School as Community, Community as School
Examining Principal Leadership for Urban School Reform and Community Development
Bibliographic Data
| ID | 9730211 |
|---|---|
| Authors | Terrance L Green (0000-0002-4946-8961, The University of Texas at Austin, TX, USA, corresponding author) |
| Year | 2018 |
| Volume | 50 |
| Issue | 2 |
| Pages | 111-135 |
| Publication date | 2018-02-01 |
| Peer Reviewed | Yes |
| 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 | 10.1177/0013124516683997 |
| OpenAlex | W2608089329 |
| Language | EN |
| Citations received | 31 |
| References cited | 42 |
For decades, reform has been a persistent issue in urban schools. Research suggests that urban school reforms that are connected to equitable community development efforts are more sustainable, and that principals play a pivot role in leading such efforts. Yet, limited research has explored how urban school principals connect school reform with community improvement. This study examines principal leadership at a high school in the Southeastern United States where school reform was linked to improving community conditions. Using the case study method, this study draws on interviews and document data. Concepts from social capital theory are used to guide the analysis. Findings indicate that the principal’s actions to support urban school reform and community improvement included the following: positioned the school as a social broker in the community, linked school culture to community revitalization projects, and connected instruction to community realities. The study concludes with implications for practice and future research
Community development · Community organization · Community organizing · Educational leadership · Instructional leadership · Pedagogy · Political science · Principal (computer security · Public relations · Social capital · Social science · Socioeconomics · Sociology · Urban community · Parental Involvement in Education · Public Administration · School Choice and Performance · Teacher Education and Leadership Studies
Community Engaged Leadership Amid Whiteness
Principals’ perspectives on school–community engagement in hard-to-staff schools
Elevating Teachers’ Professional Digital Competence
School principals’ networking preferences for instructional and administrative advice-seeking relations
Breaking barriers to immigrant parental engagement
Hot Leadership, Cool Leadership
Achieving Organisational Agility in K‐12 Schools Through School Mindfulness
Falling pupil numbers and school closures
Managing Competing Demands in a Teacher Shortage Context
Towards a new school’s role in the Italian contemporary city
Indigenous primary school teachers’ reflections of cultural pedagogy - developing positive social skills and increased student self-awareness in the modern day classroom
Instant gratification and long-term sustainability
Leading Beyond the School Walls
Reclaiming public space as educational space
Ignited fire
The importance of community in public school success
Educational Equity and the Logics of Covid-19
Advancing Equity-Based School Leadership
IT Takes a Village
Saved by the School Community Strategy
Betwixt and Between Justice and Inaction
Leveraging Community Schools for Community Development
My Progress Comes From the Kids”
Collaborating for Equity in Urban Education
Urban Principal Autonomy and the Goldilocks Dilemma
Community-Based Educational Leadership in Principal Preparation
Leadership Roles of Administration Under the Common Core Reform
Social Disorganization, Community Engagement, and Public High School Performance
Increasing community engagement in collective impact approaches to advance social change
Unraveling the nexus between community development and sustainable development goals
The Montserrat's neighbourhood dream
The Discovery of Grounded Theory
Structural Holes
A Re -New- ed Paradigm in Successful Urban School Leadership
Beyond the Bake Sale
Our Impoverished View of Educational Research
Communities and Schools
Analyzing Poverty, Learning, and Teaching Through a Critical Race Theory Lens
Bowling alone
Social Capital in the Creation of Human Capital
Handbook of theory and research for the sociology of education
The Discovery of Grounded Theory
Chapter 4
African American Principals and the Legacy of Brown
Social Capital
Building Community Capacity
From positivism to critical theory
The New Role of Community Development in Educational Reform
Places of Inequality, Places of Possibility
Mapping Educational Opportunity Zones
Community-Based Education Reform in Urban Contexts
Centering Love, Hope, and Trust in the Community
Promise Neighborhoods
Transforming Out-of-School Challenges Into Opportunities
Typologizing School–Community Partnerships
Can Urban School Reform and Community Development be Joined
Community Involvement In Schools
African-American Principals
Neighborhood Institutions as Resource Brokers
Social Capital in the Creation of Human Capital
| Unique citing works | 31 |
|---|---|
| Citations per year | 3,88 |
| Citation span | 2018 - 2026 (9) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 31 |