
Equity & Access
Description
Alles über E-Books | Antworten auf Fragen rund um E-Books, Kopierschutz und Dateiformate finden Sie in unserem Info- & Hilfebereich.
More details
Other editions
Additional editions

Content
- Cover
- Equity & Access: An Analysis of Educational Leadership Preparation, Policy, & Practice
- Leadership for School Improvement
- Equity & Access: An Analysis of Educational Leadership Preparation, Policy, & Practice
- Copyright Page
- Contents
- Book Introduction
- Introduction
- REFERENCES
- Foreword
- FAKING THE FUNK: AN INTRODUCTION ON MISSING THE MARK
- ROOT CAUSES: THE INTERCONNECTIVITY OF RACISM, WHITE SUPREMACY, AND WHITENESS
- TOWARDS EDUCATIONAL JUSTICE
- SPECIAL NOTE:
- REFERENCES
- 1: Reimaging Principal Preparation for Change Based Leadership: A Framework for Achievement and Equity
- INTRODUCTION
- Collaboration
- Professional Learning Communities
- Faculty
- Curriculum
- Research Based Content
- Social Justice Leadership
- Coaching Based Experiences
- Mentors and Coaches
- Cognitive Coaching Models
- CONCLUSION
- REFERENCES
- 2: Using Cycles of Inquiry to Drive Equity-Oriented Curricular Improvement within One Leadership Preparation Program
- INTRODUCTION
- LITERATURE RELEVANT TO EQUITY-ORIENTED PREPARATION CURRICULUM
- Equity-Oriented Leadership Practice
- Dispositions, Knowledge, and Skills that Enable Equity-Oriented Leadership
- Dispositions
- Knowledge
- Skills
- THE UIC EDD PROGRAM'S EQUITY-ORIENTED CURRICULAR IMPROVEMENT WORK
- Program Background
- Exploring Two Equity-Oriented Curriculum Improvement Efforts at UIC
- Three-Course Instructional Leadership Strand Curricular Improvement Work
- Program-Wide Curricular Improvement Work
- Capacities and Capacity-building in Support of Equity-Oriented Improvement Work
- Equity-Oriented Expertise Through Hiring
- Program Culture
- Program's Improvement Technology
- External Partnerships, Knowledge, and Expertise
- External Funding
- CONCLUSION
- REFERENCES
- 3: Learning That Sticks: Equity-Focused Approaches to Practice-Based Leadership Preparation
- INTRODUCTION
- POWERFUL LEARNING EXPERIENCES
- Aligning Programs for Equity-Focused Action
- DISTRICT PARTNERSHIPS
- LEADERSHIP LENSES
- Transformative Leadership
- Why Include Transformative Leadership
- How to Include Transformative Leadership
- Resource Allocation
- Why Include Resource Allocation
- How to Include Resource Allocation
- Equitable Systems Leadership
- Why Include Equitable Systems Leadership
- How to Include Equitable Systems Leadership
- CONCLUSION
- REFERENCES
- 4: Infusing Culturally Responsiveness & Social Emotional Skills in the Preparation of Transformative Educational Leaders
- INTRODUCTION
- Culturally Responsive Standards for Leaders
- Social Emotional Standards for School Leaders
- Intersections of CRTL and SEL Standards
- Impacts on Leadership Wellness
- Challenges of Standards Reform
- CONCLUSION
- REFERENCES
- 5: School Leadership Preparation and Development in an Era of Privatization: England and the United States
- INTRODUCTION
- Nomenclature
- SECTION I: CHANGING NATURE OF EDUCATION AND SCHOOL LEADERSHIP
- Ideological Framework
- England
- The Evolving School System
- Reframing School Leadership
- Leadership Classifications
- Leadership for Learning (LfL)
- United States
- Nomenclature
- The Evolving School System
- Reframing School Leadership
- Summary
- SECTION II: ROLES, RESPONSIBILITIES, AND CAREER PROGRESSION OF THE DEPUTY HEADTEACHER, ASSISTANT HEADTEACHER, AND ASSISTANT PRINCIPAL
- Deputy Headteacher and Assistant Headteacher (DH & AH)
- Assistant Principal (AP)
- Ten Vignettes-Deputy Headteacher/ Assistant Principal Promotion into Headteacher/Principalship
- What does the research say?
