DisCrit—Disability Studies and Critical Race Theory in Education PDF Download
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Author: David J. Connor
Publisher: Teachers College Press
ISBN: 0807773867
Category : Education
Languages : en
Pages : 289
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Book Description
This groundbreaking volume brings together major figures in Disability Studies in Education (DSE) and Critical Race Theory (CRT) to explore some of today’s most important issues in education. Scholars examine the achievement/opportunity gaps from both historical and contemporary perspectives, as well as the overrepresentation of minority students in special education and the school-to-prison pipeline. Chapters also address school reform and the impact on students based on race, class, and dis/ability and the capacity of law and policy to include (and exclude). Readers will discover how some students are included (and excluded) within schools and society, why some citizens are afforded expanded (or limited) opportunities in life, and who moves up in the world and who is trapped at the “bottom of the well.” Contributors: D.L. Adams, Susan Baglieri, Stephen J. Ball, Alicia Broderick, Kathleen M. Collins, Nirmala Erevelles, Edward Fergus, Zanita E. Fenton, David Gillborn, Kris Guitiérrez, Kathleen A. King Thorius, Elizabeth Kozleski, Zeus Leonardo, Claustina Mahon-Reynolds, Elizabeth Mendoza, Christina Paguyo, Laurence Parker, Nicola Rollock, Paolo Tan, Sally Tomlinson, and Carol Vincent “With a stunning set of authors, this book provokes outrage and possibility at the rich intersection of critical race, class, and disability studies, refracting back on educational policy and practices, inequities and exclusions but marking also spaces for solidarities. This volume is a must-read for preservice, and long-term educators, as the fault lines of race, (dis)ability, and class meet in the belly of educational reform movements and educational justice struggles.” —Michelle Fine, distinguished professor of Critical Psychology and Urban Education, The Graduate Center, CUNY “Offers those who sincerely seek to better understand the complexity of the intersection of race/ethnicity, dis/ability, social class, and gender a stimulating read that sheds new light on the root of some of our long-standing societal and educational inequities.” —Wanda J. Blanchett, distinguished professor and dean, Rutgers University, Graduate School of Education
Author: David J. Connor
Publisher: Teachers College Press
ISBN: 0807773867
Category : Education
Languages : en
Pages : 289
Get Book Here
Book Description
This groundbreaking volume brings together major figures in Disability Studies in Education (DSE) and Critical Race Theory (CRT) to explore some of today’s most important issues in education. Scholars examine the achievement/opportunity gaps from both historical and contemporary perspectives, as well as the overrepresentation of minority students in special education and the school-to-prison pipeline. Chapters also address school reform and the impact on students based on race, class, and dis/ability and the capacity of law and policy to include (and exclude). Readers will discover how some students are included (and excluded) within schools and society, why some citizens are afforded expanded (or limited) opportunities in life, and who moves up in the world and who is trapped at the “bottom of the well.” Contributors: D.L. Adams, Susan Baglieri, Stephen J. Ball, Alicia Broderick, Kathleen M. Collins, Nirmala Erevelles, Edward Fergus, Zanita E. Fenton, David Gillborn, Kris Guitiérrez, Kathleen A. King Thorius, Elizabeth Kozleski, Zeus Leonardo, Claustina Mahon-Reynolds, Elizabeth Mendoza, Christina Paguyo, Laurence Parker, Nicola Rollock, Paolo Tan, Sally Tomlinson, and Carol Vincent “With a stunning set of authors, this book provokes outrage and possibility at the rich intersection of critical race, class, and disability studies, refracting back on educational policy and practices, inequities and exclusions but marking also spaces for solidarities. This volume is a must-read for preservice, and long-term educators, as the fault lines of race, (dis)ability, and class meet in the belly of educational reform movements and educational justice struggles.” —Michelle Fine, distinguished professor of Critical Psychology and Urban Education, The Graduate Center, CUNY “Offers those who sincerely seek to better understand the complexity of the intersection of race/ethnicity, dis/ability, social class, and gender a stimulating read that sheds new light on the root of some of our long-standing societal and educational inequities.” —Wanda J. Blanchett, distinguished professor and dean, Rutgers University, Graduate School of Education
Author: James H. Stronge
Publisher: ASCD
ISBN: 141661561X
Category : Education
Languages : en
Pages : 171
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Book Description
Effective principals run effective schools--this much we know. Accurately measuring principal effectiveness, however, has long been an elusive goal for school administrators. In this indispensable book, author James H. Stronge details the steps and resources necessary for designing a comprehensive principal evaluation system that is based on sound research and established best practices. Here you'll find everything you need to thoroughly assess principal performance, including * An in-depth analysis of research findings related to principal evaluation. * A set of seven field-tested and research-based principal performance standards. * Detailed indicators for each standard that describe the principal's duties and expected level of performance. * A four-point performance appraisal rubric for each standard. * Forms and checklists for use in compiling evidence of performance and completing evaluations. * A step-by-step guide to planning, designing, implementing, and troubleshooting a successful evaluation system. If there's a new principal evaluation system rolling out in your school or district, or if your administration is planning to build one, Principal Evaluation: Standards, Rubrics, and Tools for Effective Performance is essential for ensuring that the system is accurate, fair, and effective.
