Leading through the Challenge of Change: African-American Women Principals on Small School Reform

Autor/in	Peters, April L.
Titel	Leading through the Challenge of Change: African-American Women Principals on Small School Reform
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 25 (2012) 1, S.23-38 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2011.647722
Schlagwörter	Small Schools; Academic Achievement; Leadership Effectiveness; Educational Change; Principals; Change Strategies; Organizational Change; Program Implementation; Women Administrators; Womens Studies; Phenomenology; Social Influences; Interviews; Administrator Attitudes; Performance Factors; Barriers; African American Leadership; Females + Suchen Sie Ihr Suchwort? School; Schools; Schule; Schulleistung; Führungseffizienz; Bildungsreform; Principal; Schulleiter; Lösungsstrategie; Organisationswandel; Weibliche Führungskraft; Phenomenological psychology; Phänomenologie; Psychologie; Sozialer Einfluss; Interviewing; Interviewtechnik; Leistungsindikator; Weibliches Geschlecht
Abstract	The context of education is changing based upon social, political, and accountability factors. As a result, many large urban districts have turned to small school reform in efforts to address student learning outcomes. Research demonstrates that effective leadership influences school achievement and culture. This qualitative study examines the leadership of two African-American female principals charged with implementing small school reform in an urban district. Each principal experienced challenges related to race, gender, and age, as well as challenges in harnessing district support to implement the reform with integrity. The tenets of Afrocentric feminist epistemology are used to explicate the experiences of these Black female principals. (Contains 1 note.) (As Provided).
Anmerkungen	Routledge. Available from: 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	2017/4/10