Handbook of Urban Educational Leadership (eBook)

Noelle Witherspoon Arnold, Cosette M. Grant, Muhammad Khalifa, Azadeh F. Osanloo (Herausgeber)

eBook Download: EPUB

2015
430 Seiten
Rowman & Littlefield (Verlag)
978-1-4422-2085-0 (ISBN)

Infos

This authoritative handbook examines the community, district, and teacher leadership roles that affect urban schools. It will serve as a foundation for pedagogical and educational leadership practices that foster social justice, equity, and advocacy for those who have been traditionally and historically underserved in education. The handbook's ten sections cover topics as diverse as curriculum, instruction, and educational outcomes; gender, race, and class; higher education; and leadership preparation and support. Its twenty-nine chapters offer both American and international perspectives.

Autor

Dr. Muhammad Khalifa is a faculty member in K-12 educational administration at Michigan State University. He was previously an urban school teacher and administrator, and has taught at a number of higher education institutions abroad. His research addresses culturally appropriate school leadership practice. He has looked at successful school leadership in domestic and local environments, including urban and alternative schools, as well as locations in Middle Eastern and African countries. His current research examines disparities in school suspension, and urban school closures. Dr. Cosette Grant-Overton is faculty member in Educational Leadership and Higher Education at the University of Cincinnati. She teaches Urban Educational Leadership courses. Her primary research focuses on the challenges and opportunities offered by the attraction, retention and graduation success of students, with a focus on how these processes may be changing as a result of increasing diversity. She serves on several educational and journal review boards and is active in civic engagement.Dr. Noelle Witherspoon Arnold is a faculty member in the Department of Educational Leadership and Policy Analysis at the University of Missouri-Columbia. Prior to that appointment, she taught elementary school, and served as an administrator at the district and state level. Dr. Arnold also currently serves as consultant throughout the US advising districts in analyzing data for school improvement, cultural mediation and pedagogy, STEM leadership. Dr. Witherspoon-Arnold’s most recent publications have appeared in the International Journal of Qualitative Studies in Education, The Journal of Educational Administration History, Equity and Excellence in Education, The Journal of Negro Education, and the Journal of Educational Administration. Dr. Arnold is serves on the Executive Committee of the University Council for Educational Administration (UCEA) and Secretary/Treasurer of the AERA Leadership for Social Justice SIG. Dr. Witherspoon-Arnold is also the Assistant Editor of the International Journal of Leadership in Education. She is currently engaging in research exploring the role of urban principals in health advocacy and the founding of school clinics. Dr.Azadeh F. OsanlooBefore joining the faculty of the Department of Educational Leadership and Administration at NMSU, Dr. Osanloo received her doctorate in the Educational Leadership and Policy Studies Program, specializing in the Social and Philosophical Foundations of Education at Arizona State University. Her research addressed civic education in a post 9/11 climate focusing on the concepts of democracy, cosmopolitanism, human rights, and citizenship from theory to praxis. She has merged her work in civics and human rights with her new research agenda on collaborative systemic diversity-based interventions for bullying for middle schools. Prior to being in Arizona she taught in the New York City public schools working primarily with junior high school students in the South Bronx and jointly was a program director at the Harlem Educational Activities Fund - a not-for-profit that specialized in closing the gap between educational attainment and disenfranchised students. While in New York City she obtained her Master's in Public Administration from New York University's Robert F. Wagner School. In general, her research agenda focuses on issues of educational equity; educational leadership and policy; the philosophical foundations of education; diversity, multiculturalism, and human rights; bullying interventions; and social justice. Her research agenda is underscored by the four edited books she is currently working on which cover the topics of urban school leadership, diversity-based bullying interventions, student and parent perceptions of bullying, and international and national social justice work. She is currently an Associate Professor and the Stan Fulton Endowed Chair for the Improvement of Border and Rural Schools. She has won the Dean's Awards for her teaching and service.

