LEADER 05160nam 2200649 450 001 9910788276903321 005 20230807210747.0 035 $a(CKB)2670000000618749 035 $a(EBL)2058199 035 $a(OCoLC)910325754 035 $a(SSID)ssj0001497682 035 $a(PQKBManifestationID)12561219 035 $a(PQKBTitleCode)TC0001497682 035 $a(PQKBWorkID)11494551 035 $a(PQKB)10264579 035 $a(MiAaPQ)EBC2058199 035 $a(Au-PeEL)EBL2058199 035 $a(CaPaEBR)ebr11058640 035 $a(CaONFJC)MIL789318 035 $a(EXLCZ)992670000000618749 100 $a20150609h20152015 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aHandbook of urban educational leadership /$fedited by Muhammad Khalifa [and three others] ; contributors, Judy A. Alston [and one hundred ten others] 210 1$aLanham, Maryland :$cRowman & Littlefield,$d2015. 210 4$dİ2015 215 $a1 online resource (701 p.) 300 $aDescription based upon print version of record. 311 $a1-4422-2084-8 311 $a1-4422-2085-6 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aContents; Foreword; Acknowledgments; SECTION 1. URBAN EDUCATIONAL LEADERSHIP; Section 1. Introduction; Ch01. Urban Education and Leadership; Ch02. Sankofa; Ch03. Demographic and Professional Characteristics of Urban School Principals in the United States; Ch04. An Interpretive History of Urban Education and Leadership in Age of Perceived Racial Invisibility; SECTION 2TEACHING, LEARNING, CURRICULUM, ANDEDUCATIONAL OUTCOMES; Section 2. Introduction; Ch05. Creating a Culture of Confidence; Ch06. Bringing Urban High School Reform to Scale 327 $aCh07. Developing Teacher Leadership for Equity in Urban SchoolsCh08. Teachers Learning to Lead; SECTION 3. GENDER, RACE, CLASS, AND CULTURE; Section 3. Introduction; Critical Care, Collaborative Activism, and Professional Risk; Ch09. Urban Schools, Black Principals, and Black Students; Ch10. Equity and Race-Visible Urban School Reform; Ch11. Culturally Responsive Leadership Preparation and Practices; Ch12. From Dysconsciousness to Consciousness of Stereotypes That Disparage Black Youth; Ch13. Tempered Radicalism in the Ivory Tower; SECTION 4. THEORY AND RESEARCH METHODOLOGY 327 $aSection 4. IntroductionSound the "Bell"; Ch14. Using Social Norming and Ecological Theories and Diversity-Based Strategies for Bullying Interventions in Urban Areas; Ch15. Toward Community-Centric Educational Leadership in Addressing the School Discipline Disparity; Ch16. Revisiting Black Feminist Thought and Home-School Relations in the U.S. South; SECTION 5. PARENTAL INVOLVEMENT AND COMMUNITY; Section 5. Introduction; Ch17. "I Know Momma Didn't Have to Work This Hard"; Ch18. Where Has All of the Community Rage Gone? 327 $aCh19. A Spectrum of Parent and Community Engagement for Conceptualizing and Responding to the Institutional Complexity of Urban SchoolsSECTION 6. SOCIAL JUSTICE, EQUITY, ADVOCACY, AND ACTIVISM; Section 6. Introduction; A Critical Race Theory Perspective on Urban School Leadership; Ch20. AYP, Access, and Expectations; Ch21. Learning to Lead for Social Justice; Ch22. Social Justice in Action; Ch23. Actions Matter; SECTION 7. PERSPECTIVES IN POLICY; Section 7. Introduction; Ch24. Urban Leadership, Neoliberalism, and New Policy Entrepreneurs; Ch25. Destiny High School 327 $aCh26. Leaders of the New School(s)SECTION 8. LEADERSHIP PREPARTION, DEVELOPMENT, AND SUPPORT; Section 8. Introduction; A Theory of Emancipatory Leadership; Ch27. Turnaround, School Choice, and the Hidden Discourses of Race in Leadership Preparation; Ch28. The Urban School Leaders Collaborative; Ch29. School Leadership in Urban Schools; Ch30. Preparing Leaders to Support the Education of Diverse Learners; Ch31. Lessons from a District-Based Doctoral Cohort; SECTION 9. CRITICAL FOUNDATIONS IN URBAN EDUCATIONAL LEADERSHIP; Section 9. Introduction; Ch32. College Readiness and Urban Schools 327 $aCh33. Change Agency in Our Own Backyards 330 $aThis authoritative handbook examines the community, district, and teacher leadership roles that affect urban schools. It will serve as a foundation for pedagogical and educational leadership practices that foster social justice, equity, and advocacy for those who have been traditionally and historically underserved in education. 606 $aEducation, Urban$zUnited States 606 $aEducation, Urban$zUnited States$xAdministration 606 $aEducational leadership$zUnited States 615 0$aEducation, Urban 615 0$aEducation, Urban$xAdministration. 615 0$aEducational leadership 676 $a370.91732 702 $aKhalifa$b Muhammad A.$f1975- 702 $aAlston$b Judy A. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910788276903321 996 $aHandbook of urban educational leadership$93677367 997 $aUNINA