Literaturnachweis - Detailanzeige
Autor/in | DeMatthews, David |
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Titel | Making Sense of Social Justice Leadership: A Case Study of a Principal's Experiences to Create a More Inclusive School |
Quelle | In: Leadership and Policy in Schools, 14 (2015) 2, S.139-166 (28 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1570-0763 |
DOI | 10.1080/15700763.2014.997939 |
Schlagwörter | Principals; Case Studies; Social Justice; Instructional Leadership; Qualitative Research; Urban Schools; Inclusion; Comprehension; Theories; Special Education; Disproportionate Representation; African American Students; Federal Legislation; Educational Legislation; Disabilities; Equal Education; Interviews; Elementary Schools; Elementary School Teachers; Elementary School Students; Teacher Attitudes; Student Behavior Principal; Schulleiter; Case study; Fallstudie; Case Study; Soziale Gerechtigkeit; Instruction; Leadership; Bildung; Erziehung; Führung; Qualitative Forschung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Inklusion; Verstehen; Verständnis; Theory; Theorie; Special needs education; Sonderpädagogik; Sonderschulwesen; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Bundesrecht; Bildungsrecht; Schulgesetz; Handicap; Behinderung; Interviewing; Interviewtechnik; Elementary school; Grundschule; Volksschule; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Student behaviour; Schülerverhalten |
Abstract | Social justice leadership in high-poverty urban schools is complex. Principals experience a range of feelings and emotions while practicing social justice leadership with implications on their leadership. This article presents a qualitative case study of an elementary school principal in an urban setting and how she led to create a more inclusive school. Sensemaking theory was applied to examine the principal's experiences leading for social justice and how successes, challenges, and failures influenced her leadership. Findings have implications for theory, future research, and principal selection, preparation, and training. (As Provided). |
Anmerkungen | Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |