By William A. Firestone, Carolyn Riehl
This e-book, the fabricated from the duty strength on examine co-sponsored through the yank academic study organization department A and the collage Council for academic management, units an bold time table for examine in academic management. well known students within the box evaluate present wisdom approximately management, body new inquiries to generate vital learn within the box, and direct researchers and policymakers to reconsider how academic management, management, and coverage can be understood. masking a vast variety of themes, from responsibility platforms and school–community relationships to the schooling of scholars from various backgrounds, the authors put up present study to severe scrutiny so that it will boost frameworks for brand spanking new study which can have an important impression on coverage and perform.
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Extra info for A New Agenda for Research in Educational Leadership (Critical Issues in Educational Leadership Series)
The chapter does not begin to exhaust all that is already known about leadership; much more could be written, and yet there also are still many gaps in our knowledge about effective educational leadership. Research needs in a variety of areas will be delineated more fully in the chapters that follow. Ideally, this chapter and the entire volume will stimulate further inquiry and vigorous conversation among the practitioners, policymakers, and scholars who are part of—and who support—the educational leadership profession.
Children in diverse contexts may benefit from culturally responsive teaching, in which instruction is adapted to build on the norms, values, knowledge, skills, and discourse patterns associated with students’ cultural backgrounds (Foster, 1995; Ladson-Billings, 1994). School leaders promote culturally responsive teaching by demonstrating a culturally responsive approach themselves in their relations with parents, teachers, and students (Riehl, 2000). , 2001). 24 A New Agenda for Research in Educational Leadership Finally, evidence is mounting that student achievement is lower in schools serving diverse and disadvantaged populations because, at least in part, these schools receive the least qualified teachers and are unable to retain qualified teachers (Darling-Hammond & Youngs, 2002).
978) 750-8400. 28 What Can Researchers on Educational Leadership Learn from Teaching? 29 provement of student learning (Chapter 2, this volume; Murphy, 2001). Yet past research in educational leadership is silent on how students learn, how teachers can help students learn, and—most important—how educational leaders can help both students and teachers to learn. , critical interpretation of texts, problem-solving, and thoughtful discourse). Throughout this paper we refer to this as ambitious teaching and learning.
A New Agenda for Research in Educational Leadership (Critical Issues in Educational Leadership Series) by William A. Firestone, Carolyn Riehl