Collateral Damage in the Middle of Transformation: School Board Politics in Lieu of a Student's Academic Needs

Autor/in	Perry-Higgs, Jacqueline
Titel	Collateral Damage in the Middle of Transformation: School Board Politics in Lieu of a Student's Academic Needs
Quelle	In: Journal of Cases in Educational Leadership, 22 (2019) 2, S.26-38 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-4589
DOI	10.1177/1555458919831342
Schlagwörter	Student Needs; Educational Needs; Decision Making; School Districts; Transformational Leadership; Case Studies; Beginning Principals; Advocacy; Elementary School Students; Grade Repetition; Instructional Leadership; Ethics; Social Justice; Special Education; Learning Disabilities; Reading Difficulties; Writing (Composition); Superintendents; Common Core State Standards; Educational Legislation; Federal Legislation; Environmental Education; Program Descriptions; North Carolina + Suchen Sie Ihr Suchwort? Educational need; Bildungsbedarf; Decision-making; Entscheidungsfindung; School district; Schulbezirk; Case study; Fallstudie; Case Study; Sozialanwaltschaft; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Instruction; Leadership; Bildung; Erziehung; Führung; Ethik; Soziale Gerechtigkeit; Special needs education; Sonderpädagogik; Sonderschulwesen; Learning handicap; Lernbehinderung; Reading difficulty; Leseschwierigkeit; Schreibübung; Schulrat; Common core curriculum; Curriculum; Kerncurriculum; Bildungsrecht; Schulgesetz; Bundesrecht; Umweltbildung; Umwelterziehung; Umweltpädagogik
Abstract	This case focuses on a novice principal who advocates for a student who was assigned to the first grade for 3 consecutive years. As the instructional leader of the school, the novice principal is troubled by ethics and social justice issues involved to make the decision to assign the student to his age-appropriate grade. The student was placed in the exceptional students' program to receive services for a specific learning disability in reading and writing during his first year returning to public school. The student will enter the second grade at the age of 9 years. The superintendent does not support the novice principal. The novice principal now has to decide next steps as a transformative leader in the district. (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	2020/1/01