Reflections on Leading and Learning for Change
An Introduction
Bibliographic Data
| ID | 9729549 |
|---|---|
| Authors | Sharon D Kruse (0000-0002-0594-3935, University of Akron, Akron, OH, corresponding author) |
| Year | 2008 |
| Volume | 40 |
| Issue | 6 |
| Pages | 655-669 |
| Publication date | 2008-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124508319532 |
| OpenAlex | W2152891192 |
| Language | EN |
| References cited | 4 |
This essay summarizes the key themes of each article in this special issue of Education and Urban Society and addresses complimentary issues raised within the articles. Each article addresses an important issue facing school leaders—perennially low-performing schools, enacting instructional leadership in the face of accountability, the district's role in school improvement, and effective practices of instruction and assessment. Together they suggest that leading school improvement is more than the process of leading pedagogical adoptions, professional development, or making sound decisions. They also suggest that leading in low-performing schools requires sustained attention to both the people within the system and the context in which the system operates
Academic achievement · Accountability · Context (archaeology · Educational leadership · Face (sociological concept · Instructional leadership · Pedagogy · Political science · Process (computing · Professional development · Public relations · Social science · Sociology · Student achievement · Early Childhood Education and Development · Education Discipline and Inequality · Teacher Education and Leadership Studies
| Highly cited | No |
|---|