Details

A Companion Guide to Handbook of Urban Educational Leadership


A Companion Guide to Handbook of Urban Educational Leadership

Theory to Practice

von: Rene O. Guillaume, Noelle Witherspoon Arnold, Azadeh F. Osanloo

27,99 €

Verlag: Rowman & Littlefield Publishers
Format: EPUB
Veröffentl.: 31.01.2022
ISBN/EAN: 9781475851595
Sprache: englisch
Anzahl Seiten: 158

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Beschreibungen

<p><span>A Companion Guide to Handbook of Urban Educational Leadership: Theory to Practice </span><span>provides the reader with activities linked to the theoretical chapters, which no handbook has included to date. The overarching goal is the development of scholarly leaders who can lead change and improve the practice. The Companion Guide creates an important bridge to connecting the theoretical concepts with practical applications. The Companion Guide activities will help illuminate salient theoretical concepts related to urban education and leadership. This deliberate intertwining of theoretical bases with practical implications, allows the reader to gain understanding into the praxis of urban educational leadership. By bringing together philosophical and educational insights, we bridge theoretical gaps in the scholarship of the urban educational leadership in society, and offer tools for critically analyzing the undergirding concepts.</span></p>
<p></p>
<p><span>The Companion Guide activities will help illuminate salient theoretical concepts related to urban education and leadership.</span></p>
<p><span>PART I: LEADERS OF COLOR IN URBAN CONTEXT</span></p>
<p><span>1 Revisiting the Past to Inform the Present: Lessons from a Pre-Brown African American Leadership Paradigm</span></p>
<p><span>Sheryl J. Crof</span></p>
<p><span>2 Black School Leaders Matter: Applied Critical Leadership in a Large Urban District </span></p>
<p><span>Monique Sloan and Cristóbal Rodríguez</span></p>
<p><span>3 The Collective and Unique Contributions of Latina Urban School Leaders: Testimonios of Advocacy and Resistance </span></p>
<p><span>Melissa A. Martinez and Rosa L. Rivera-McCutchen</span></p>
<p><span>4 Are Charter Schools the Educational Promised Land for Black Leaders? Examining Rational Choice Theory in a Racialized Context </span></p>
<p><span>April L. Peters and Ain A. Grooms</span></p>
<p><span>5 An Ecological Model of the Urban Learner: The Geography of a Predominantly Black Institution and Multicampus Spaces</span></p>
<p><span>Ursula Thomas</span></p>
<p><span>PART II: HUMAN GEOGRAPHIES</span></p>
<p><span>6 “A Sanctuary while You’re Here on Campus”: From Safe/Brave Space to Places of Respite in Urban Educational Institutions and Classrooms</span></p>
<p><span>Douglas Allen and Shelby Chipman</span></p>
<p><span>7 Extreme Deprivation and Violence: Does Sustained Deprivation Exacerbate Homicide Rates in U.S. Cities beyond Deprivation’s Direct (Linear) Effect?</span></p>
<p><span>Patricia L. McCall, Kenneth C. Land, Karen F. Parker, and Andrew C. Gray</span></p>
<p><span>PART III: ECOLOGICAL PERSPECTIVES</span></p>
<p><span>8 Supporting Teacher Leadership for Equity in Urban Schools</span></p>
<p><span>Joshua Childs, Judson Laughter, Bryant O. Best, and H. Richard Milner IV</span></p>
<p><span>9 Mission Ready: Globalization, Diversity, and Inclusion Viewed through the Experiences of Children of Military Service Members</span></p>
<p><span>Chadrhyn Pedraza</span></p>
<p><span>10 Harlem’s Motherwork: A Valuable Resource for Urban School Leaders</span></p>
<p><span>Terri Watson</span></p>
<p><span>PART IV: URBAN KNOWLEDGE AND WAYS OF KNOWING</span></p>
<p><span>11 Critically Conscious Educational Leadership Development through the Use of Pláticas in an Agentic Learning Space </span></p>
<p><span>Brenda Rubio, Chris Milk-Bonilla, and Randy Clinton Bell</span></p>
<p><span>12 HQPE: Exploring the Role of Physical Education in Facing America’s Educational Debt</span></p>
<p><span>Samuel R. Hodge, Martha James-Hassan, and Alexander Vigo-Valentín</span></p>
<p><span>13 Women’s Perspectives on Deconstructing the Urban Ivory Tower for Black Women Faculty </span></p>
<p><span>Risha Berry, Tomika Ferguson, and Whitney Sherman Newcomb</span></p>
<p><span>PART V: URBAN POLITICS AND EDUCATIONAL LEADERSHIP</span></p>
<p><span>14 Urban Education and Educational Leadership Graduate Preparation Programs: Preparing Graduate Students Coming from and Going into Urban Pre-K–12 Settings</span></p>
<p><span>René O. Guillaume and Elizabeth C. Apodaca</span></p>
<p><span>15 Queering Urban Elementary Schools: Campus Leaders as Allies of Intersectionality </span></p>
<p><span>Leanna Lucero and Angela Owens</span></p>
<p><span>16 Urban School Administrators’ Incorporation of Student Voice/Culture and Community Involvement toward School Discipline in Urban Middle Schools</span></p>
<p><span>John A. Williams III and Chance W. Lewis</span></p>
<p><span>17 The Value of Asian American Pre-K–12 Urban Education Principals: A Human Resources Developmental Perspective on the Barriers and Opportunity Pathways for America’s “Model Minority”</span></p>
<p><span>Nicholas D. Hartlep</span></p>
<p><span>18 Understanding the Politics of Race, Equity, and Neoliberalism in Everyday Leadership</span></p>
<p><span>Sarah Diem, Anjalé D. Welton, Sarah W. Walters, and Shannon Paige Clark</span></p>
<p><span>PART VI: TRANSNATIONALISM</span></p>
<p><span>19 Supporting Undocumented Students: Principals Taking Action</span></p>
<p><span>Sofia Bahena, Brianda De Leon, and Mariela A. Rodríguez</span></p>
<p><span>20 Conceptualizing Equity in a Borderland Language Ecology </span></p>
<p><span>Magdalena Pando</span></p>
<p><span>21 Projecting the Voices of the Voiceless: Undocumented Students in a Southwest Borderland K–12 School District</span></p>
<p><span>Roberto Lozano</span></p>
<p><span>22 “They Don’t Even Know Me”: Effects of the Model Minority Myth on Asian American Students in a Southwest Borderland High School</span></p>
<p><span>Jennifer Maya Haan</span></p>
<p><span>23 A Metaphor Analysis of Tragedy and Trauma: Educational Leadership Responses to Addressing Transnationalistic Terror and Racial Violence </span></p>
<p><span>Azadeh F. Osanloo, Sarah J. Baker, Kristine Velasquez, Rick Marlatt, and Noelle Witherspoon Arnold</span></p>
<p></p>
<p><span>René O. Guillaume</span><span>, PhD, is an assistant professor and also serves as an interim Co-Director in the School of Teacher Preparation, Administration, and Leadership in the College of Education at New Mexico State University. </span></p>
<p></p>
<p><span>Noelle Witherspoon Arnold</span><span>, PhD is the Associate Dean for Equity, Diversity and Global Engagement and Professor of Educational Administration in the College of Education and Human Ecology at The Ohio State University.</span></p>
<p></p>
<p><span>Azadeh F. Osanloo</span><span>, PhD, is currently a Professor in Educational Leadership &amp; Administration and recently ended her term as the inaugural Co-Director of the School of Teacher Preparation, Administration, and Leadership in the College of Education at New Mexico State University. </span></p>

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