Community Context: Influence and Implications for School Leadership Preparation

Autor/inn/en	Lipke, Tamara; Manaseri, Holly
Titel	Community Context: Influence and Implications for School Leadership Preparation
Quelle	In: School Leadership Review, 14 (2019) 1, Artikel 3 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-4998
Schlagwörter	Community Characteristics; Instructional Leadership; Leadership Training; Rural Schools; Urban Schools; Journal Articles; Research Reports; Kindergarten; Elementary Secondary Education; Principals; Administrator Education; Educational Trends; Trend Analysis; School Community Relationship; Teacher Recruitment; Teacher Persistence; Faculty Development; New York + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Führungslehre; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Journal article; Zeitschriftenaufsatz; Research report; Forschungsbericht; Principal; Schulleiter; Bildungsentwicklung; Trendanalyse; Lehrerrekrutierung
Abstract	Effective K-12 leaders remain a central concern for schools and communities of all types. The purpose of this research is to examine critically the literature on issues facing leaders in rural and urban settings and present a synthesis of cross-cutting themes. The authors reviewed the theoretical and empirical literature on K-12 leadership issues in rural settings and in urban settings published between 2013-2018 in ten journals. An examination of the similarities and differences facing leaders in these settings in the United States and a discussion of the implications for leadership preparation programs is provided. Future research directions to guide the study of K-12 leadership are also discussed. (As Provided).
Anmerkungen	Texas Council of Professors of Educational Administration. Web site: https://scholarworks.sfasu.edu/slr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01