Author: Dr. Simeoni W.M. Kunkhuli
Publisher: Xlibris Corporation
ISBN: 1493139649
Category : Education
Languages : en
Pages : 190
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Book Description
The study was in response to the pressing quest for educational qualitative improvement in Zambia. An alternative qualitative method to school improvement is suggested. The study describes and examines the administrative and leadership characteristics and climates of five Zambian secondary schools designated and nominated by the Ministry of General Education and Culture as successful schools. Interviews and questionnaires administered to headteachers and teachers were used for data collection. Content and item analysis in the interviews and questionnaire responses were used. The findings are not consistent in all the five schools investigated with the literature on effective schools. No school covered was perceived favourably in all the five dimensions tested. Appropriate recommendations are made for policy makers, practitioners and stake holders.
Author: Marty A Cosby
Publisher:
ISBN:
Category :
Languages : en
Pages : 134
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Book Description
This quantitative case study examined teacher perceptions within one rural, public East Tennessee school district of principal leadership styles based upon Kouzes and Posner's five domains: challenge the process, enable others to act, encourage the heart, inspire a shared vision, and model the way to determine if a dominate domain existed within teacher perception of the principal's leadership style. Principals who understand the effectiveness and impact that different leadership styles have upon the school environment, specifically teacher perceptions, generally identify with a particular style allowing the creation of a positive educational environment (Rowland, 2008). Teacher understanding of principals' leadership styles increased self-awareness and job satisfaction the teacher achieved. Effectively decreasing the chances of teacher burnout and job-related stress (Meador, 2016).
Author: Michael Brown
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 81
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Book Description
Effective Professional Learning Communities are one tool schools utilize to ensure that student achievement improvement is prioritized. Professional Learning Communities help educators increase their professional knowledge and minimize conflict amongst colleagues. Additionally, teachers who regularly participate in a Professional Learning Community have students who reach higher achievement benchmarks than the students of their non-participating peers. The purpose of this study was to determine whether a statistically significant difference existed between principal perceptions and teacher perceptions of Professional Learning Communities as measured by the Professional Learning Communities Assessment—Revised. A sample of 49 principals and 53 teachers from 49 schools in California participated in the study. A series of independent t-tests were utilized to test three null hypotheses to determine if any differences in perception were evident and if participant gender had any impact on the results. It was discovered that no statistically significant perception differences existed between male principals and female principals, male teachers and female teachers, and principals and teachers, regardless of gender identity or educational role. It was concluded that principals and teachers mirror perceptions of their Professional Learning Community, regardless of gender identity. Conducting similar studies in varied geographical locations with demographic diversity and larger sample sizes is recommended to increase the breadth of knowledge of Professional Learning Communities.
Author: Sharon H. Pristash
Publisher: R & L Education
ISBN: 9780810844698
Category : Educational leadership
Languages : en
Pages : 0
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Book Description
Do principals see themselves as others see them? Many new and veteran principals remark that one cannot truly know what it means to be a principal until you are one. However, most people have developed their own perceptions of the role of a principal based on their direct experience. Sharon Pristash describes the various perceptions of the principalship based on interviews with students, teachers, parents, and community members. She also offers some implications these perceptions might have for the profession. Viewpoints of practicing or former principals are included allowing the reader to compare and contrast the public and personal view of the profession. Whether novice or veteran principal, there's something for everyone in this fascinating study.
