David E. DeMatthews – författare

This book advocates for informed leaders who are aware of the larger historical, political-economic, sociological, and philosophical issues that surround the schools and communities they serve. Extending beyond mainstream conceptions of instructional leadership and broad social justice paradigms, Community Engaged Leadership for Social Justice offers a multidisciplinary framework that helps leaders better serve the needs of their students, teachers, and communities. Exploring issues of urban school reform as it relates to the principal, as well as priorities that are relevant to the process of school improvement and the promotion of social justice, this book provides a critical, equity-oriented set of best practices grounded in research and empirical cases. This is a must-have resource for building consciousness, offering hope, and engaging in dialogical and collaborative leadership practices to radically transform schools and communities.

This book advocates for informed leaders who are aware of the larger historical, political-economic, sociological, and philosophical issues that surround the schools and communities they serve. Extending beyond mainstream conceptions of instructional leadership and broad social justice paradigms, Community Engaged Leadership for Social Justice offers a multidisciplinary framework that helps leaders better serve the needs of their students, teachers, and communities. Exploring issues of urban school reform as it relates to the principal, as well as priorities that are relevant to the process of school improvement and the promotion of social justice, this book provides a critical, equity-oriented set of best practices grounded in research and empirical cases. This is a must-have resource for building consciousness, offering hope, and engaging in dialogical and collaborative leadership practices to radically transform schools and communities.

Education policy and policy making is shaped through the activities of a complex network of educators, educational leaders, researchers, community members, as well as government and non-government officials and organizations. Educational researchers are a critical player in this complex network and their investigations of various educational phenomena can answer questions relevant to the design and implementation of education policy for school improvement. Educational research, however, often has limited influence in larger policy conversations and decisions (Orland, 2009), and this is due to many factors. Educational researchers can provide an evidence-based starting place for discussions about school improvement with the complex network of stakeholders engaged in policy development and implementation, but they must be more intentionally and systematically thoughtful about the connections of their work to policy and policy making. Furthermore, researchers can increase the relevance of their work for policy through the careful design and framing of research in collaboration with end-users, and an awareness of its implications. In so doing, researchers can spur the interest and dissemination of their findings to wider audiences. This book offers resources for education researchers, faculty, and advanced graduate students interested in maximizing the relevance of their research on policy for school improvement. In achieving this purpose, the book is organized into three sections: 1) A primer for education policy making in the United States; 2) Designing research to maximize education policy relevance; and 3) Engaging users of research to communicate its relevance to policymakers.

This book is primarily for education researchers, faculty, and advanced graduate students seeking to improve the visibility and impact of their research on school improvement, particularly in the realm of educational policy and policy making. While this book is a volume in the book series for the American Educational Research Association Special Interest Group, Leadership for School Improvement, the importance and usefulness of the topics covered span education research more broadly. Further, the content of this book serves as a comprehensive guide for how education researchers, in general, can better situate their work to influence policy. The book is intended to be utilized by university scholars, graduate students in research or policy courses, post-doctoral fellows, as well as research associates or directors in various organizations relevant to education such as research consulting groups, non-profits which serve education causes, teacher unions, state agencies or state-level educator organizations/associations, and think tanks. Emerging or established researchers in any of these organizations who want to increase the relevance, significance and dissemination of their work into education policy will hopefully find this book useful.

School leadership is critical to advancing student achievement and other educational equity initiatives, but contemporary approaches to leadership and improvement are increasingly insufficient in a rapidly changing and increasingly unpredictable world.

With a focus on kindergarten through to twelfth grade schools, Reimagining School Leadership critically considers current conceptions of school leadership and school improvement throughout the U.S. and around the world. The chapters focus on leading through uncertainty, building sustainability, and advancing student experiences and outcomes beyond narrow quantitative outcome measures such as test scores, graduation rates and college admission rates.

Reimagining School Leadership challenges the limits of traditional approaches to instructional leadership by considering historical and contemporary problems confronting school leaders, the successes and shortcomings of current leadership and improvement approaches and suggest ways to reimagine school leadership through emerging leadership theories and their applicability to school leaders.

School leadership is critical to advancing student achievement and other educational equity initiatives, but contemporary approaches to leadership and improvement are increasingly insufficient in a rapidly changing and increasingly unpredictable world.

With a focus on kindergarten through to twelfth grade schools, Reimagining School Leadership critically considers current conceptions of school leadership and school improvement throughout the U.S. and around the world. The chapters focus on leading through uncertainty, building sustainability, and advancing student experiences and outcomes beyond narrow quantitative outcome measures such as test scores, graduation rates and college admission rates.

Reimagining School Leadership challenges the limits of traditional approaches to instructional leadership by considering historical and contemporary problems confronting school leaders, the successes and shortcomings of current leadership and improvement approaches and suggest ways to reimagine school leadership through emerging leadership theories and their applicability to school leaders.