Urban Literacy Leadership: Examining One Principal's Vision and Practice

Autor/in	Francois, Chantal
Titel	Urban Literacy Leadership: Examining One Principal's Vision and Practice
Quelle	In: Education and Urban Society, 54 (2022) 8, S.923-945 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Francois, Chantal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/00131245211062537
Schlagwörter	Urban Schools; Literacy Education; Principals; Administrator Attitudes; Administrator Role; Reading Instruction; Culturally Relevant Education; Educational Experience; Leadership Styles; Instructional Leadership; Recreational Reading; Secondary School Students; Grants; Economically Disadvantaged; English Language Learners; Special Education; Race; Teacher Administrator Relationship; Institutional Characteristics; Books; Clubs; School Culture; School Libraries; New York (New York) + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Principal; Schulleiter; Leseunterricht; Bildungserfahrung; Führungsstil; Instruction; Leadership; Bildung; Erziehung; Führung; Häusliche Lektüre; Sekundarschüler; Grant; Finanzielle Beihilfe; Special needs education; Sonderpädagogik; Sonderschulwesen; Rasse; Abstammung; Book; Buch; Monographie; Monografie; Club; Klub; Schulkultur; Schulleben; School library; Schulbibliothek
Abstract	School leadership research offers prescriptions for strong instructional and culturally relevant leadership for diverse and urban adolescent populations, yet little evidence describes how school principals impact adolescents' in-school reading experiences. This qualitative inquiry sought to understand how one urban secondary principal perceived and enacted his role in a school's effort to teach reading. It also investigated how staff and students perceived his actions. Framed by sociocultural perspectives of reading and a distributed leadership perspective, data analysis revealed that the principal made time and nurtured relationships to grow teacher capacity, support and participate in independent reading, and attend to individual readers and teachers. This study affirms the importance of context in shaping urban adolescents' reading experiences and raises implications for the urban school principal's role in their literacy instruction. (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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01