Literaturnachweis - Detailanzeige
Autor/inn/en | Mette, Ian M.; Biddle, Catharine; Mackenzie, Sarah V.; Harris-Smedberg, Kathy |
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Titel | Poverty, Privilege, and Political Dynamics within Rural School Reform: Unraveling Educational Leadership in the Invisible America |
Quelle | In: Journal of Cases in Educational Leadership, 19 (2016) 3, S.62-84 (23 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1555-4589 |
DOI | 10.1177/1555458916657126 |
Schlagwörter | Leitfaden; Unterricht; Lehrer; Economic Climate; Advantaged; Whites; Middle Class; Economically Disadvantaged; Educational Change; Instructional Leadership; School Administration; Principals; Rural Areas; Poverty; Teaching Methods; Administrator Attitudes; Teacher Attitudes; Community Development; Social Problems; High School Students; Case Method (Teaching Technique) Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Wirtschaftslage; White; Weißer; Mittelschicht; Bildungsreform; Leadership; Bildung; Erziehung; Führung; Principal; Schulleiter; Rural area; Ländlicher Raum; Armut; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Community; Development; Entwicklung; Social problem; Soziales Problem; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Case method; Fallmethode |
Abstract | This case was written to help prepare teacher-leaders, principals, and central office administrators, particularly those in rural and economically marginalized settings, who are expected to lead teachers and stakeholders in their community through increasingly stressed economic conditions. The intent of the case study is for educators to examine the impact privilege has on the often White, middle-class mind-set of educators, particularly when supporting economically marginalized communities. Educators studying this case should examine the role that poverty, privilege, and politics play in school leadership, specifically when thinking about school reform and community improvement efforts. (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 |