Poverty, Privilege, and Political Dynamics within Rural School Reform: Unraveling Educational Leadership in the Invisible America

Autor/inn/en	Mette, Ian M.; Biddle, Catharine; Mackenzie, Sarah V.; Harris-Smedberg, Kathy
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 Verfügbarkeit
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) + Suchen Sie Ihr Suchwort? 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