Literaturnachweis - Detailanzeige
| Autor/inn/en | Klar, Hans W.; Moyi, Peter; Ylimaki, Rose M.; Hardie, Suzy; Andreoli, Parker M.; Dou, Jingtong; Harrington, Keneisha; Roper, Cindy; Buskey, Frederick C. |
|---|---|
| Titel | Getting off the List: Leadership, Learning, and Context in Two Rural, High-Needs Schools |
| Quelle | In: Journal of School Leadership, 30 (2020) 1, S.62-83 (22 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Klar, Hans W.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1052-6846 |
| DOI | 10.1177/1052684619867474 |
| Schlagwörter | Disadvantaged Schools; Rural Schools; Cultural Context; Instructional Leadership; Elementary Schools; Educational Improvement; Outcomes of Education; Faculty Development; Leadership Styles; School Administration; Professional Autonomy; Accountability; Neoliberalism; Economic Factors; School Districts; Principals; Case Studies; Educational Practices; South Carolina Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Instruction; Leadership; Bildung; Erziehung; Führung; Elementary school; Grundschule; Volksschule; Teaching improvement; Unterrichtsentwicklung; Lernleistung; Schulerfolg; Führungsstil; Berufsfreiheit; Verantwortung; Neo-liberalism; Neoliberalismus; Ökonomischer Faktor; School district; Schulbezirk; Principal; Schulleiter; Case study; Fallstudie; Case Study; Bildungspraxis |
| Abstract | In this article, we report findings from two cases of rural, high-needs elementary schools in the Southeastern United States that successfully improved learning outcomes for their students. As illustrated by our findings, a combination of effective teacher professional development, focused student learning initiatives, and enhanced community and family involvement contributed to the removal of the schools from priority and below average designations. In addition to illustrating the leadership practices that positively influenced improvement efforts in these two schools, and expanding the nascent body of scholarship on context-responsive leadership, our findings serve as a starting point for a larger project centered on the nexus of school leader agency in increasingly diverse cultural contexts. (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 | 2024/1/01 |
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