- What does the research say?
- What does the research say?
- What does the research say?
- What does the research say?
- What does the research say?
- What does the research say?
- What does the research say?
- What does the research say?
- What does the research say?
- Policy Recommendations
- EVOLUTION OF NATIONAL EDUCATIONAL LEADERSHIP STANDARDS
- National Context of Education Leadership Standards
- England
- The Revised Standards
- Summary
- CONCLUSION
- REFERENCES
- 6: Toward More Equitable Educational Outcomes: P-16 Leadership Preparation
- INTRODUCTION: TOWARD MORE EQUITABLE EDUCATIONAL OUTCOMES: P-16 LEADERSHIP PREPARATION
- ACCESS AND EQUITY
- SEPARATE SYSTEMS
- CONVERGENCE AND DIVERGENCE OF THE SYSTEMS
- TOWARD A NEW MODEL OF LEADERSHIP PREPARATION
- DISCUSSION
- FUTURE STUDY
- CONCLUSION
- REFERENCES
- 7: Everything to Everyone: Educational Leadership in Unprecedented Times
- INTRODUCTION
- THE CONTEXT OF EDUCATIONAL INEQUITY IN AOTEAROA NEW ZEALAND
- LITERATURE REVIEW
- What is Leadership?
- Educational Leadership
- Crisis Leadership
- Crisis Leadership in an Education Context
- Research Studies
- FINDINGS
- Dispositional
- Leadership Approaches
- Leadership Attributes
- Relational
- School Communities
- Teaching and Support Staff
- Other Networks
- Situational
- Preparation for lockdown
- Teaching and Learning in Lockdown
- Re-opening Schools
- Returning to (new) Normal Schooling
- DISCUSSION
- Equity Gap Continuation
- COVID-19's Extension of Equity Gaps
- Potential Silver Linings
- New Challenges for School Leaders: Everything to Everyone
- REFERENCES
- 8: Personal Experiences Fuel Principal Preparation Course Redesign
- INTRODUCTION
- EXPERIENCES THAT INFORM TEACHING
- Instructor A's Story
- Instructor B's Story
- INCLUSION AS A MEANS
- COURSE CONTENT TAKES SHAPE
- SELECTING READING MATERIALS THAT STIMULATE REFLECTION
- ENGAGING STUDENTS WITH IMPACTFUL SPEAKERS
- LESSONS LEARNED FROM PODCASTING
- STUDENTS' DISCOVERIES ON INCLUSION
- USING THE COURSE REDESIGN TO INFORM OUR TEACHING
- CONCLUSION
- REFERENCES
- 9: Educational Leadership and Preparation in the "Risk Society"
- INTRODUCTION: EDUCATIONAL LEADERSHIP & PREPARATION IN THE "RISK SOCIETY"
- Risk and Security in Contemporary Educational Leadership Practice
- THE CONCEPTUAL FOUNDATIONS OF RISK
- RISK LEADERSHIP
- RISK LEADERSHIP & THE SCHOOL SECURITY PROJECT
- RISK LEADERSHIP & LEADERSHIP PREPARATION
- IMPLICATIONS FOR RISK LEADERSHIP ON EQUITY EFFORTS
- Risk, Racial Equity, & the Educational Leader
- REFERENCES
- 10: Educational Technology: Opportunity to Provide Equitable Learning Environments
- INTRODUCTION
- BACKGROUND
- UNIVERSAL DESIGN FOR LEARNING (UDL)
- EQUITABLE LEARNING OPPORTUNITIES WITH EDUCATIONAL TECHNOLOGY
- Social Technology in Education
- Learning Management Systems
- Google Classrooms
- Mobile Apps
- Augmented Reality & Virtual Reality
- Educational Technology and UDL
- Multiple Means of Engagement
- Multiple Means of Representation
- Multiple Means of Action & Expression
- LEADERSHIP AND EDUCATIONAL TECHNOLOGY INTEGRATION
- CONCLUSION
- REFERENCES
- 11: Developing a Rural School Leadership Professional Learning Model
- INTRODUCTION
- RURAL SCHOOLS
- SIGNIFICANCE OF SCHOOL PRINCIPALS
