Employing Professional Identities: Case Study of a High School Principal in a Reform Setting

Autor/inn/en	Scribner, Samantha Paredes; Crow, Gary Monroe
Titel	Employing Professional Identities: Case Study of a High School Principal in a Reform Setting
Quelle	In: Leadership and Policy in Schools, 11 (2012) 3, S.243-274 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2012.654885
Schlagwörter	Principals; Educational Environment; Work Environment; Professional Identity; Instructional Leadership; High Schools; Educational Change; Case Studies; Administrator Role; Problem Based Learning; Novices; Self Concept; Teacher Administrator Relationship; Urban Schools; Politics of Education; Leadership Styles + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Arbeitsmilieu; Instruction; Leadership; Bildung; Erziehung; Führung; High school; Oberschule; Bildungsreform; Case study; Fallstudie; Case Study; Problem-based learning; Problemorientiertes Lernen; Selbstkonzept; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Educational policy; Bildungspolitik; Führungsstil
Abstract	A problematic trend in the nature of work in educational settings has been the declining emphasis on a professional orientation to work and a growing emphasis on more technocratic approaches. This international trend has led to increased attention on skills and competencies and lessened attention to values, beliefs, motivations, energy, and identities. This article, based on a case study of a high school leader in a reform setting, identifies the professional identities negotiated by the leader with various constituencies and how these identities are used to build trust and gain political capital in order to achieve reform. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10