Literaturnachweis - Detailanzeige
| Autor/in | Terosky, Aimee LaPointe |
|---|---|
| Titel | Enacting Instructional Leadership: Perspectives and Actions of Public K-12 Principals |
| Quelle | In: School Leadership & Management, 36 (2016) 3, S.311-332 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1363-2434 |
| DOI | 10.1080/13632434.2016.1247044 |
| Schlagwörter | Instructional Leadership; Qualitative Research; Principals; Administrator Attitudes; Surveys; Participant Observation; Urban Schools; Public Schools; Elementary Secondary Education; Time Management; Educational Planning; Teacher Empowerment; School Administration; Semi Structured Interviews; New York (New York) |
| Abstract | This article's purpose is to highlight the perspectives and actions of urban, public school K-12 principals who are noted for prioritising instructional leadership. Grounded in the conceptual framework of agency, I examined the work experiences of 18 New York City public school principals nominated by supervisors, colleagues, trained educational consultants, parents, and students through a four-phase qualitative study consisting of interviews, time surveys, document review, and observations with participants. In order to uphold instructional leadership, analysis highlighted that participants assumed agency by engendering perspectives and actions that viewed instructional leadership as: grounded in learning, influenced by teachers/staff, requiring time and planning for principals and teachers/staff, and calls for teacher/staff empowerment. (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 | 2020/1/01 |
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