analysis; Ethnic Diversity; Educational Opportunities; Organizational Change + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Principal; Schulleiter; Multikulturelle Erziehung; Positionspapier; Interviewing; Interviewtechnik; Beobachtung; Inhaltsanalyse; Bildungsangebot; Bildungschance; Organisationswandel
Abstract	Scholars argue or imply that schools should build transformative school visions that promote equity, diversity, and social justice. However, little empirical research has investigated the principal's role in this endeavor or analyzed the practical dimensions of transformative vision statements. This study re-examined relevant data from two qualitative studies of school principals who were peer-nominated for exemplary transformative practices. The findings delineate principals' practices in developing a transformative vision and suggest several useful dimensions of transformative vision statements. Implications for practice and research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10