Shifting principal preparation candidates’ common beliefs of diversity in school settings

IF 2.8 Q1 EDUCATION & EDUCATIONAL RESEARCH

School Leadership & Management Pub Date : 2021-01-11 DOI:10.1080/13632434.2020.1866527

Karen D. Jones, Marjorie Ringler

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引用次数: 3

Abstract

ABSTRACT This paper reports on a study completed with principal preparation students to measure the change in their beliefs about how to provide leadership that affirms diverse students and families in schools. The principal preparation program (PPP) in this study redesigned the internship to include crucial conversations around diversity and social justice. Students were prompted to reflect on social justice issues using a lens of school safety and bullying [Payne, E. C., and M. J. Smith. 2018. “Refusing Relevance: School Administrator Resistance to Offering Professional Development Addressing LGBTQ Issues in Schools.” Educational Administration Quarterly 54 (2): 183–215]. The goal for the PPP was to develop leadership skills towards creating inclusive and integrated schools that grapple with diversity issues with the best interest of all stakeholders. The purpose of this study was to determine whether the study of diversity topics embedded in a PPP internship altered candidates’ self-awareness of their biases in educational settings, utilising the inside-out approach [Lindsey, R. B., K. Nuri-Robins, and R. D. Terrell. 2009. Cultural Proficiency: A Manual for School Leaders. Thousand Oaks: Corwin Press].

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改变校长预备候选人对学校环境多样性的共同信念

摘要:本文报告了一项由校长准备学生完成的研究，以衡量他们对如何在学校中提供肯定不同学生和家庭的领导的信念的变化。本研究的主要准备项目(PPP)重新设计了实习，包括围绕多样性和社会正义的重要对话。学生们被鼓励从学校安全和欺凌的角度思考社会正义问题[佩恩，e.c.和m.j.史密斯，2018]。“拒绝相关性:学校管理者拒绝在学校提供解决LGBTQ问题的专业发展。”教育管理学报，54(2):183-215。PPP的目标是培养领导技能，以创建包容性和综合性的学校，以所有利益相关者的最佳利益来解决多样性问题。本研究的目的是利用由内到外的方法，确定PPP实习中嵌入的多样性主题的研究是否会改变候选人对教育环境中偏见的自我意识[Lindsey, r.b.， K. Nuri-Robins和R. D. Terrell. 2009]。文化能力:学校领导手册。千橡:考文出版社]。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

School Leadership & Management EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.20

自引率

9.60%

发文量

期刊介绍： School Leadership & Management welcomes articles on all aspects of educational leadership and management. As a highly cited and internationally known SCOPUS journal, School Leadership and Management is fundamentally concerned with issues of leadership and management in classrooms, schools, and school systems. School Leadership & Management particularly welcomes articles that contribute to the field in the following ways: Scholarly articles that draw upon empirical evidence to provide new insights into leadership and management practices; Scholarly articles that explore alternative, critical, and re-conceptualised views of school leadership and management; Scholarly articles that provide state of the art reviews within an national or international context; Scholarly articles reporting new empirical findings that make an original contribution to the field; Scholarly articles that make a theoretical contribution which extends and deepens our understanding of the key issues associated with leadership, management, and the direct relationship with organisational change and improvement; Scholarly articles that focus primarily upon leadership and management issues but are aimed at academic, policymaking and practitioner audiences; Contributions from policymakers and practitioners, where there is a clear leadership and management focus. School Leadership & Management particularly welcomes: •articles that explore alternative, critical and re-conceptualised views of school leadership and management •articles that are written for academics but are aimed at both a practitioner and academic audience •contributions from practitioners, provided that the relationship between theory and practice is made explicit.