Critical Professional Development: A Necessary Risk?

Autor/inn/en	Wrenn, Melissa; Gregory, Kristen; Gallagher, Jennifer
Titel	Critical Professional Development: A Necessary Risk?
Quelle	In: Journal of Cases in Educational Leadership, 26 (2023) 1, S.3-15 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wrenn, Melissa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/15554589221148405
Schlagwörter	Faculty Development; Social Justice; Critical Race Theory; Equal Education; Communities of Practice; Educational Policy; Politics of Education; Case Method (Teaching Technique); Boards of Education; Board of Education Policy; Educational Legislation; State Legislation; Meetings; Virginia + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Community; Politics of education; Bildungspolitik; Educational policy; Case method; Fallmethode; Ausschuss; Bildungsrecht; Schulgesetz; Landesrecht; Meeting; Tagung
Abstract	Amy Yarborough, a veteran teacher and curriculum resource leader in a rural district in Virginia, facilitates a professional learning community focused on social justice and equity-oriented instructional practices. When allegations of teaching critical race theory are reported via the state's email tip line and community social media groups, Amy is asked to present her professional learning community materials to the local school board. In the midst of stakeholder protests and media scrutiny, Amy must decide how to explain her professional decisions. Current and future educational leaders interested in issues related to race and equity will consider the roles of policy and the public in influencing teachers' lessons. (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