Literaturnachweis - Detailanzeige
| Autor/in | Flessa, Joseph |
|---|---|
| Titel | Urban School Principals, Deficit Frameworks, and Implications for Leadership |
| Quelle | In: Journal of School Leadership, 19 (2009) 3, S.334-373 (40 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1052-6846 |
| Schlagwörter | Urban Schools; Principals; Educational Administration; Administrator Attitudes; School Community Relationship; Parent School Relationship; Negative Attitudes; School Districts; Beliefs; Educational Improvement; Administrator Responsibility; Leadership; Interviews; Disadvantaged Environment Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Principal; Schulleiter; Bildungsverwaltung; Schuladministration; Schulverwaltung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Negative Fixierung; School district; Schulbezirk; Belief; Glaube; Teaching improvement; Unterrichtsentwicklung; Führung; Führungsposition; Interviewing; Interviewtechnik |
| Abstract | This article presents the findings of a qualitative study of four middle school principals in one urban school district. It focuses on principals' almost exclusively negative descriptions of the families and communities served by their schools. Whereas much previous writing on this topic has attributed such deficit attitudes to a few bad-thinking educators, this article argues that these principals' beliefs are in fact aligned with prevailing attitudes about urban communities, the purposes of schooling, and what leadership can and should do in urban schools. Remedying principals' deficit frameworks is a prerequisite for school improvement and will require selecting, preparing, and supporting principals differently; it will also require making visible the systems of belief that obstruct connections between urban schools and communities. (Contains 2 tables and 14 notes.) (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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