- RURAL SCHOOL PRINCIPALS AND LEADING RURAL SCHOOLS
- Challenges
- Successful Practices
- BACKGROUND FOR THE CHAPTER
- DESIGN THINKING FRAMEWORK
- Developing a Design Team
- Step 1: Understand
- Step 2: Point of View
- Step 3: Ideate
- Step 4: Prototype
- Step 5: Pilot
- Selection
- Curriculum
- Expectations for Applied Learning
- Staffing/Costs
- Induction and Support
- Evaluation
- NETWORKED IMPROVEMENT COMMUNITIES AND THE RURAL SCHOOL NETWORK
- RECOMMENDATIONS
- CONCLUSION
- REFERENCES
- 12: Extraordinary Leadership in the Immigrant City
- INTRODUCTION
- LAWRENCE MASSACHUSETTS
- Schools
- PROJECT BACKGROUND
- SYNOPSIS OF THE INTERVIEW WITH MR. RICHARD PARTHUM
- THE FUTURE OF THE HENRY K. OLIVER SCHOOL
- ANALYSIS AND DISCUSSION OF MR. PARTHUM'S LEADERSHIP
- ETHICS OF CARE
- SERVANT LEADERSHIP
- CULTURAL COMPETENCY AND CULTURALLY RESPONSIVE SCHOOL LEADERSHIP
- COMMUNITY ENGAGEMENT AND RELATIONSHIP BUILDING
- CONCLUSION
- DISCUSSION QUESTIONS
- REFERENCES
- 13: Integrating Past, Present, and Future Practices for the Authentic Adoption of Transformative Leadership in the 21st Century
- INTRODUCTION
- TRANSFORMATIVE LEADERSHIP FRAMEWORK: A BRIEF OVERVIEW
- Transformational Facet
- Ethical Facet
- Educative Facet
- Critical Facet
- Summary of Transformative Leadership
- Critique of Transformative Leadership
- BUILDING TRANSFORMATIVE LEADERSHIP PRACTICES (TLPS): REFLECTIVE SURVEYS
- REFERENCES
- APPENDIX A: TRANSFORMATIVE LEADERSHIP PRACTICES (TLP): REFLECTIVE ADMINISTRATIVE SURVEY
- APPENDIX B: TRANSFORMATIVE LEADERSHIP PRACTICES (TLP): REFLECTIVE TEACHER SURVEY
- 14: Safety Through Equity: Rethinking School Safety Practices
- INTRODUCTION
- WHAT ARE THE DANGERS OF A POOR APPROACH TO SCHOOL SAFETY?
- FRAMEWORK FOR BETTER SAFETY DECISIONS
- IMPLICATIONS AND CONCLUSION
- REFERENCES
- 15: Prioritizing Access through Leadership: Directorial Decision-Making in Postsecondary Disability Service Offices
- INTRODUCTION
- STUDY FINDINGS
- DISCUSSION
- RECOMMENDATIONS
- REFERENCES
- 16: Leading to Face Inevitable Challenges in the Future
- INTRODUCTION
- FLYING A PLANE WHILE BUILDING IT
- The Principle of Coherence
- PIVOTING TOWARDS AMBIGUITY
- Social and Academic Integration
- TWO STORIES TO TELL
- THE CHALLENGE OF STRATEGIC LEADERSHIP PRACTICE
- SUMMARY AND REFLECTION
- Awareness Ready
- Knowledge Ready
- Performance Ready
- Impact Ready
- Reflection of Readiness
- REFERENCES
- 17: Seven Habits of Ineffective K-12 Principals Regarding Technology and How to Improve Them
- INTRODUCTION
- SEVEN HABITS OF HIGHLY INEFFECTIVE K-12 PRINCIPALS
- Habit #1: Stick with the Tried and True
- Habit #2: Shiny New Toy
- Habit #3: "It's Not My Job to Bother with Technology"
- Habit #4: Expect Teachers to "Play Help Desk" with Their Students
- Habit #5: Technology Is Not for Everything
- Habit #6: "It's on Them" (for Teachers to Keep Up With Technology)
- Habit #7: "But Everybody Has a Computer These Days!" (Equity and Access Issue)
- Habit #1: Be Proactive
- Habit #2: Begin With the End in Mind
- Habit #3: Put First Things First
- Habit #4: Think Win-Win
- Habit #5: Seek First to Understand, Then to Be Understood
- Habit #6: Synergize
- Habit #7: Sharpen the Saw
- CONCLUDING COMMENTS
- REFERENCES
