Literaturnachweis - Detailanzeige
| Autor/inn/en | Dematthews, David E.; Izquierdo, Elena |
|---|---|
| Titel | Authentic and Social Justice Leadership: A Case Study of an Exemplary Principal along the U.S.-Mexico Border |
| Quelle | In: Journal of School Leadership, 27 (2017) 3, S.333-360 (28 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1052-6846 |
| DOI | 10.1177/105268461702700302 |
| Schlagwörter | Social Justice; Leadership Styles; Principals; Educational Innovation; Student Needs; Mexican Americans; Hispanic American Students; English Language Learners; Administrator Role; Gifted Education; Bilingual Education; Family School Relationship; Motivation; Advocacy; Interpersonal Relationship; Texas Soziale Gerechtigkeit; Führungsstil; Principal; Schulleiter; Instructional innovation; Bildungsinnovation; Hispanoamerikaner; Hispanic; Hispanic Americans; Student; Students; Schüler; Schülerin; Studentin; Bilingual teaching; Bilingualer Unterricht; psychologische; Motivation (psychologisch); Sozialanwaltschaft; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung |
| Abstract | Few researchers have sought to merge authentic and social justice leadership or investigate how each can be applied together to address the current school reform and social justice challenges associated with high-stakes accountability. This article presents a qualitative case study of authentic and social justice leadership practices of one exemplary principal working along the U.S.--Mexico border and how she nurtured, inspired, and motivated teachers and families to create innovative and inclusive programs to meet the needs of all students, especially Mexican American English language learners (ELLs). Two micro-cases are presented to examine the principal's role in founding a gifted and talented dual language program for ELLs and a merger with a low-performing school. Additional findings describe how the principal developed strategic relationships and motivated families to advocate for social justice. In doing so, this article highlights areas where authentic and social justice leadership support effective practices and mitigate obstacles to adopting equity-oriented reforms. Implications are discussed which include new directions for future research and principal preparation programs. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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