Principal Leadership for School, Family, and Community Partnerships: The Role of a Systems Approach to Reform Implementation

Autor/in	Sanders, Mavis G.
Titel	Principal Leadership for School, Family, and Community Partnerships: The Role of a Systems Approach to Reform Implementation
Quelle	In: American Journal of Education, 120 (2014) 2, S.233-255 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/674374
Schlagwörter	Principals; Leadership; School Community Programs; Systems Approach; Educational Change; Program Implementation; Program Effectiveness; Partnerships in Education; School Districts; Expectation; School Policy; Educational Practices; Urban Schools; Suburban Schools; Longitudinal Studies; Case Studies + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Führung; Führungsposition; Systemischer Ansatz; Bildungsreform; Hochschulpartnerschaft; School district; Schulbezirk; Expectancy; Erwartung; Schulpolitik; Bildungspraxis; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Case study; Fallstudie; Case Study
Abstract	Based on data from a longitudinal multiple case study, this article describes how district-level expectations, policies, and practices affected principals' responses to an external reform in two school districts, one urban and one suburban. The specific reform highlighted is a comprehensive family and community engagement approach developed by researchers at the National Network of Partnership Schools (NNPS). The study's findings suggest that district leaders facilitated principals' effective implementation of the NNPS reform by creating clear expectations, establishing coherent contexts, and providing tangible supports and rewards. Over time, these actions reduced resistance and increased buy-in among school leaders. Implications of these findings for education research and reform development are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10