- 18: Pursuing Equity Through Effective Teacher Hiring Practices
- INTRODUCTION
- Teacher Hiring Challenges
- Application Materials
- Conversational Interviews
- Inconsistent Processes
- Additional Equity Challenges in Urban and Rural Schools
- Best Practice from Research
- Qualities of Effective Teachers
- Structured Interviews
- Other Predictive Measures
- Reliance on Subjective Measures of Candidate Skill
- Improvements in Teacher Quality Impact Leader Quality
- A Call to Action
- REFERENCES
- 19: Creating Educational Equity Through Cultural Responsiveness
- INTRODUCTION
- Cultural Competency
- Defining Cultural Responsiveness
- Understanding Diverse Cultures
- Cultural Responsiveness and Teacher Preparation
- Leadership Impact on Cultural Responsiveness
- Why Is Not Being Culturally Responsive a Problem?
- DISCUSSION AND CONCLUSION
- REFERENCES
- 20: Leading EdD Programs in the 21st Century and Beyond: Learnings, Reflection, and Possibilities (Part 1 of 2)
- INTRODUCTION
- LITERATURE REVIEW
- Dialogue
- Critical Friends
- Decisional Capital
- Leading the Way
- Author A
- Theory and Action
- Author A
- Challenges and Opportunities
- Author A
- New Beginnings
- Author A
- Moving Forward
- Author A
- FINAL REFLECTIONS
- CONCLUSION
- REFERENCES
- 21: Leading EdD Programs in the 21st Century and Beyond: Learnings, Reflection, and Possibilities (Part 2 of 2)
- INTRODUCTION
- LITERATURE REVIEW
- Dialogue
- Critical Friends
- Decisional Capital
- Leading the Way
- Author B
- Theory and Action
- Author B
- Challenges and Opportunities
- Author B
- New Beginnings & Moving Forward
- Author B
- RECOMMENDATIONS
- FINAL REFLECTIONS
- CONCLUSION
- REFERENCES
- 22: Signature Thinking for Leadership: Leading Schools in Learning
- INTRODUCTION
- Creating Conditions for Creativity and Change
- Element 1-Pursuing Knowledge At Every Turn
- Element 2-Creating a Risk Ready Environment
- Element 3-Unleash an Army of Problem Finders
- Element 4-Encourage Tinkering and Prototyping
- CONCLUSION
- REFERENCES
- Contributor Author Biographies
System requirements
File format: PDF
Copy-Protection: Adobe-DRM (Digital Rights Management)
System requirements:
- Computer (Windows; MacOS X; Linux): Install the free reader Adobe Digital Editions prior to download (see eBook Help).
- Tablet/smartphone (Android; iOS): Install the free app Adobe Digital Editions or the app PocketBook before downloading (see eBook Help).
- E-reader: Bookeen, Kobo, Pocketbook, Sony, Tolino and many more (only limited: Kindle).
The file format PDF always displays a book page identically on any hardware. This makes PDF suitable for complex layouts such as those used in textbooks and reference books (images, tables, columns, footnotes). Unfortunately, on the small screens of e-readers or smartphones, PDFs are rather annoying, requiring too much scrolling.
This eBook uses Adobe-DRM, a „hard” copy protection. If the necessary requirements are not met, unfortunately you will not be able to open the eBook. You will therefore need to prepare your reading hardware before downloading.
Please note: We strongly recommend that you authorise using your personal Adobe ID after installation of any reading software.
For more information, see our eBook Help page.