Inhalt

ForewordKofi LomoteyAcknowledgmentsSection 1:Urban Educational Leadership: A Historical PerspectiveSection 1 IntroductionRhodesia McMillian1 Urban Education and Leadership: A Historical PerspectiveJudith Jackson May and Eugene Sanders2 Sankofa: Leadership and the Twenty-first-Century Black Female School SuperintendentsJudy Alston3 Demographic and Professional Characteristics of Urban School Principals in the US: ATwenty-Year Trend StudyJianping Shen, Jiangang Xia, and Xingyuan Gao4 An Interpretive History of Urban Education and Leadership in age of Perceived Racial InvisibilityBrian Boggs and Christopher DunbarSection 2:Teaching, Learning, Curriculum, and Educational OutcomesSection 2 Introduction61Rhodesia McMillian5 Creating a Culture of Confidence: Re-Conceptualizing Urban Educational LeadershipYvette Jackson, Veronica McDermott, Marlon Simmons, and Mairi McDermott6 Bringing Urban High School Reform to Scale: Rapidly Moving Dramatic Numbers of Students to Proficient PerformanceGlenn Baete, Joe Burks, Marty Polio, and Craig Hochbein7 Developing Teacher Leadership for Equity in Urban SchoolsH. Richard Milner IV, Judson Laughter, and Joshua Childs8 Teachers Learning to Lead: An Action Research Process ModelLeena FurtadoSection 3:Gender, Race, Class, and CultureSection 3 IntroductionRhodesia McMillianVoice from the Field: Critical Care, Collaborative Activism, and Professional Risk: Unsung YetEssential Aspects of Urban Educational LeadershipCamille Wilson9 Urban Schools, Black Principals, and Black Students: Culturally Responsive Education and TheEthno-Humanist Role IdentityKofi Lomotey and Kendra Lowery10 Equity and Race-Visible Urban School ReformChristine Sleeter11 Culturally Responsive Leadership Preparation and PracticesMonica Wills Brown and Frankie K. Williams12 From Dysconsciousness to Consciousness of Stereotypes that Disparage Black Youth: Calling for Transformative School LeadershipJoyce E. King and Syreeta A. McTier13 Tempered Radicalism in the Ivory Tower: Black Urban Educational Leaders Negotiating Lives in a Creative Class CityRichard J. Reddick, Stella L. Smith, and Beth BukoskiSection 4:Theory and Research MethodologySection 4 IntroductionRhodesia McMillianVoice from the Field: Sound the ‘Bell’: Seeing Space, Seeing Color in Urban SchoolLeadership DiscoursesTy-Ron M. O. Douglas14 Using Social Norming and Ecological Theories and Diversity-Based Strategies for Bullying Interventions in Urban Areas: A Mixed Methods Research StudyAzadeh Osanloo and Jonathan P. Schwartz15 Toward Community-Centric Educational Leadership in Addressing the School Discipline DisparityJacqueline Roebuck Sakho, Ronald W. Whitaker II, and Rodney Hopson16 Revisiting Black Feminist Thought and Home-School Relations in the U.S. SouthTondra L. Loder-Jackson, Andrew N. McKnight, Michael Brooks, and Tonya B. PerrySection 5:Parental Involvement and CommunitySection 5 IntroductionStefanie Marshall and Muhammad Khalifa17 “I Know Momma Didn’t Have to Work this Hard”: Leadership Implications of IntergenerationalDifferences in Engaging African-American FamiliesCheryl Fields-Smith, Sheneka Williams, and Jaqueline Shoemaker18 Where Has All of the Community Rage Gone? Neoliberalism, Community Encroachment, and Unconventional Resistance in DetroitMuhammad Khalifa, Elizabeth Gil, Stefanie Marshall, and Gregory White19 A Spectrum of Parent and Community Engagement for Conceptualizing and Responding to the Institutional Complexity of Urban SchoolsSharon Watkins, Anika Ball Anthony, Christopher Shaffer, and Kirsten J. SmithSection 6:Social Justice, Equity, Advocacy, and ActivismSection 6 IntroductionStefanie Marshall and Muhammad KhalifaVoice from the Field: A Critical Race Theory Perspective on Urban School LeadershipIvory Berry and Adrienne Dixson20 AYP, Access, and Expectations: Superintendents’ Legal, Distributive, and Transformative Approaches to EquityRachel Roegman and Thomas Hatch21 Learning