The Complexities of Realizing Community: Assistant Principals as Community Leaders in Persistently Low-Achieving Schools

Autor/inn/en	Bukoski, Beth E.; Lewis, Tiffanie C.; Carpenter, Bradley W.; Berry, Matthew S.; Sanders, Kimberly N.
Titel	The Complexities of Realizing Community: Assistant Principals as Community Leaders in Persistently Low-Achieving Schools
Quelle	In: Leadership and Policy in Schools, 14 (2015) 4, S.411-436 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2015.1021053
Schlagwörter	Assistant Principals; Low Achievement; Administrator Role; Partnerships in Education; Qualitative Research; Disadvantaged Youth; Grants; Federal Legislation; Educational Legislation; Elementary Secondary Education; Educational Improvement; Public Schools; Accountability; High Stakes Tests; Minority Group Students; School Segregation; Case Studies; Semi Structured Interviews; Coding + Suchen Sie Ihr Suchwort? Principal; Principals; Stellvertretende Schulleitung; Unterdurchschnittliche Leistung; Hochschulpartnerschaft; Qualitative Forschung; Benachteiligter Jugendlicher; Grant; Finanzielle Beihilfe; Bundesrecht; Bildungsrecht; Schulgesetz; Teaching improvement; Unterrichtsentwicklung; Public school; Öffentliche Schule; Verantwortung; Case study; Fallstudie; Case Study; Codierung; Programmierung
Abstract	Meaningful community involvement has been linked to enhancements in student achievement and quality of educational experiences. Assistant principals are positioned to build effective partnerships yet remain understudied in the leadership preparation field. This qualitative study investigated how assistant principals (N = 9) serving historically marginalized populations conceptualized and realized community leadership amidst prescriptive measures embedded within the Title I School Improvement Grant. This study highlights how the collective conceptualization of community leadership is complex and deserving of additional consideration. Findings indicate that school leaders desire more effective and sustainable partnerships, yet policies and knowledge gaps present unique challenges to change efforts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01