Leadership for socially-just supervision in K-12 schools in the context of the United States
Bibliographic Data
| ID | 18974742 |
|---|---|
| Authors | Salih Çevik (0000-0003-0337-4633, University of Georgia, corresponding author), Sevda Yıldırım (0000-0003-0635-2480, University of Georgia), Sally J Zepeda (0000-0002-7274-2279, University of Georgia) |
| Year | 2020 |
| Volume | 12 |
| Issue | 4 |
| Pages | 306-322 |
| Publication date | 2020-10-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Multicultural Education Review (JOURNAL) |
| Journal identifiers | ISSN: 2005-615X • E-ISSN: 2377-0031 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/2005615x.2020.1842671 |
| OpenAlex | W3094881594 |
| Language | EN |
| Citations received | 1 |
| References cited | 50 |
This article addresses educational supervision as a platform for promoting the principles and foundations of social justice in K-12 schools in the United States. Fraser’s components of recognition, redistribution, and representation served as the foundation to examine socially-just supervision as a socio-culturally, politically, and economically grounded process. Socially-just supervision could promote reflective practices, support building relationships, create opportunities to improve teacher capacity, and focus effort and time to create momentum for teachers to become more socially-just as they interact with their students. Drawn from research, key practices as well as five guiding principles that support leadership for socially-just supervision for teachers in K-12 settings are provided. Without these principles, supervision, professional learning, and evaluation will remain discreet administrative functions that do not focus on the needs of teachers as they move throughout their careers
Educational leadership · Focus group · Grounded theory · Pedagogy · Political science · Public relations · Qualitative research · Social justice · Social science · Sociology · Collaborative Teaching and Inclusion · Education Discipline and Inequality · Psychology · Teacher Education and Leadership Studies
Teaching for Diversity and Social Justice
Representation in the classroom
Chapter 6
Social Justice Educational Leaders and Resistance
Educational Leadership and Social Justice
Social Justice
The economic value of higher teacher quality
Learning from Teacher Observations
No child, no school, no state left behind
Conceptualizing Cultural and Racialized Process in Learning
Fortunes of Feminism
Walking the Road
Justice and the Politics of Difference
Social Justice in a Multicultural Society
From redistribution to recognition to representation
A study of novice teachers
The Black Teacher Project
To Be Alone or in a Group
Voices of Aspiring Teachers of Color
Tending to the Heart of Communities of Color
Exposing Color Blindness/Grounding Color Consciousness
Towards a Contextualized Analysis of Social Justice in Education
Observational Evaluation of Teachers
Grading Teachers
From the Achievement Gap to the Education Debt
Does My Boss's Gender Matter? Explaining Job Satisfaction and Employee Turnover in the Public Sector
Culturally Responsive School Leadership
Lessons for Teacher Education
Preparing for Culturally Responsive Teaching
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,33 |
| Citation span | 2023 - 2023 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |