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Brooks, Katie; Adams, Susan R.; Morita-Mullaney, Trish – Theory Into Practice, 2010
School-level administrators are often concerned about tertiary supports for English language learners (ELLs), such as translating signs and school documents or offering Spanish classes for their teachers. Although modeling and learning the heritage language(s) of the ESL population can be helpful, its focus on language differences can limit our…
Descriptors: Social Justice, Second Language Learning, English (Second Language), Principals
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Johnson, Joseph F., Jr.; Uline, Cynthia L. – Theory Into Practice, 2005
For more than 25 years, researchers have described the critical roles leaders play in creating effective schools and school districts. If U.S. schools are to close achievement gaps, their leaders must possess the appropriate knowledge, dispositions, and skills to assume these critical roles. The Interstate School Leadership Licensure Consortium…
Descriptors: Instructional Leadership, Cultural Context, Ethics, Academic Achievement
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Rorrer, Andrea K.; Skrla, Linda – Theory Into Practice, 2005
In this article, the authors explore the role of district and school leaders in reconceptualizing accountability policy by adapting and mediating it using three primary strategies. Specifically, they discuss how leaders cultivate relationships and interactions, reculture the district and schools, and integrate and align school and district…
Descriptors: Federal Legislation, Educational Policy, Accountability, Standardized Tests
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Scott, Kathryn P. – Theory into Practice, 1986
This article focuses on social skills in which there is a disparity between male and female performance, including leadership, self-confidence, emotional sensitivity, empathy, and prosocial behaviors. Guidelines for educators to use in helping students overcome sex bias are offered. (MT)
Descriptors: Elementary Secondary Education, Empathy, Interpersonal Competence, Leadership
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Anderson, Lorin W.; Pigford, Aretha B. – Theory into Practice, 1987
Principals can and should develop strategies that will enable them to provide instructional leadership despite increased demands from other tasks. Recommended actions include: delegation; peer observation; commitment to instructional leadership; and effective communication with teachers. (CB)
Descriptors: Administrative Problems, Administrator Characteristics, Administrator Role, Elementary Secondary Education