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Blount, Jackie M. – Journal of School Leadership, 2003
Special issue explores the lives of lesbian, gay, bisexual, and/or transgendered (LGBT) public-school administrators. Provides an analysis of ways sexuality has been a central force in shaping school administration. Administrative work paralleled the roles in traditional married households; administrators have been required to demonstrate notably…
Descriptors: Administrator Characteristics, Administrators, Educational History, Elementary Secondary Education
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Lugg, Catherine A. – Journal of School Leadership, 2003
Drawing upon queer legal theory, historical policy analysis, and social, legal, and educational history, explores the legal foundations and maintenance of what is described as the assimilationist imperative for lesbian, gay, bisexual, and transgendered administrators working in public schools. (Contains 81 references and 12 case law citations.)…
Descriptors: Acculturation, Administrators, Court Litigation, Elementary Secondary Education
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Koschoreck, James W. – Journal of School Leadership, 2003
Examines multiple ways in which the normalization of sexuality might be interrogated. Argues that lesbian, gay, bisexual, and transgendered faculty and administrators can more effectively contravene the normalizing practices of heterosexism by refusing to remain silent about issues of sexuality. Includes implications for practicing researchers and…
Descriptors: Administrator Characteristics, Administrators, Classroom Environment, Educational Research
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Fraynd, Donald J.; Capper, Colleen A. – Journal of School Leadership, 2003
Indepth interviews with two female and two male school leaders, one of each gender who were "closeted" in their sexuality and one of each who were "open." Foucault's sovereign and disciplinary power and normalization conceptually framed the study. Interviewee's fear of disclosure resulted in reproducing heteronormative power.…
Descriptors: Administrators, Educational Administration, Elementary Secondary Education, Homophobia
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Shields, Carolyn M.; Larocque, Linda J.; Oberg, Steven Lynn – Journal of School Leadership, 2002
A dialogic approach explores some of the complex issues related to race and ethnicity to identify implications for more effective cross-cultural leadership in diverse schools. Revisited field notes, as well as data from interviews and surveys from various research projects, provide the background about the difficulties of understanding race and…
Descriptors: Access to Education, Administrator Responsibility, Culture Conflict, Dialogs (Literary)
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Solomon, R. Patrick – Journal of School Leadership, 2002
Describes Canadian school principals' efforts to introduce anti-racist initiatives into their buildings. Recommends that school leaders acquire adequate conceptual and theoretical knowledge to tackle race equity and social justice within schools. (Contains 48 references.) (MLF)
Descriptors: Diversity (Institutional), Elementary Secondary Education, Leaders, Leadership Styles
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Blackmore, Jill – Journal of School Leadership, 2002
Argues that radical shifts in school governance arising from wider social, political, and economic relations challenge past notions of leadership and that the basics of socially just learning systems would be responsibility, recognition, and reciprocity. (Contains 62 references.) (MLF)
Descriptors: Educational Administration, Educational Change, Elementary Secondary Education, Feminism
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Reitzug, Ulrich C. – Journal of School Leadership, 1991
Administrator competency testing is required in 15 states. Competency testing has traditionally been plagued by ambiguous objectives, questionable validity, an adverse effect on minority group members, and high costs. Offers recommendations for policymakers and for preparation programs. (41 references) (MLF)
Descriptors: Administrator Education, Administrator Evaluation, Certification, Competence
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Addis, Sandy – Journal of School Leadership, 1991
Experiences from dropout programs that serve at-risk students at a North Carolina school district identify planning and management considerations. Among these are that dropout rates and other measures of success must be standardized; and staff selection, duty assignments, and workloads are different for at-risk educators because of inordinate time…
Descriptors: Dropout Prevention, Dropout Programs, Elementary Secondary Education, High Risk Students