ERIC Number: EJ1080225
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 53
The Complexities of Realizing Community: Assistant Principals as Community Leaders in Persistently Low-Achieving Schools
Bukoski, Beth E.; Lewis, Tiffanie C.; Carpenter, Bradley W.; Berry, Matthew S.; Sanders, Kimberly N.
Leadership and Policy in Schools, v14 n4 p411-436 2015
Meaningful community involvement has been linked to enhancements in student achievement and quality of educational experiences. Assistant principals are positioned to build effective partnerships yet remain understudied in the leadership preparation field. This qualitative study investigated how assistant principals (N = 9) serving historically marginalized populations conceptualized and realized community leadership amidst prescriptive measures embedded within the Title I School Improvement Grant. This study highlights how the collective conceptualization of community leadership is complex and deserving of additional consideration. Findings indicate that school leaders desire more effective and sustainable partnerships, yet policies and knowledge gaps present unique challenges to change efforts.
Descriptors: Assistant Principals, Low Achievement, Administrator Role, Partnerships in Education, Qualitative Research, Disadvantaged Youth, Grants, Federal Legislation, Educational Legislation, Elementary Secondary Education, Educational Improvement, Public Schools, Accountability, High Stakes Tests, Minority Group Students, School Segregation, Case Studies, Semi Structured Interviews, Coding
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title I