Leadership for Social Justice and Sustainability: A Historical Case Study of a High-Performing Dual Language School along the U.S.-Mexico Border

Autor/inn/en	DeMatthews, David E.; Izquierdo, Elena
Titel	Leadership for Social Justice and Sustainability: A Historical Case Study of a High-Performing Dual Language School along the U.S.-Mexico Border
Quelle	In: Journal of Education for Students Placed at Risk, 25 (2020) 2, S.164-182 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (DeMatthews, David E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2019.1704629
Schlagwörter	Social Justice; School Effectiveness; Geographic Regions; Urban Schools; Elementary Schools; Equal Education; Neighborhood Schools; Public Schools; English Language Learners; Culturally Relevant Education; Sustainability; Leadership Effectiveness; Biculturalism; Educational Improvement; Mexican Americans; Hispanic American Students; Principals; Low Income Students; Bilingual Education Programs; Consolidated Schools; High Achievement; Access to Education; Immigrants; Texas + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Schuleffizienz; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementary school; Grundschule; Volksschule; Public school; Öffentliche Schule; Nachhaltigkeit; Führungseffizienz; Bikulturalität; Teaching improvement; Unterrichtsentwicklung; Hispanoamerikaner; Hispanic; Hispanic Americans; Student; Students; Schüler; Schülerin; Studentin; Principal; Schulleiter; Consolidated school; Mittelpunktschule; Zentralschule; Education; Access; Bildung; Zugang; Bildungszugang; Immigrant; Immigrantin; Immigranten
Abstract	This qualitative case study is focused on one high-performing urban elementary school that worked to address inequities within the school and community for two decades partly through dual language education. This neighborhood public school has been one of the district's highest-performers for the prior 15 years, was one of the first schools in the nation to develop a dual language program for students classified as English learner (EL) students, and more recently merged with one of the district's lowest performing and under-enrolled schools to expand access to a high-quality and culturally sustaining education. Key findings from this case highlight intersections between social justice leadership and leadership for school improvement that promote organizational innovation, learning, and sustainability. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01