城市扫盲领导力：考察一位校长的愿景和实践

IF 0.8 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Education and Urban Society Pub Date : 2021-12-26 DOI:10.1177/00131245211062537

Chantal Francois

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引用次数: 0

摘要

学校领导研究为不同的城市青少年群体提供了强有力的教学和文化相关领导的处方，但很少有证据说明学校校长如何影响青少年的在校阅读体验。这一定性调查旨在了解一位城市中学校长是如何感知并实施他在学校阅读教学中的角色的。它还调查了教职员工和学生如何看待他的行为。在阅读的社会文化视角和分布式领导视角的框架下，数据分析显示，校长花时间和培养关系来提高教师的能力，支持和参与独立阅读，并关注个别读者和教师。本研究肯定了语境在塑造城市青少年阅读体验中的重要性，并提出了城市学校校长在他们的识字教学中的作用。

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Urban Literacy Leadership: Examining One Principal’s Vision and Practice

School leadership research offers prescriptions for strong instructional and culturally relevant leadership for diverse and urban adolescent populations, yet little evidence describes how school principals impact adolescents’ in-school reading experiences. This qualitative inquiry sought to understand how one urban secondary principal perceived and enacted his role in a school’s effort to teach reading. It also investigated how staff and students perceived his actions. Framed by sociocultural perspectives of reading and a distributed leadership perspective, data analysis revealed that the principal made time and nurtured relationships to grow teacher capacity, support and participate in independent reading, and attend to individual readers and teachers. This study affirms the importance of context in shaping urban adolescents’ reading experiences and raises implications for the urban school principal’s role in their literacy instruction.

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来源期刊

Education and Urban Society Multiple-

CiteScore

3.00

自引率

8.30%

发文量

期刊介绍： Education and Urban Society (EUS) is a multidisciplinary journal that examines the role of education as a social institution in an increasingly urban and multicultural society. To this end, EUS publishes articles exploring the functions of educational institutions, policies, and processes in light of national concerns for improving the environment of urban schools that seek to provide equal educational opportunities for all students. EUS welcomes articles based on practice and research with an explicit urban context or component that examine the role of education from a variety of perspectives including, but not limited to, those based on empirical analyses, action research, and ethnographic perspectives as well as those that view education from philosophical, historical, policy, and/or legal points of view.lyses.