Tondra L Loder
Biographic Data
| ID | 5741504 |
|---|---|
| NAME | Tondra L Loder |
| GIVEN NAMES | Tondra L |
| FAMILY NAME | Loder |
| SIGNATURE | LODER T L |
| AFFILIATIONS | University of Alabama at Birmingham |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 43 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2006 |
| H-INDEX | 4 |
Why We Can’t Leave Public Schools Behind: The Inseparable Legacy of Public Education and American Democracy
versal state-supported and locally governed public schooling. Like Jefferson, Mann believed that the State should assume primary responsibility for supporting and governing public schools that would equip the American people for responsible citizenship, provide the knowledge needed for national economic development and prosperity, and instill moral and ethical values in American children and youth. However, unlike Jefferson, who viewed public sch…
On Deferred Dreams, Callings, and Revolving Doors of Opportunity: African-American Women’s Reflections on Becoming Principals
African American Women Principals’ Reflections on Social Change, Community Othermothering, and Chicago Public School Reform
Emphasizing the salience of social and historical contexts in understanding contemporary urban school leadership, this article presents reflections from a subset of African American women principals who came of age during the Civil Rights era and assumed leadership subsequent to the enactment of the Chicago School Reform Act of 1988. The main finding being reported is that the unique race, gender, and generational statuses of these principals mad…
Inner-City Youth Development Organizations: The Salience of Peer Ties Among Early Adolescent Girls
There has been little research on the importance of adolescent-peer relationships in urban youth-development organizations. Focusing on girls ages 10 years old and up at 4 inner-city Boys and Girls Clubs, this exploratory study employed multiple methods; including ethnography (N = 124), and especially, interview and sociometric techniques (n = 17) to examine the salience of peer ties. Findings reveal that compared to school and other neighborhood…
Inner-City Youth Development Organizations: Strengthening Programs for Adolescent Girls
The challenges of early adolescence are intensified for girls of color who live in disadvantaged urban communities. One response to the needs of these girls comes from the Boys & Girls Clubs of America (BGCA), a youth development organization that has a long-standing presence in inner-city neighborhoods. A gender equity initiative designed to strengthen programming for minority girls at a BGCA affiliate in a major urban center was examined. Drawi…
African American Women Principals’ Reflections on Social Change, Community Othermothering, and Chicago Public School Reform
Emphasizing the salience of social and historical contexts in understanding contemporary urban school leadership, this article presents reflections from a subset of African American women principals who came of age during the Civil Rights era and assumed leadership subsequent to the enactment of the Chicago School Reform Act of 1988. The main finding being reported is that the unique race, gender, and generational statuses of these principals mad…
Inner-City Youth Development Organizations: Strengthening Programs for Adolescent Girls
The challenges of early adolescence are intensified for girls of color who live in disadvantaged urban communities. One response to the needs of these girls comes from the Boys & Girls Clubs of America (BGCA), a youth development organization that has a long-standing presence in inner-city neighborhoods. A gender equity initiative designed to strengthen programming for minority girls at a BGCA affiliate in a major urban center was examined. Drawi…
On Deferred Dreams, Callings, and Revolving Doors of Opportunity: African-American Women’s Reflections on Becoming Principals
Why We Can’t Leave Public Schools Behind: The Inseparable Legacy of Public Education and American Democracy
versal state-supported and locally governed public schooling. Like Jefferson, Mann believed that the State should assume primary responsibility for supporting and governing public schools that would equip the American people for responsible citizenship, provide the knowledge needed for national economic development and prosperity, and instill moral and ethical values in American children and youth. However, unlike Jefferson, who viewed public sch…
Inner-City Youth Development Organizations: Strengthening Programs for Adolescent Girls
The challenges of early adolescence are intensified for girls of color who live in disadvantaged urban communities. One response to the needs of these girls comes from the Boys & Girls Clubs of America (BGCA), a youth development organization that has a long-standing presence in inner-city neighborhoods. A gender equity initiative designed to strengthen programming for minority girls at a BGCA affiliate in a major urban center was examined. Drawi…
Inner-City Youth Development Organizations: The Salience of Peer Ties Among Early Adolescent Girls
There has been little research on the importance of adolescent-peer relationships in urban youth-development organizations. Focusing on girls ages 10 years old and up at 4 inner-city Boys and Girls Clubs, this exploratory study employed multiple methods; including ethnography (N = 124), and especially, interview and sociometric techniques (n = 17) to examine the salience of peer ties. Findings reveal that compared to school and other neighborhood…
On Deferred Dreams, Callings, and Revolving Doors of Opportunity: African-American Women’s Reflections on Becoming Principals
African American Women Principals’ Reflections on Social Change, Community Othermothering, and Chicago Public School Reform
Emphasizing the salience of social and historical contexts in understanding contemporary urban school leadership, this article presents reflections from a subset of African American women principals who came of age during the Civil Rights era and assumed leadership subsequent to the enactment of the Chicago School Reform Act of 1988. The main finding being reported is that the unique race, gender, and generational statuses of these principals mad…
Why We Can’t Leave Public Schools Behind: The Inseparable Legacy of Public Education and American Democracy
versal state-supported and locally governed public schooling. Like Jefferson, Mann believed that the State should assume primary responsibility for supporting and governing public schools that would equip the American people for responsible citizenship, provide the knowledge needed for national economic development and prosperity, and instill moral and ethical values in American children and youth. However, unlike Jefferson, who viewed public sch…
Sociology (5 works) · Political science (4 works) · Psychology (4 works) · Diverse Education Studies and Reforms (3 works) · Gender Studies (3 works) · Law (3 works) · Parental Involvement in Education (3 works) · Civil rights (2 works) · Developmental psychology (2 works) · Gender Studies (2 works)