ERIC Number: EJ1150347
Record Type: Journal
Publication Date: 2008
Preparing Diverse Students for Postsecondary Education and Justice-Oriented Citizenship: Principal Practices in Transformative Teacher Learning
Kose, Brad W.
Planning and Changing, v39 n3-4 p168-195 2008
Scholars and researchers demonstrate that principals substantially influence the quality of professional learning and offer various perspectives on the principal's role in professional development (Bredeson, 2003; Bredeson & Johansson, 2000; Kose, in press; Lindstrom & Speck, 2004; Tallerico, 2005; Youngs & King, 2002). However, how high school principals create professional development opportunities to improve teachers' ability to prepare diverse students for postsecondary education and justice-oriented citizenship is inadequately understood. This study examines peer-nominated high school principals' espoused practices in teacher professional development. In particular, it seeks to uncover their promising practices of supporting teacher learning that are ultimately aimed at simultaneously preparing diverse students for postsecondary education and as future justice-oriented citizens. One research question guided this inquiry: How do peer-nominated high school principals describe their practices in teacher learning for developing diverse students' college cultural capital and justice-oriented citizenship? After reviewing literature on college cultural capital, citizenship, teaching diverse students, and the principal's role in teacher learning, this article describes the data collection and analysis methods and presents the findings and their implications for practice and research.
Descriptors: Principals, Transformative Learning, Faculty Development, Secondary School Teachers, Citizenship, Cultural Capital, Administrator Role, High School Students, Student Diversity, College Preparation, Postsecondary Education, Educational Practices, Semi Structured Interviews, Incentives, Educational Resources, Politics of Education, Instructional Leadership, Teacher Administrator Relationship, Trust (Psychology)
Department of Educational Administration and Foundations. College of Education, Illinois State University, Campus Box 5900, Normal, IL 61790-5900. Tel: 309-438-2399; Fax: 309-438-8683; Web site: http://education.illinoisstate.edu/planning/
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: High Schools; Secondary Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Illinois
Grant or Contract Numbers: N/A