Brad W Kose
Biographic Data
| ID | 5740807 |
|---|---|
| NAME | Brad W Kose |
| GIVEN NAMES | Brad W |
| FAMILY NAME | Kose |
| SIGNATURE | KOSE B W |
| AFFILIATIONS | University of Illinois Urbana-Champaign |
| ORCID | 0009-0005-8696-8286 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2012 |
| H-INDEX | 3 |
The Developmental Model of Intercultural Sensitivity: A Tool for Understanding Principals’ Cultural Competence
Principals’ understanding and skills pertaining to diversity are important in leading diverse schools and preparing all students for a democratic and multicultural society. Although educational leadership scholars have theorized about exemplary leadership of and for diversity, a developmental perspective on principals’ diversity or cultural competence remains absent. This conceptual paper argues that the Developmental Model of Intercultural Sensi…
Transformative Professional Learning Within Schools: Relationship to Teachers’ Beliefs, Expertise and Teaching
Developing a Transformative School Vision: Lessons From Peer-Nominated Principals
Scholars argue or imply that schools should build transformative school visions that promote equity, diversity, and social justice. However, little empirical research has investigated the principal’s role in this endeavor or analyzed the practical dimensions of transformative vision statements. This study re-examined relevant data from two qualitative studies of school principals who were peer-nominated for exemplary transformative practices. The…
Ecological and Social Justice: A Leadership Framework for Sustainability
The Principal’s Role in Professional Development for Social Justice: An Empirically-Based Transformative Framework
Literature on principal leadership in professional development offers important but underdeveloped conceptions of how school principals promote professional development for social justice. This article offers an empirically-based framework of the principal’s role in professional development for social justice. An in-depth qualitative multicase study design was used to examine how three school principals for social justice influenced professional …
The Developmental Model of Intercultural Sensitivity: A Tool for Understanding Principals’ Cultural Competence
Principals’ understanding and skills pertaining to diversity are important in leading diverse schools and preparing all students for a democratic and multicultural society. Although educational leadership scholars have theorized about exemplary leadership of and for diversity, a developmental perspective on principals’ diversity or cultural competence remains absent. This conceptual paper argues that the Developmental Model of Intercultural Sensi…
The Principal’s Role in Professional Development for Social Justice: An Empirically-Based Transformative Framework
Literature on principal leadership in professional development offers important but underdeveloped conceptions of how school principals promote professional development for social justice. This article offers an empirically-based framework of the principal’s role in professional development for social justice. An in-depth qualitative multicase study design was used to examine how three school principals for social justice influenced professional …
Developing a Transformative School Vision: Lessons From Peer-Nominated Principals
Scholars argue or imply that schools should build transformative school visions that promote equity, diversity, and social justice. However, little empirical research has investigated the principal’s role in this endeavor or analyzed the practical dimensions of transformative vision statements. This study re-examined relevant data from two qualitative studies of school principals who were peer-nominated for exemplary transformative practices. The…
Transformative Professional Learning Within Schools: Relationship to Teachers’ Beliefs, Expertise and Teaching
The Principal’s Role in Professional Development for Social Justice: An Empirically-Based Transformative Framework
Literature on principal leadership in professional development offers important but underdeveloped conceptions of how school principals promote professional development for social justice. This article offers an empirically-based framework of the principal’s role in professional development for social justice. An in-depth qualitative multicase study design was used to examine how three school principals for social justice influenced professional …
Ecological and Social Justice: A Leadership Framework for Sustainability
Transformative Professional Learning Within Schools: Relationship to Teachers’ Beliefs, Expertise and Teaching
Developing a Transformative School Vision: Lessons From Peer-Nominated Principals
Scholars argue or imply that schools should build transformative school visions that promote equity, diversity, and social justice. However, little empirical research has investigated the principal’s role in this endeavor or analyzed the practical dimensions of transformative vision statements. This study re-examined relevant data from two qualitative studies of school principals who were peer-nominated for exemplary transformative practices. The…
The Developmental Model of Intercultural Sensitivity: A Tool for Understanding Principals’ Cultural Competence
Principals’ understanding and skills pertaining to diversity are important in leading diverse schools and preparing all students for a democratic and multicultural society. Although educational leadership scholars have theorized about exemplary leadership of and for diversity, a developmental perspective on principals’ diversity or cultural competence remains absent. This conceptual paper argues that the Developmental Model of Intercultural Sensi…
Political science (5 works) · Sociology (5 works) · Pedagogy (4 works) · Social justice (4 works) · Teacher Education and Leadership Studies (4 works) · Global Education and Multiculturalism (3 works) · Psychology (3 works) · Social science (3 works) · Transformative learning (3 works) · Diversity (politics (2 works)