On Leadership
Too much autonomy can mean too little equity
Bibliographic Data
| ID | 21369669 |
|---|---|
| Authors | Joshua P Starr (corresponding author) |
| Year | 2021 |
| Volume | 102 |
| Issue | 8 |
| Pages | 60-61 |
| Publication date | 2021-05-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Phi Delta Kappan (JOURNAL) |
| Journal identifiers | ISSN: 0031-7217 • E-ISSN: 1940-6487 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/00317217211013941 |
| OpenAlex | W3158394879 |
| Language | EN |
| Citations received | 1 |
District leaders often strive to give their principals as much autonomy as possible, focusing instead on putting the right people in place, getting consensus on a clear vision, and giving school leaders the tools to enact that vision. However, as Joshua Starr explains, some school leaders may then decide that the district’s equity goals are optional. He urges leaders to take a more hands-on approach to equity and describes specific avenues for doing so
Autonomy · Equity (law) · Political science · Public relations · Sociology · Educational Assessment and Improvement · Law · Public Administration · Teacher Education and Leadership Studies
| Citations per year | 0.2 |
|---|---|
| Citation span | 2021 - 2021 (1) |
| Highly cited | No |