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New Perspectives in Educational Leadership

Exploring Social, Political, and Community Contexts and Meaning- Foreword by Fenwick W. English- Conclusion by Linda C. Tillman


Edited By Sonya Douglass Horsford

New Perspectives in Educational Leadership examines educational administration and leadership within the complex social, political, and community contexts that inform and influence the work of today’s educational leaders. With particular attention to the implications and larger contexts of shifting demographics, high-stakes accountability, and globalization on schools and society in the twenty-first century, this volume seeks to advance lines of inquiry presented in other areas of education research, that have yet to be fully explored or imagined in the field of educational leadership.
This unique blend of empirical, theoretical, and conceptual research by both established and emerging scholars in the field directly acknowledges and addresses the demands of leading increasingly diverse and complex school communities. Topics include: the social and cultural dynamics of leadership, reflective practice, politics of equity and adequacy, critical servant leadership, and the possibilities of transformative leadership within these dynamic educational contexts.
As a primary or supplementary text in educational administration, leadership, and foundations courses, New Perspectives in Educational Leadership provides a much-needed complement to the traditional topics of instructional leadership and education management given the expanding and increasingly complex conditions that face educational administrators and school leaders today.


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PART 3 Looking to the Future


# PART THREE Looking to the Future # CHAPTER 11 Leading across Boundaries: The Role of Community Schools and Cross-Boundary Leadership in School Reform Gaetane Jean-Marie, Verna Ruffin, and Kevin Burr Historically, educational reform efforts have consisted of complex undertak- ings associated with design, implementation, and systematic impact. A com- mon attribute of educational reforms, regardless of their scope or intended target, is to improve student learning (Goertz, Floden, & O’Day, 1995; Han- naway & Kimball, 1998; Pechman, 1994; Samberg & Sheeran, 2000). Reform efforts are often ambitious and seek to eradicate the extenuating circumstances that impact the developmental dimensions of young people—social, emotional, physical, cognitive, civic, moral, and academic (Coalition for Community Schools, 2006, n.d.). However, the complex needs of our diverse American families challenge the moral imperative of schools to educate all learners to their fullest potential (Rothstein, 2004). Sustaining reform efforts in schools is increasingly difficult because educa- tional organizations have to contend with paradoxes and dilemmas associated with the shifting educational landscape, that is, increased standards, teacher retention and attrition, student demographic shift (Jean-Marie, 2008; Marshall & Oliva, 2009). Achieving long-range success under such pressures can be in- surmountable; however, the proliferation of community schools across the nation suggests a restructuring of school governance, policies, leadership, and New Perspectives in Educational Leadership 218 mobilization of resources to support improved achievement, respond to the increased needs of families and children, and effectively reform public schools. With the increasing emphasis on accountability and developmental needs of students, the purpose of school...

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