Author: Linda Darling-Hammond
Publisher: John Wiley & Sons
ISBN: 0470579951
Category : Education
Languages : en
Pages : 426
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Book Description
Preparing Principals for a Changing World provides a hands-on resource for creating and implementing effective policies and programs for developing expert school leaders. Written by acclaimed author and educator Linda Darling-Hammond and experts Debra Meyerson, Michelle LaPointe, and Margaret Terry Orr, this important book examines the characteristics of successful educational leadership programs and offers concrete recommendations to improve programs nationwide. In a study funded by the Wallace Foundation, Darling-Hammond and the team examined eight exemplary principal development programs, as well as state policies and principals' experiences across the country. Using the data from the study, they reveal how successful programs are structured, the skills and knowledge participants gain, and what they are able to do in practice as school leaders as a result. What do these exemplary programs have in common? Aggressive recruitment; close ties with schools in the community; on-the-ground training under the wing of expert principals, and a strong emphasis on the cutting-edge theories of instructional and transformational leadership. In addition to highlighting the programs' similarities, the study also explains the differences among the programs and sheds light on the effectiveness of approaches and models from different states and contexts?East, West, North, and South; urban and rural; pre-service and in-service. The authors analyze program outcomes for principals and their schools, including illustrative case studies and educators' voices on the influence of programs' strategies for recruitment, internships, mentoring, and coursework. The ideas and suggestions outlined in Preparing Principals for a Changing World are presented with the goal of increasing the number of highly qualified, thoughtful, and innovative educational leaders.
Author: Carol Montague-Davis
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 304
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Book Description
A large urban public school system in the piedmont of North Carolina was the setting for this study. Individual school data as well as aggregated data from 25 studied schools were analyzed in order to form overall conclusion of perceptions of leadership for the elementary schools within the system. -- The purpose of this quantitative survey study was to examine principal perceptions of their leadership behaviors and determine if they aligned with teacher perceptions of these same behaviors using the five practices of exemplary leadership of The Leadership Challenge. The researcher disaggregated the data to identify areas of strength and weakness and compared the perceptions to the teachers they lead. The researcher also disaggregated data to determine the relationship of perceptions based on gender and teacher experience level to determine if either of leadership behaviors affect teacher perceptions of principal leadership. -- Through collecting research surveys of principals and teachers, the quantitative data were analyzed to determine if there was an alignment between teacher perceptions of leadership behaviors and leaders’ self-perceived behaviors. -- Three main findings resulted from the study. First, there was not a significant statistical difference in teacher perceptions of principal practices using the five exemplary leadership behaviors based on years of experience. Second, a gender difference emerged such that female principals were more likely to “challenge the process” than male principals. In other words, female principals showed a greater willingness to take risks and search for new opportunities (at least according to their own self-report). Third, teacher ratings of principal leadership behaviors aligned well with the principals’ own ratings.
Author: Steve Owen Martin
Publisher:
ISBN:
Category : Assistant school principals
Languages : en
Pages :
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Book Description
The principal is a true leader, exercising managerial and organizational leadership functions. The demands on principals have changed and principals “are asked to lead in a new world marked by unprecedented responsibilities, challenges, and managerial opportunities” (Hess & Kelly, 2005, p. 1). Leadership models such as the Transformational Leadership model and the Transactional Leadership model have promise, but seem to fall short of equipping leaders to meet the demands of leadership in this modern era (Avolio & Gardner, 2005). The Authentic Leadership model, however, is distinct from other forms of leadership and is a model that will enhance trust, hope, and optimism (Endrissat, Muller, & Kaudela-Baum, 2007; Avolio, Gardner, Walumbwa, Luthans, & Douglas, 2004). Trust in principals has been shown to have a positive relationship with teacher work engagement and student achievement (Tschannen-Moran & Hot, 2000). This study used a Pearson correlation coefficient to examine the relationship between an assistant principals’ perception of their principal’s level of Authentic Leadership skills (independent variable) and the assistant principals’ perceptions of trust in their principal (dependent variable). The Authentic Leadership Questionnaire (ALQ) was used to rate the assistant principals’ perceptions of their principals’ Authentic Leadership skills and the Workplace Trust Survey (WTS) was used to rate the assistant principals’ level of trust in their principal. A cumulative Authentic Leadership score and the scores of four components of Authentic Leadership (relational transparency, internal moral perspective, balanced processing, and self-awareness) were examined for a relationship with trust. Findings indicated a significant positive relationship between assistant principals’ perceptions of their principal’s Authentic Leadership skills and their levels of trust in their principals. There was also a positive relationship between each of the four components of Authentic Leadership and trust.
Author: Steven Barry Permuth
Publisher:
ISBN:
Category :
Languages : en
Pages : 436
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Book Description
