Buch, Englisch, 228 Seiten, Format (B × H): 177 mm x 254 mm, Gewicht: 492 g
Buch, Englisch, 228 Seiten, Format (B × H): 177 mm x 254 mm, Gewicht: 492 g
Reihe: Educational Leadership for Equity and Diversity
ISBN: 978-1-138-78593-9
Verlag: Taylor & Francis Ltd
Leadership for Increasingly Diverse Schools provides both practicing and aspiring leaders with the theory, research, and practical guidance to lead socially just schools. Today’s schools are growing more pluralistic and diverse, and leadership is central to reversing long-standing trends of educational inequities, exclusion, and disparate school outcomes. This book helps readers sharpen their awareness of how multiple dimensions of diversity intersect as well as develop strategies for working with students of all socioeconomic statuses, races, religions, sexual orientations, languages, and special needs. Leadership for Increasingly Diverse Schools provides school leaders the tools to foster teaching and learning environments that promote educational equity and excellence for all students.
Special Features:
Each chapter focuses on a specific dimension of diversity and discusses intersectionality across other areas of difference, including ability/disability, linguistic diversity, race, socioeconomic status, sexual orientation, gender, religion, and social frontiers.
Chapters synthesize literature, provide practical strategies and tools, and include school-level and district-level cases illustrating inclusive leadership.
End-of-chapter resources point readers toward further discussion of conceptual elements, practice connections, and research applications.
A companion website features modifiable downloads and further resources for each chapter.
Autoren/Hrsg.
Weitere Infos & Material
CHAPTER 1: INTRODUCTION - INTERSECTIONALITY IN EDUCATIONAL LEADERSHIP
Martin Scanlan and George Theoharis
SECTION 1
CHAPTER TWO: INCLUSIVE LEADERSHIP AND DISABILITY
George Theoharis, Julie Causton, and Casey Woodfield
CHAPTER THREE: INCLUSIVE LEADERSHIP AND POVERTY
Curt Dudley-Marling and Anne Dudley-Marling
CHAPTER FOUR: INCLUSIVE LEADERSHIP AND RACE
Sonya Douglass Horsford and Christine Clark
CHAPTER FIVE: INCLUSIVE LEADERSHIP AND ENGLISH LEARNERS
Isabel Kelsey, Carmen Campuzano, and Francesca López
SECTION 2
CHAPTER SIX: INCLUSIVE LEADERSHIP AND LESBIAN, GAY, BISEXUAL, TRANSGENDER, AND QUESTIONING STUDENTS
Frank Hernandez and Don Fraynd
CHAPTER SEVEN: INCLUSIVE LEADERSHIP AND GENDER
Margaret Grogan & Shamini Dias
CHAPTER EIGHT: INCLUSIVE LEADERSHIP AND RELIGION
Joanne Marshall
CHAPTER NINE: INCLUSIVE LEADERSHIP ON THE SOCIAL FRONTIERS: FAMILY AND COMMUNITY ENGAGEMENT
Martin Scanlan and Lauri Johnson
CHAPTER TEN: THE EQUITY AUDIT AS THE CORE OF LEADING INCREASINGLY DIVERSE SCHOOLS AND DISTRICTS
Colleen A. Capper and Michelle D. Young
