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Leading for social justice: professional development experiences of K-8 urban principals

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TitleInfo
Title
Leading for social justice: professional development experiences of K-8 urban principals
Name (type = personal)
NamePart (type = family)
Goode
NamePart (type = given)
Juail L.
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Juail L. Goode
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author
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NamePart (type = family)
Rubin
NamePart (type = given)
Beth C
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Beth C Rubin
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Advisory Committee
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chair
Name (type = personal)
NamePart (type = family)
Lugg
NamePart (type = given)
Catherine A
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Catherine A Lugg
Affiliation
Advisory Committee
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RoleTerm (authority = RULIB)
co-chair
Name (type = personal)
NamePart (type = family)
Monk
NamePart (type = given)
Jermaine J
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Jermaine J Monk
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Advisory Committee
Role
RoleTerm (authority = RULIB)
co-chair
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Education
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (encoding = w3cdtf); (qualifier = exact)
2019
DateOther (encoding = w3cdtf); (qualifier = exact); (type = degree)
2019-10
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2019
Language
LanguageTerm (authority = ISO 639-3:2007); (type = text)
English
Abstract (type = abstract)
Urban 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.
Subject (authority = RUETD)
Topic
Educational Leadership
Subject (authority = local)
Topic
K-12
Subject (authority = LCSH)
Topic
School principals -- Training of
Subject (authority = LCSH)
Topic
Social justice and education
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
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ETD_10260
PhysicalDescription
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application/pdf
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text/xml
Extent
1 online resource (xi, 124 pages) : illustrations
Note (type = degree)
Ed.D.
Note (type = bibliography)
Includes bibliographical references
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Title
Graduate School of Education Electronic Theses and Dissertations
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rucore10001500001
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NjNbRU
Identifier (type = doi)
doi:10.7282/t3-nr5x-yw63
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Goode
GivenName
Juail
MiddleName
L.
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2019-09-17 21:39:03
AssociatedEntity
Name
JUAIL GOODE
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

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windows xp
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DateCreated (point = end); (encoding = w3cdtf); (qualifier = exact)
2019-09-23T17:10:19
DateCreated (point = end); (encoding = w3cdtf); (qualifier = exact)
2019-09-23T17:10:19
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