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Titlebook: Quandaries of School Leadership; Voices from Principa Debra J. Touchton,Mariela A. Rodríguez,Michele Ack Book 2018 The Editor(s) (if applic

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發(fā)表于 2025-3-21 17:25:34 | 只看該作者 |倒序?yàn)g覽 |閱讀模式
書(shū)目名稱(chēng)Quandaries of School Leadership
副標(biāo)題Voices from Principa
編輯Debra J. Touchton,Mariela A. Rodríguez,Michele Ack
視頻videohttp://file.papertrans.cn/781/780643/780643.mp4
概述Provides a resource for university-based school leader preparation.Reveals perceptions, thoughts, and values of practicing principals, and examines epistemological and theoretical perspectives that sh
圖書(shū)封面Titlebook: Quandaries of School Leadership; Voices from Principa Debra J. Touchton,Mariela A. Rodríguez,Michele Ack Book 2018 The Editor(s) (if applic
描述This book provides insights into the everyday practices of school leaders as told through the real-life stories of principals. ?The editors and their contributors blend practice with theory, helping aspiring leaders to discover that school leadership is not simply putting prescribed solutions into action, but a constant encounter with quandaries that demand thinking, responding, and adjusting to the situations at hand. Readers build their capacities to view quandaries from multiple lenses, consider a variety of responses, and draw conclusions based on perspectives that may vary from those initially identified. The chapter authors encourage a sharper self-awareness of what scholars value and envision about education, encouraging them to think about how to navigate decision-making through a variety of theoretical frameworks and practices while balancing their own leadership platform development.
出版日期Book 2018
關(guān)鍵詞quandaries; principalship; leadership; administration; school leader preparation
版次1
doihttps://doi.org/10.1007/978-3-319-59120-9
isbn_softcover978-3-319-86552-2
isbn_ebook978-3-319-59120-9
copyrightThe Editor(s) (if applicable) and The Author(s) 2018
The information of publication is updating

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The Ambiguity in Clarifying Expectations,al and fundamental role in clarifying the expectations for the principal, community members, parents, teachers, school staff members, and students. How the school’s vision is developed, enacted, and sustained is closely linked to how well the school community have a shared understanding of both what
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,Ethics: Acting Ethically to Promote , Student’s Academic Success and Well-Being,ven into decisions, and decision-making processes reveal tensions in the co-existence of genuine concern for students’ academic success and well-being, as well as conflicts, contradictions, and dis/ingenuousness among principals. Questions for reflection are included in the hope that they will lead
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Principals Supporting English Learners in US Public Schools,guage-minority student populations, the principal’s role entails more than supervising curriculum, managing budgets, and evaluating teachers but rather one who promotes the acceptance and inclusion of all culturally and linguistically diverse groups of students.
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Quandaries of Assessment and Accountability,arten (pK-12) schools as leaders of learning for instructional improvement and capacity building for a culture of assessment and accountability. From the . interview data, transcriptions of focus groups that were held with principals throughout the nation were analyzed to discern the challenges in i
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Shared Voice and Vision: Fostering Professional Communities for Student Success,l community to promote student success. The principal’s priorities must include pedagogy and the professional learning of teachers. The principal’s primary work is to build a school culture where vision and priorities are clear. In order to achieve this, the role of the principal as lead learner is
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