Preparing Diverse Students for Postsecondary Education and Justice-Oriented Citizenship: Principal Practices in Transformative Teacher Learning

Autor/in	Kose, Brad W.
Titel	Preparing Diverse Students for Postsecondary Education and Justice-Oriented Citizenship: Principal Practices in Transformative Teacher Learning
Quelle	In: Planning and Changing, 39 (2008) 3-4, S.168-195 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0032-0684
Schlagwörter	Principals; Transformative Learning; Faculty Development; Secondary School Teachers; Citizenship; Cultural Capital; Administrator Role; High School Students; Student Diversity; College Preparation; Postsecondary Education; Educational Practices; Semi Structured Interviews; Incentives; Educational Resources; Politics of Education; Instructional Leadership; Teacher Administrator Relationship; Trust (Psychology); Illinois + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Pädagogische Transformation; Staatsbürgerschaft; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Post-secondary education; Tertiäre Bildung; Bildungspraxis; Anreiz; Bildungsmittel; Educational policy; Bildungspolitik; Instruction; Leadership; Bildung; Erziehung; Führung
Abstract	Scholars and researchers demonstrate that principals substantially influence the quality of professional learning and offer various perspectives on the principal's role in professional development (Bredeson, 2003; Bredeson & Johansson, 2000; Kose, in press; Lindstrom & Speck, 2004; Tallerico, 2005; Youngs & King, 2002). However, how high school principals create professional development opportunities to improve teachers' ability to prepare diverse students for postsecondary education and justice-oriented citizenship is inadequately understood. This study examines peer-nominated high school principals' espoused practices in teacher professional development. In particular, it seeks to uncover their promising practices of supporting teacher learning that are ultimately aimed at simultaneously preparing diverse students for postsecondary education and as future justice-oriented citizens. One research question guided this inquiry: How do peer-nominated high school principals describe their practices in teacher learning for developing diverse students' college cultural capital and justice-oriented citizenship? After reviewing literature on college cultural capital, citizenship, teaching diverse students, and the principal's role in teacher learning, this article describes the data collection and analysis methods and presents the findings and their implications for practice and research. (ERIC).
Anmerkungen	Department of Educational Administration and Foundations. College of Education, Illinois State University, Campus Box 5900, Normal, IL 61790-5900. Tel: 309-438-2399; Fax: 309-438-8683; Web site: http://education.illinoisstate.edu/planning/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01