Bøker i Educational Leadership for Social Justice-serien

An examination of women in leadership that both highlights the changes that have occurred and reports any stagnancy that continues to threaten women's positionality in educational leadership literature, practice, and policy. It forefronts the voices of women educational scholars who have (and are) interrupting, disrupting, and revolutionizing educational policy and practice.

The purpose of this work is to broaden the scholarly dialogue in educational leadership and to address the changing role of the American school principal in the twentyfirst century with regard to increasing diversity in the United States. This book seeks to provide theoretical and practical insight into the role of school principals dealing with an everincreasing multicultural student population. We cover an array of issues that we believe are critical in order for the twentyfirst century school principal to be effective and relevant. A primary inquiry that needs to be made is: Are school leaders taking seriously the increasing social and cultural diversity in their schools? It is the school principal who sets the tone for the school culture and who provides the vision as to the direction of the organization. We endeavor to help scholars and practitioners have a better understanding of the importance of the diversity of their students, and to give them the tools to appropriately lead schools in ways that ensure all students, regardless of their life circumstances and status, are provided a school climate that promotes high academic achievement and a sense of belonging.

This is a text for anyone interested in improving instructional practices with their students, and in expanding those practices from classroom to classroom. This volume can be used to build systems and practices to increase instructional effectiveness to address diverse students' learning needs.

Presents a collection of pragmatic urban school experiences that focus on restorative approaches situated in the context of social justice. By adopting this approach, researchers and practitioners can connect and extend long-established lines of conceptual and empirical inquiry aimed at improving school practices and thereby gain insights that may otherwise be overlooked or assumed.

Presents a collection of pragmatic urban school experiences that focus on restorative approaches situated in the context of social justice. By adopting this approach, researchers and practitioners can connect and extend long-established lines of conceptual and empirical inquiry aimed at improving school practices and thereby gain insights that may otherwise be overlooked or assumed.

Explores dynamics related to equity in multiple contexts. Authors examined these issues in Turkey, Egypt the United States, Thailand and at a global level by comparing and contrasting school leadership practice across borders. Considered as a whole, these papers explore various topics that will be at the forefront of educational research for years to come.

Explores dynamics related to equity in multiple contexts. Authors examined these issues in Turkey, Egypt the United States, Thailand and at a global level by comparing and contrasting school leadership practice across borders. Considered as a whole, these papers explore various topics that will be at the forefront of educational research for years to come.

An examination of women in leadership that both highlights the changes that have occurred and reports any stagnancy that continues to threaten women's positionality in educational leadership literature, practice, and policy. It forefronts the voices of women educational scholars who have (and are) interrupting, disrupting, and revolutionizing educational policy and practice.

Promotes research on educational leadership for social justice. This book provides a variety of perspectives to the social justice phenomenon from the lens of empirical, historical, narrative, and conceptual designs.

Focuses on the use of restorative justice (RJ) in one school in Scotland and one in Canada. While important to understand the intentions of educators in using RJ in schools, those aims must be examined alongside the actual impact that such practices have on students.

Explores the combined effect of the rapid growth of information as an increasingly fragmented information base, a large component of which is available only to people with money and/or acceptable institutional affiliations.

Explores the combined effect of the rapid growth of information as an increasingly fragmented information base, a large component of which is available only to people with money and/or acceptable institutional affiliations.

Draws on critical race counter-stories and praxis for the purpose of providing leaders in training and practicing K-12 leaders with tangible narratives that demonstrate how racism and its intersectionality with other forms of oppression manifest within K-12 schooling. Additionally, this volume provides leaders with a working knowledge of the central tenets of critical race theory.

Draws on critical race counter-stories and praxis for the purpose of providing leaders in training and practicing K-12 leaders with tangible narratives that demonstrate how racism and its intersectionality with other forms of oppression manifest within K-12 schooling. Additionally, this volume provides leaders with a working knowledge of the central tenets of critical race theory.

Promotes research on educational leadership for social justice. This book provides a variety of perspectives to the social justice phenomenon from the lens of empirical, historical, narrative, and conceptual designs. It seeks to give voice to empowering, social justice-focused research.