Urban Literacy Leadership
Examining One Principal’s Vision and Practice
Bibliographic Data
| ID | 9729960 |
|---|---|
| Authors | Chantal Francois (0000-0002-8337-829X, Towson University, MD, USA, corresponding author) |
| Year | 2022 |
| Volume | 54 |
| Issue | 8 |
| Pages | 923-945 |
| Publication date | 2022-11-01 |
| 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 | 10.1177/00131245211062537 |
| OpenAlex | W4200189969 |
| Language | EN |
| References cited | 36 |
School leadership research offers prescriptions for strong instructional and culturally relevant leadership for diverse and urban adolescent populations, yet little evidence describes how school principals impact adolescents’ in-school reading experiences. This qualitative inquiry sought to understand how one urban secondary principal perceived and enacted his role in a school’s effort to teach reading. It also investigated how staff and students perceived his actions. Framed by sociocultural perspectives of reading and a distributed leadership perspective, data analysis revealed that the principal made time and nurtured relationships to grow teacher capacity, support and participate in independent reading, and attend to individual readers and teachers. This study affirms the importance of context in shaping urban adolescents’ reading experiences and raises implications for the urban school principal’s role in their literacy instruction
Context (archaeology · Educational leadership · Instructional leadership · Literacy · Mathematics education · Pedagogy · Political science · Principal (computer security · Qualitative research · Reading (process · Social science · Sociocultural evolution · Sociology · Education Systems and Policy · Literacy, Media, and Education · Psychology · Reading and Literacy Development
Centering Black Girls’ Literacies
Seven strong claims about successful school leadership revisited
Ways with Words
Writing Ethnographic Fieldnotes
Reading Is About Relating
A Culturally Responsive Alternative to “Drill and Kill” Literacy Strategies
Culturally responsive leadership practices
Schooling the Possible Self
Living the Literature
Undermining Racism and a Whiteness Ideology
Response to Literature as a Cultural Activity
Identity matters
Engagement With Young Adult Literature
Investigating School Leadership Practice
Cultural Ways of Learning
Social Support and Achievement for Young Adolescents in Chicago
Discussion-Based Approaches to Developing Understanding
Funds of knowledge for teaching
From the Achievement Gap to the Education Debt
Culturally Responsive School Leadership
Toward a Theory of Culturally Relevant Pedagogy
Developing a Sociocritical Literacy in the Third Space
What Are We Seeking to Sustain Through Culturally Sustaining Pedagogy? A Loving Critique Forward
| Highly cited | No |
|---|