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Brown, Kelly – Educational Leadership and Administration: Teaching and Program Development, 2022
It is estimated that 1.6 billion students were displaced from the traditional school building in 2020 due to the COVID-19 pandemic (UN, 2022; IMF, 2020). While the drastic change in how society normally functions was a shock for everyone, children and historically marginalized people suffered disproportionately severe impacts (GHO, 2022; UNESCO,…
Descriptors: COVID-19, Pandemics, Superintendents, School Closing
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Rodriguez, Sonia – Educational Leadership and Administration: Teaching and Program Development, 2022
American schools have been dealt a blow that included a pandemic, economic crisis, as well as racial unrest, initiating an energized charge for social justice advocacy. Our superintendents are currently facing an unprecedented challenge in ensuring that the campus community lives in a fair, inclusive, and opportunity-rich society. However, school…
Descriptors: Superintendents, Ethics, Problem Solving, Inclusion
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Macias, Angela; Townsend, Jonathan – Educational Leadership and Administration: Teaching and Program Development, 2021
This article discusses the issue of inequities in educational leadership, of which we attribute largely to social capital and how educators interpret this capital. This concept is presented along with a range of leadership styles commonly accepted in education. An argument is made for using Funds of Knowledge as a lens for understanding leadership…
Descriptors: Instructional Leadership, Talent, Social Capital, Cultural Background
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Morris, Nancy – Educational Leadership and Administration: Teaching and Program Development, 2021
This qualitative case study explored ways innovation is practiced in a PK-12 special education school, including the antecedents and outcomes to innovation, and how innovation was supported. Findings concluded that specific elements within the school's staff, leadership, and environment fostered high levels of innovative practice. Individual's…
Descriptors: Preschool Education, Elementary Secondary Education, Educational Innovation, Special Education
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Hallberg, Laura; Santiago, Louise J. – Educational Leadership and Administration: Teaching and Program Development, 2021
Critical reflection and self-awareness are two of the most crucial components in developing equity-centered leaders (Dugan and Humbles, 2018; Madsen, 2020; Patti, Madrazo, Senge, and Stern, 2015). Leading for equity requires the leader to face both personal bias and professional challenges (Boske, 2014). Many leaders are willing to engage in the…
Descriptors: Equal Education, Metacognition, Leadership Training, Professionalism