"We're Going to Make Lemonade out of Lemons": Urban Principals, Emotion, and Race to the Top Implementation

Autor/inn/en	Wieczorek, Douglas; Theoharis, George
Titel	"We're Going to Make Lemonade out of Lemons": Urban Principals, Emotion, and Race to the Top Implementation
Quelle	In: NASSP Bulletin, 99 (2015) 4, S.281-303 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0192-6365
DOI	10.1177/0192636516636960
Schlagwörter	Urban Schools; Middle Schools; High Schools; Principals; Administrator Attitudes; Teaching Conditions; Accountability; Evaluation; Educational Quality; Academic Achievement; Alignment (Education); Educational Policy; Instructional Leadership; Emotional Response; Social Influences; Cognitive Processes; Qualitative Research; Semi Structured Interviews; Federal Legislation; Educational Legislation; Federal Programs; Federal Aid + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Principal; Schulleiter; Lehrbedingungen; Unterrichtsbedingungen; Verantwortung; Evaluierung; Quality of education; Bildungsqualität; Schulleistung; Politics of education; Bildungspolitik; Instruction; Leadership; Bildung; Erziehung; Führung; Emotionales Verhalten; Sozialer Einfluss; Cognitive process; Kognitiver Prozess; Qualitative Forschung; Bundesrecht; Bildungsrecht; Schulgesetz
Abstract	This study reports on four urban middle- and high school principals' emotionally shaped sense making of Race to the Top policies and their ability to balance the competing demands of teachers' emotional needs with the charge to implement mandated, accountability-driven, instructional, and evaluation changes in their schools. Despite the pressure and apprehension about Race to the Top, they expressed optimism and worked to align their schools to the established policy frameworks while honoring teachers' feelings and supporting their needs at the same time. This study provides implications for research, practice, and leadership development regarding how social, cognitive, and emotional factors affect principals' instructional leadership, particularly how they navigate changes and increasing, multilevel, policy-driven educational pressures. (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	2020/1/01