ERIC Number: EJ1166146
Record Type: Journal
Publication Date: 2018-Feb
Abstractor: As Provided
School as Community, Community as School: Examining Principal Leadership for Urban School Reform and Community Development
Green, Terrance L.
Education and Urban Society, v50 n2 p111-135 Feb 2018
For decades, reform has been a persistent issue in urban schools. Research suggests that urban school reforms that are connected to equitable community development efforts are more sustainable, and that principals play a pivot role in leading such efforts. Yet, limited research has explored how urban school principals connect school reform with community improvement. This study examines principal leadership at a high school in the Southeastern United States where school reform was linked to improving community conditions. Using the case study method, this study draws on interviews and document data. Concepts from social capital theory are used to guide the analysis. Findings indicate that the principal's actions to support urban school reform and community improvement included the following: positioned the school as a social broker in the community, linked school culture to community revitalization projects, and connected instruction to community realities. The study concludes with implications for practice and future research.
Descriptors: Urban Schools, Community Development, Educational Change, School Community Relationship, School Community Programs, Leadership Effectiveness, Leadership Styles, Principals, Case Studies, Social Capital, Content Analysis, Position Papers, Partnerships in Education, School Culture, Youth Leaders, High Schools, School Administration, Semi Structured Interviews
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Authoring Institution: N/A
Grant or Contract Numbers: N/A