向社区参与型领导迈进

IF 1.3 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Phi Delta Kappan Pub Date : 2024-03-25 DOI:10.1177/00317217241244902

Darrius A. Stanley, Dan Brogan, Emily Colton

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引用次数: 0

摘要

历史和当代因素剥夺了某些学校社区（特别是有色人种社区）的权利，破坏了他们的稳定。教育领导者可以采取以社区为重点的领导方法，从而更具包容性，并应对这些大趋势的持续影响。达里乌斯-斯坦利（Darrius A. Stanley）、丹-布罗根（Dan Brogan）和艾米丽-寇尔顿（Emily Colton）借用当代研究成果，认为教育领导者可以通过社区参与式领导，帮助弥合学校与历史上被剥夺公民权的社区之间的差距。他们通过倾听、参与、倡导和合作，提供了一种基于研究、概念论证和实践的方法，以建立和维持社区包容性学校。

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Taking a LEAP toward community-engaged leadership

Historical and contemporary factors have disenfranchised and destabilized certain school communities (specifically communities of color). Education leaders can be more inclusive and address the persistent impacts of these broader trends by embracing a community-focused approach to leadership. Darrius A. Stanley, Dan Brogan, and Emily Colton borrow from contemporary research which suggests that educational leaders can help bridge the gaps between schools and historically disenfranchised communities through community-engaged leadership. They offer a research-based, conceptual argument and practical approach to building and sustaining community inclusive schools through listening, engaging, advocating, and partnering.

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来源期刊

Phi Delta Kappan EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.40

自引率

8.30%

发文量

143

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