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Handbook of urban educational leadership / / edited by Muhammad Khalifa [and three others] ; contributors, Judy A. Alston [and one hundred ten others]
| Handbook of urban educational leadership / / edited by Muhammad Khalifa [and three others] ; contributors, Judy A. Alston [and one hundred ten others] |
| Pubbl/distr/stampa | Lanham, Maryland : , : Rowman & Littlefield, , 2015 |
| Descrizione fisica | 1 online resource (701 p.) |
| Disciplina | 370.91732 |
| Soggetto topico |
Education, Urban - United States
Education, Urban - United States - Administration Educational leadership - United States |
| Soggetto genere / forma | Electronic books. |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Contents; 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
Ch07. 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 Section 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? Ch19. 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 Ch26. 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 Ch33. Change Agency in Our Own Backyards |
| Record Nr. | UNINA-9910464065703321 |
| Lanham, Maryland : , : Rowman & Littlefield, , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Handbook of urban educational leadership / / edited by Muhammad Khalifa [and three others] ; contributors, Judy A. Alston [and one hundred ten others]
| Handbook of urban educational leadership / / edited by Muhammad Khalifa [and three others] ; contributors, Judy A. Alston [and one hundred ten others] |
| Pubbl/distr/stampa | Lanham, Maryland : , : Rowman & Littlefield, , 2015 |
| Descrizione fisica | 1 online resource (701 p.) |
| Disciplina | 370.91732 |
| Soggetto topico |
Education, Urban - United States
Education, Urban - United States - Administration Educational leadership - United States |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Contents; 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
Ch07. 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 Section 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? Ch19. 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 Ch26. 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 Ch33. Change Agency in Our Own Backyards |
| Record Nr. | UNINA-9910788276903321 |
| Lanham, Maryland : , : Rowman & Littlefield, , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Handbook of urban educational leadership / / edited by Muhammad Khalifa [and three others] ; contributors, Judy A. Alston [and one hundred ten others]
| Handbook of urban educational leadership / / edited by Muhammad Khalifa [and three others] ; contributors, Judy A. Alston [and one hundred ten others] |
| Pubbl/distr/stampa | Lanham, Maryland : , : Rowman & Littlefield, , 2015 |
| Descrizione fisica | 1 online resource (701 p.) |
| Disciplina | 370.91732 |
| Soggetto topico |
Education, Urban - United States
Education, Urban - United States - Administration Educational leadership - United States |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Contents; 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
Ch07. 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 Section 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? Ch19. 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 Ch26. 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 Ch33. Change Agency in Our Own Backyards |
| Record Nr. | UNINA-9910810791103321 |
| Lanham, Maryland : , : Rowman & Littlefield, , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The school to prison pipeline : the role of culture and discipline in school / / edited by Nathern S. Okilwa, Muhammad Khalifa, Felecia M. Briscoe
| The school to prison pipeline : the role of culture and discipline in school / / edited by Nathern S. Okilwa, Muhammad Khalifa, Felecia M. Briscoe |
| Pubbl/distr/stampa | Bingley, England : , : Emerald Publishing, , 2017 |
| Descrizione fisica | 1 online resource (227 pages) : illustrations, tables |
| Disciplina | 364.36 |
| Collana | Advances in race and ethnicity in education |
| Soggetto topico |
Education - Multicultural Education
Education Juvenile deliquency - Prevention At-risk youth - Education Culturally relevant pedagogy |
| ISBN |
1-78714-342-2
1-78560-128-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Prelims -- Introduction and overview -- The indignities on which the school-to-prison pipeline is built: life stories of two formerly incarcerated black male school-leavers -- Resisting the school-to-prison pipeline utilizing guidance from the frontlines: Chicano student experiences as a source of knowledge and strength -- Discipline and punishment: how schools are building the school-to-prison pipeline -- Pathologizing the White "unteachable": south London's working-class boys experiences with schooling and discipline -- "What are we restoring?" Black teachers on restorative discipline -- Can PBIS build justice rather than merely restore order? -- A systems theory analysis for ending the school-to-prison pipeline: using disability rights laws to keep children in schools and out of courts, jails, and prisons -- What we can do right now: what needs further research? -- About the editors and contributors -- Index. |
| Record Nr. | UNINA-9910792528503321 |
| Bingley, England : , : Emerald Publishing, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The school to prison pipeline : the role of culture and discipline in school / / edited by Nathern S. Okilwa, Muhammad Khalifa, Felecia M. Briscoe
| The school to prison pipeline : the role of culture and discipline in school / / edited by Nathern S. Okilwa, Muhammad Khalifa, Felecia M. Briscoe |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Bingley, England : , : Emerald Publishing, , 2017 |
| Descrizione fisica | 1 online resource (227 pages) : illustrations, tables |
| Disciplina | 364.36 |
| Collana | Advances in race and ethnicity in education |
| Soggetto topico |
Education - Multicultural Education
Education Juvenile deliquency - Prevention Problem youth - Education Culturally relevant pedagogy |
| ISBN |
1-78714-342-2
1-78560-128-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Prelims -- Introduction and overview -- The indignities on which the school-to-prison pipeline is built: life stories of two formerly incarcerated black male school-leavers -- Resisting the school-to-prison pipeline utilizing guidance from the frontlines: Chicano student experiences as a source of knowledge and strength -- Discipline and punishment: how schools are building the school-to-prison pipeline -- Pathologizing the White "unteachable": south London's working-class boys experiences with schooling and discipline -- "What are we restoring?" Black teachers on restorative discipline -- Can PBIS build justice rather than merely restore order? -- A systems theory analysis for ending the school-to-prison pipeline: using disability rights laws to keep children in schools and out of courts, jails, and prisons -- What we can do right now: what needs further research? -- About the editors and contributors -- Index. |
| Record Nr. | UNINA-9910807307503321 |
| Bingley, England : , : Emerald Publishing, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||