Leadership for Socially-Just Supervision in K-12 Schools in the Context of the United States

Autor/inn/en	Çevik, Salih; Yildirim, Sevda; Zepeda, Sally J.
Titel	Leadership for Socially-Just Supervision in K-12 Schools in the Context of the United States
Quelle	In: Multicultural Education Review, 12 (2020) 4, S.306-322 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Çevik, Salih) ORCID (Yildirim, Sevda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2005-615X
DOI	10.1080/2005615X.2020.1842671
Schlagwörter	Social Justice; Instructional Leadership; Kindergarten; Elementary Secondary Education; Teacher Supervision; Reflective Teaching; Teacher Student Relationship; Educational Principles; Socioeconomic Influences; Sociocultural Patterns; Political Influences; Decision Making; Trust (Psychology); Equal Education; Access to Education + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Instruction; Leadership; Bildung; Erziehung; Führung; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungsprinzip; Sozioökonomischer Faktor; Soziokulturelle Theorie; Political influence; Politischer Einfluss; Decision-making; Entscheidungsfindung; Education; Access; Zugang; Bildungszugang
Abstract	This article addresses educational supervision as a platform for promoting the principles and foundations of social justice in K-12 schools in the United States. Fraser's components of recognition, redistribution, and representation served as the foundation to examine socially-just supervision as a socio-culturally, politically, and economically grounded process. Socially-just supervision could promote reflective practices, support building relationships, create opportunities to improve teacher capacity, and focus effort and time to create momentum for teachers to become more socially-just as they interact with their students. Drawn from research, key practices as well as five guiding principles that support leadership for socially-just supervision for teachers in K-12 settings are provided. Without these principles, supervision, professional learning, and evaluation will remain discreet administrative functions that do not focus on the needs of teachers as they move throughout their careers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01