to Lead for Social Justice: How Leadership Preparation Programs Can ImproveEquity in SchoolsGaëtane Jean-Marie, Anthony H. Normore, and Jeffrey S. Brooks22 Social Justice in Action: Urban School Leaders Address the School to Prison Pipeline via a Youth CourtHeather Cole, Julian Vasquez Heilig, Tina Fernandez, Meg Clifford, and Rey Garcia23 Actions Matter: How School Leaders Enact Equity PrinciplesJessica G. Rigby and Lynda TreadwaySection 7:Perspectives in PolicySection 7 IntroductionMarlene Melendez24 Urban Leadership, Neoliberalism, and New Policy Entrepreneurs Merging Leadershipwith ResistanceGary L. Anderson, Michael I. Cohen, and Milagros Seraus25 Destiny High School: Redesigning Urban High Schools for Student SuccessFrank Gaines, Ira Bogotch, and Omar Salaam26 Leaders of the New School(s): Reconceptualizing an Autonomy Framework for Urban Principals Implementing Small School ReformApril L. Peters, Jia Liang, and Rejer FinklinSection 8:Leadership Preparation, Development, and SupportSection 8 IntroductionJennifer HaanVoice from the Field: A Theory of Emancipatory LeadershipJuanita Simmons27 Turnaround, School Choice, and the Hidden Discourses of Race in Leadership PreparationSarah Diem and Bradley W. Carpenter28 The Urban School Leaders Collaborative: An Alternative and Effective Model for Leadership Preparation and PracticeEncarnacion Garza29 School Leadership in Urban Schools: How Social-Relational Leadership ShapesTeacher EngagementHeather E. Price30 Preparing Leaders to Support the Education of Diverse LearnersMichelle D. Young, Mark A. Gooden, and Ann O’Doherty31 Lessons from a District-based Doctoral Cohort: Faculty Stories of Challenge, Opportunity, and ImpactMonica Byrne-Jimenez, Catherine DeMartino, and Eustace ThompsonSection 9:Critical Foundations in Urban Educational LeadershipSection 9 IntroductionAdelina Rodriquez32 College Readiness and Urban Schools: Challenges and OpportunitiesLindsay R. Granger and Pedro A. Noguera33 Change Agency in Our Own Backyards: Meeting the Challenges of Next-Generation Programs in School Leader PreparationSteve Tozer, Shelby Cosner, Paul Zavitkovsky, Sam Whalen, and Peter Martinez34 Our Fierce Urgency of Now: Obstacles and Solutions for Improving the Promise of AmericaEric J. CooperSection 10:International and Global Perspectives in Urban Education and LeadershipSection 10 IntroductionRoberto Lozano35 International Perspectives in Urban Educational Leadership: Social Justice Leadership and High-Need SchoolsBruce Barnett and Howard Stevenson36 Indigenous School Leadership in New Zealand: Cultural Responsivity for Diverse Learners in Urban SchoolsLorri J. Santamaría, Andrés P. Santamaría, Melinda Webber, and Hoana Pearson37 Crises, Critical Incidents, and Community and Educational LeadershipNoelle Witherspoon Arnold, Ty-Ron M. O. Douglas, and Tirza Wilborn-WhiteSection 11:Directions in Urban Leadership: Challenges and SolutionsSection 11 IntroductionAmanda Lopez AskinVoice from the Field: Urban School Leadership in Neoliberal Times: Critical Race TheoryReflection PerspectivesLaurence Parker38 Urban Education Leadership in the Counseling ProfessionCirecie West-Olatunji39 Principal Professional Identity and the Cultivation of Trust in Urban SchoolsRodney S. Whiteman, Samantha Paredes Scribner, and Gary M. Crow40 Exemplary Leadership in Challenging Urban Public School Settings: It’s the Principal of the ThingHarry Gutelius41 School Turnaround: The Meaning of Capacity in Practice for African-American WomenCosette M. GrantEpilogue: Urban Educational Leadership for the Twenty-first CenturyMichael DantleyAbout the EditorsAbout the ContributorsIndex of Terms

Produkt-Details

• Erscheint lt. Verlag: 1.6.2015
• Sprache: englisch
• Themenwelt: Schulbuch / Wörterbuch ► Schulbuch / Allgemeinbildende Schulen
• Themenwelt: Sozialwissenschaften ► Pädagogik
• ISBN-10: 1-4422-2085-6 / 1442220856
• ISBN-13: 978-1-4422-2085-0 / 9781442220850