Literaturnachweis - Detailanzeige
| Autor/inn/en | Knapp, Michael S.; Feldman, Susan; Yeh, Theresa Ling |
|---|---|
| Titel | Learning-Focused Leadership in Urban High Schools: Response to Demanding Environments |
| Quelle | In: Journal of School Leadership, 23 (2013) 2, S.253-286 (34 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1052-6846 |
| Schlagwörter | Urban Schools; High Schools; Instructional Leadership; Educational Environment; Case Studies; Accountability; Principals; Institutional Characteristics; Institutional Mission; Achievement Gains; School Districts; Guidance; Expectation; Educational Legislation; Federal Legislation; Data; Teaching Methods; Alignment (Education); Academic Achievement; Individualized Instruction; California; Georgia; Massachusetts; New York Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; Oberschule; Instruction; Leadership; Bildung; Erziehung; Führung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Case study; Fallstudie; Case Study; Verantwortung; Principal; Schulleiter; Achievement gain; Leistungssteigerung; School district; Schulbezirk; Beratung; Expectancy; Erwartung; Bildungsrecht; Schulgesetz; Bundesrecht; Daten; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Individualisierender Unterricht; Kalifornien; Master-Studiengang |
| Abstract | This article traces how the work of instructional leadership in the urban high school embodies a response to particular pressures in the school's environment. Based on evidence from multiple-case study research in four urban districts, the article demonstrates how supervisory and nonsupervisory leaders fashioned responses to the district (and state) system of instructional guidance and support, accountability, and the press for data-based practice. The analysis shows that in schools that display evidence of progress on a learning improvement agenda, the responses to environmental pressures reflect active engagement with what the environment offers, rather than the reactive compliance that can so often accompany reforms that emphasize high-stakes accountability. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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