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Leading for social justice: professional development experiences of K-8 urban principals
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Goode, Juail L.. Leading for social justice: professional development experiences of K-8 urban principals. Retrieved from https://doi.org/doi:10.7282/t3-nr5x-yw63

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TitleLeading for social justice: professional development experiences of K-8 urban principals
NameGoode, Juail L. (author); Rubin, Beth C (chair); Lugg, Catherine A (co-chair); Monk, Jermaine J (co-chair); Rutgers University; Graduate School of Education
Date Created2019
Other Date2019-10 (degree)
SubjectEducational Leadership, K-12, School principals -- Training of, Social justice and education
Extent1 online resource (xi, 124 pages) : illustrations
DescriptionUrban public schools have unique challenges that require dedicated, passionate, and resilient school leaders. These leaders must remain focused and committed to confront educational disparities (Darling-Hammond, 2010). Policy makers devise educational initiatives to hold school principals accountable and place enormous pressures on them to increase student performance (Farver & Holt, 2015; Spillane & Hunt, 2010; Warren & Higbee, 2007). These school leaders are also expected to make significant changes within limited time frames (Lambert, 2002). The shift of school leaders from manager to change agent requires educational leadership scholars’ analysis of prevailing assumptions about the world in which we live and how issues of social injustice influence the educational outcomes of certain populations of students. The field’s understanding the role that schools play in responding to issues of discrimination, inequities, and social injustice would help to uncover the professional learning that an urban school leader needs in order to be effective in their role. Focusing professional development efforts solely on raising test scores, results in underdeveloped urban principals. Underdeveloped school leaders will instead, reproduce inequities unless there are intentional and deliberate efforts to confront systems of oppression within school and society (Khalifa, 2018). This study will examine current professional development experiences of urban principals and how they lead for social justice to lay the groundwork for creating professional learning opportunities that build urban principals’ awareness and amplify their voices as advocates for social justice.
NoteEd.D.
NoteIncludes bibliographical references
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/t3-nr5x-yw63
LanguageEnglish
CollectionGraduate School of Education Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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