School leadership for 21st-century urban communities

2005 ◽  
pp. 187-198 ◽  
Author(s):  
Leonard A. Valverde
Keyword(s):  
Urban Communities ◽  
School Leadership ◽  
21St Century

Rethinking Education Delivery for the 21st Century

2021 ◽  
pp. 95-119
Keyword(s):  
School Leadership ◽  
21St Century ◽  
Teaching And Learning ◽  
Physical Space ◽  
Significant Feature ◽  
Learning Centers ◽  
Education Delivery ◽  
21St Century Schools ◽  
Rethinking Education

Designing schools as learning centers is more than just about restructuring the physical space of schools. There are many variables that need to be considered when rethinking education delivery for the 21st century. Schools seem to just keep constructing buildings that merely reinforce an obsolete paradigm that will not prepare students for real-world challenges. The focus of this chapter asks the question: What does re-thinking education mean at the school leadership level? Numerous stakeholders, from policymakers to providers to end users affect the structure, content, and delivery of K-12education systems. A case study exploring the effect of district and school leadership styles on teaching and learning prompted by the question, Were the principals in High Scoring Schools (HSS) engaged in different instructional leadership practices than those in the Low Scoring Schools (LSS)? A significant feature of this study is the sizeable database that incorporated nine states, 43 school districts, and 180 elementary, middle, and secondary schools.

scholarly journals The 21st-Century Professional Leadership Standards of Secondary School Administrators in Nakhon Nayok, Thailand

2019 ◽  
Vol 8 (5) ◽  
pp. 175
Author(s):  
Halima M. Iskak ◽  
Mark Anthony C. Pa-alisbo
Keyword(s):  
Secondary School ◽  
School Leadership ◽  
21St Century ◽  
School Leaders ◽  
School Administrators ◽  
Leadership Characteristics ◽  
Leadership Standards ◽  
Descriptive Research ◽  
Administrative Experience ◽  
Professional Leadership

The 21st Century has brought a lot of challenges in developing the professional leadership characteristics of school leaders. Their roles are no longer limited in implementing educational policies and objectives but have become responsible for raising the generations and qualifying them in a rapidly changing era. However, in Thailand, it was observed that there were Thai principals and school leaders who were not adequately trained for school leadership. This descriptive research surveyed the profile of the school administrators of secondary schools in Nakhon Nayok, Thailand as well as their level of practice of the 21st-Century professional leadership standards. A questionnaire checklist adapted from the frameworks of Kelly Lambert (2001) and The Wallace Foundation (2013) was used to gather data. Data analysis showed that the school administrators are females, with master’s degrees, 55 years and older, and have few years of administrative experience. Further, they highly practiced the different 21st-century professional leadership standards; however, these were not influenced by their profile. Lastly, it was found out that there were no significant differences in the level of practice of the different 21st-century professional leadership standards as indicated by the profile indicators of the school administrators.

scholarly journals Addressing 21st Century Challenges in Education: An Ecocritical Conceptual Framework toward an Ecotistical Leadership in Education

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
John Joseph Lupinacci
Keyword(s):  
Social Justice ◽  
Conceptual Framework ◽  
School Leadership ◽  
Program Development ◽  
21St Century ◽  
Future Research ◽  
Course Content ◽  
Industrial Culture ◽  
K 12 ◽  
Supportive Program

This article critiques the notion of individually-focused notions of leadership, instead offering an ecocritical conceptual framework that works to support education at all levels with the aim of recognizing the importance of how leaders in Western industrial culture think, act, and thus organize communities. This framework is applied to examine the potential for EdD programs to critically (re)imagine the role K-12 and higher education institutions might play in reinterpreting how leadership might be (re)constituted—as local and in support of social justice and sustainability. From this lens, the article explores how 21st century challenges that emerge from the complex intersections of social justice and sustainability might be addressed through EdD program development, supportive program structures, and course content influencing teacher education and K-12 school leadership. Calling for a particular kind of leadership supportive of social justice and sustainability, this article shares examples from the authors own practice, program structures, curriculum, and future research. 

Leadership for School Desegregation

2020 ◽  
Author(s):  
Randall B. Lindsey ◽  
Delores B. Lindsey ◽  
Raymond D. Terrell
Keyword(s):  
School Leadership ◽  
21St Century ◽  
School Desegregation ◽  
Economic Systems ◽  
Late 20Th Century ◽  
Legal Response ◽  
A Value ◽  
21St Century Leadership ◽  
Leadership Experiences ◽  
The 1960S

School desegregation efforts begun in the 1960s through to the 1980s persist into the 21st century. School leadership for desegregation began in the late 20th century. School leadership efforts began in the early 1960s with compliance-based responses focused on court-ordered and government directives in pursuit of equality with an eye to societal integration. Leadership for desegregation is a legal response to de jure and de facto segregation as practiced in social, political, and economic systems throughout U.S. history. Efforts at more equal opportunities for historically marginalized students have, over time, evolved into an equity focus that holds a value for educating children and youth whether in integrated settings or not. By the turn of the 21st century, leadership efforts for equity began to recognize the need to provide access and opportunity to all students in all settings. Four distinct chronological periods of school desegregation have evolved: desegregation leadership experiences, 1950s–1970s—mandated, minimum compliance; school desegregation leadership experiences, 1970s–1990s—supported by Emergency School Aid Act; school desegregation leadership experiences, 1990s–2015—Emergency School Aid Act and resegregation; and school desegregation experiences, 2015 to the present and predictable future.

Sign in / Sign up

Export Citation Format

Share Document