A South African High-Needs School: A Case of Context Driven by History

Autor/inn/en	Bryant, Karen Caldwell; Berry, Jami Royal; Cevik, Salih
Titel	A South African High-Needs School: A Case of Context Driven by History
Quelle	In: International Journal of Educational Leadership Preparation, 14 (2019) 1, S.113-127 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-9635
Schlagwörter	Foreign Countries; At Risk Students; Disadvantaged Youth; Cultural Influences; Social Influences; Poverty; Language Usage; Success; High Achievement; Context Effect; Leadership Role; Teaching Methods; School Culture; Community Involvement; Decision Making; Culturally Relevant Education; Equal Education; Persistence; Transformational Leadership; Social Justice; Inclusion; Violence; Educational Environment; Leadership Training; South Africa + Suchen Sie Ihr Suchwort? Ausland; Benachteiligter Jugendlicher; Cultural influence; Kultureinfluss; Sozialer Einfluss; Armut; Sprachgebrauch; Erfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Schulkultur; Schulleben; Decision-making; Entscheidungsfindung; Ausdauer; Soziale Gerechtigkeit; Inklusion; Gewalt; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Führungslehre; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	High needs schools in South Africa are characterized by student populations living in hazardous environments coupled with extreme poverty and language disparities, resulting in challenges that are interwoven with cultural and societal norms. This paper presents characteristics of leadership that enable student success in school from one high needs, high-performing school in Cape Town, South Africa, utilizing a case study methodology following the International School Leadership Development Network (ISLDN) research protocol. Literature reviewed highlights the context specific to high needs schools in South Africa, including historical context, leadership characteristics, instructional considerations, and implications for school culture. This study utilized a qualitative approach coupled with analysis framed through the High Needs Schools Leadership model. Data were collected from personal interviews with educators including school leaders and assistant school leaders as well as site-based observations, and concurrent archival document analysis, revealing the importance of several key themes: 1) Community Understanding, 2) Value-Based Decision Making, 3) Equity, and 4) Persistence. By considering the findings of this study, system and school leaders can enhance their awareness of factors with the greatest potential to significantly and positively impact educational settings for students in high needs schools. (As Provided).
Anmerkungen	International Council of Professors of Educational Leadership. Web site: https://www.icpel.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01