By William A. Firestone, Carolyn Riehl
This e-book, the made of the duty strength on study co-sponsored via the yankee academic examine organization department A and the collage Council for academic management, units an bold schedule for study in academic management. admired students within the box assessment present wisdom approximately management, body new inquiries to generate very important examine within the box, and direct researchers and policymakers to reconsider how academic management, management, and coverage may be understood. protecting a huge diversity of themes, from responsibility structures and school–community relationships to the schooling of scholars from assorted backgrounds, the authors put up present examine to severe scrutiny which will strengthen frameworks for brand new study that may have an important effect on coverage and perform.
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Additional resources for A New Agenda for Research in Educational Leadership (Critical Issues in Educational Leadership Series)
When schools support families to develop strong educational cultures at home, children from low-income families and diverse cultural backgrounds approach the grades and test scores expected for middle-class children. They are also more likely to take advantage of a full range of educational opportunities after graduating from high school (Henderson & Berla, 1994). School leaders help families develop strong educational cultures by championing parent education and coordinated services. Parent education helps families acquire resources and competencies to support their children’s education; it can be provided through group meetings and classes, newsletters, home visits, neighborhood meetings, phone consultations, and the provision of audio, video, and print resources (Epstein, 1996, 2001).
1995), Reyes, Scribner, and Scribner (1999), and Scheurich (1998) are among the researchers who have begun to explicate the dimensions of challenging curricula that can be effective with low-achieving or marginalized students. 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).
In these schools, teaching and learning are enhanced when school leaders adopt any means possible to attract and retain good teachers. Creating Strong Communities in School Effective leaders in schools serving diverse groups of students promote a sense of community among all of the school’s members, including students, teachers, parents, and others. A small but impressive body of evidence also suggests that pupils benefit when teachers in a school form a “professional learning” subcommunity (Bryk & Driscoll, 1988; Newmann & Associates, 1996).