NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ770315
Record Type: Journal
Publication Date: 2003-Nov
Pages: 12
Abstractor: Author
Reference Count: 37
ISBN: N/A
ISSN: ISSN-0305-764X
School Leaders Facing Real Change: Shifting Geography, Uncertain Paths
Louis, Karen Seashore
Cambridge Journal of Education, v33 n3 p371-382 Nov 2003
A central problem for school leadership in the United States is to create settings in which success for students motivates teachers. Meeting this objective is becoming more difficult as teachers, except the most brilliant, struggle to cope with the diversity of students in a changing socio-economic climate and a context in which there is a "policy vacuum", an unclear articulation of policy issues and choices, and inconsistency in policy initiatives. This is where school leaders must step in. Improvement in classrooms rarely occurs without strong leadership from building and district leaders. The fact that many school leaders in the USA were trained to exhibit authoritative rather than democratic leadership has often led to "democratic minimalism", where the emphasis is on statutory fairness and majority rule, but not on full involvement of affected parties, such as teachers, students, and parents. The issues in contemporary leadership in areas of disadvantage are illustrated through the experience of one Minnesota elementary school principal, and the wider implications for school leaders are discussed. (Contains 6 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: Administrators
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Minnesota; United States
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001