Critical Perspectives on Community Schools: Looking Across Cities to Gain Perspective

2020 ◽  
pp. 004208592095490
Author(s):  
Jessica T. Shiller
Keyword(s):  
School Leadership ◽  
Cultural Difference ◽  
Ways Of Knowing ◽  
Community Schools ◽  
Theory And Practice ◽  
Research And Practice ◽  
Aotearoa New Zealand ◽  
Field School ◽  
Using Data ◽  
School Leadership Practices

As a field, school leadership has maintained a colorblind stance, marginalizing practitioners’ awareness of culturally sustaining practice, and erasing the experiences of Indigenous and other minoritized groups of students, teachers, and families. Looking to research and practice that attempts to embrace racial and cultural difference in order to make schools more culturally sustaining places to be is imperative in order for the field to respond to the growing diversity in schools. This article specifically explores culturally sustaining and Indigenous school leadership practices. Using data collected from interviews with ten school leaders in Aotearoa (New Zealand) as well as school documents, this article presents new insights into the implementation of culturally sustaining school leadership, which has implications for theory and practice in the field of educational leadership, which has been too long dominated by white ways of knowing.

Honoring the Treaty: School Leaders’ Embrace of Indigenous Concepts to Practice Culturally Sustaining Leadership in Aotearoa**Aotearoa is the Indigenous name for New Zealand.

2020 ◽  
Vol 30 (6) ◽  
pp. 588-603
Author(s):  
Jessica T. Shiller
Keyword(s):  
New Zealand ◽  
School Leadership ◽  
Cultural Difference ◽  
School Leaders ◽  
Ways Of Knowing ◽  
Theory And Practice ◽  
Aotearoa New Zealand ◽  
Field School ◽  
Using Data ◽  
School Leadership Practices

As a field, school leadership has maintained a colorblind stance, marginalizing practitioners’ awareness of culturally sustaining practice, and erasing the experiences of Indigenous and other minoritized groups of students, teachers, and families. Looking to research and practice that attempts to embrace racial and cultural difference in order to make schools more culturally sustaining places to be is imperative in order for the field to respond to the growing diversity in schools. This article specifically explores culturally sustaining and Indigenous school leadership practices. Using data collected from interviews with ten school leaders in Aotearoa (New Zealand) as well as school documents, this article presents new insights into the implementation of culturally sustaining school leadership, which has implications for theory and practice in the field of educational leadership, which has been too long dominated by white ways of knowing.

School leadership in Indonesia: A systematic literature review

2021 ◽  
pp. 174114322110108
Author(s):  
Nasib Tua Lumban Gaol
Keyword(s):  
School Leadership ◽  
Asia Pacific ◽  
Principal Selection ◽  
Selection Procedures ◽  
Leadership And Management ◽  
Sustainable Solutions ◽  
Selection Processes ◽  
High Quality Journal ◽  
School Leadership Practices ◽  
Social Sciences Citation Index

This paper reviews systematically literature on school leadership in the context of Indonesian education from 2004 to 2019. Its purpose is to investigate major issues which exist in the school leadership practices in Indonesia and propose some sustainable solutions so that educational policymakers, stakeholders and scholars can improve their awareness and knowledge of school leadership. Eight core international EDLM (educational leadership and management) journals were used as the source of the literature. Additionally, a high-quality journal with the indexation of Scopus and Social Sciences Citation Index, Asia Pacific Journal of Education (APJE), was included. The literature search yielded 16 articles that were reviewed. This study reports several crucial issues that need to have serious attention paid to them, including a lack of capacity to lead and manage schools, insufficiency of published studies, and the inappropriateness of principal selection processes. The suggested solutions for these problems consist of developing principal training centres in all the provinces of Indonesia, conducting more collaboration with overseas scholars, and improving principal selection procedures. Contributions for theory, practices and further study are provided.

Hedonic experiences at heritage attractions: the visitor’s perspective

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ana Carolina Bender ◽  
Manuela Guerreiro ◽  
Bernardete Dias Sequeira ◽  
Júlio Mendes
Keyword(s):  
Design Methodology ◽  
Theory And Practice ◽  
Structured Interviews ◽  
Content Type ◽  
Heritage Sites ◽  
Exploratory Approach ◽  
Hedonic Experience ◽  
Using Data

Purpose The purpose of this study is to explore the hedonic experience and its formation at heritage attractions. Design/methodology/approach A qualitative and exploratory approach was applied, using data from 21 semi-structured interviews and three in-situ focus groups. Findings Findings highlight that senses, imagery and emotions are stimulated by the physical landscape and by triggers of memorable experiences. Research limitations/implications To further explore this topic, a broader range of heritage attractions and perspectives from the diverse stakeholders involved in the management and consumption of these sites is needed. Originality/value Given the scarcity of research dedicated to the hedonic experience at heritage sites, this study provides a contribution by exploring the visitor’s perspective and points out relevant insights. As the hedonic feelings of pleasure, comfort and related affective responses impact the quality of memorable experiences, relevant implications for theory and practice are discussed.

Sociodemographic Influences in the Prediction of Attitudes toward Transracial Adoption

2000 ◽  
Vol 81 (1) ◽  
pp. 92-100 ◽  
Author(s):  
Leslie Doty Hollingsworth
Keyword(s):  
African American ◽  
African American Women ◽  
African American Men ◽  
Policy Research ◽  
Transracial Adoption ◽  
Opinion Survey ◽  
Research And Practice ◽  
Caucasian Men ◽  
Using Data ◽  
Age Category

An exploratory study of attitudes toward transracial adoption was conducted, using data from a 1991 national telephone opinion survey of 916 respondents. Seventy-one percent of those surveyed believed that race should not be a factor in who should be allowed to adopt a child. However, in a logistic regression analysis, respondents in the highest age category (i.e., those older than 64 years) were 63% less likely to approve of transracial adoption, compared with 18- to 29-year-olds. There was also an interaction of race and sex. African-American women were 84% less likely than African-American men to approve of transracial adoption. Compared with African-American men, Caucasian men were 72% less likely to approve. The importance of considering subpopulation differences in applying such findings to adoption policy, research, and practice is discussed.

Do charter schools alleviate the negative effect of teacher turnover?

2018 ◽  
Vol 33 (1) ◽  
pp. 11-20 ◽  
Author(s):  
Karlerik Naslund ◽  
Branco Ponomariov
Keyword(s):  
Student Achievement ◽  
Public Schools ◽  
School Districts ◽  
Charter Schools ◽  
Teacher Turnover ◽  
Public School Districts ◽  
Theory And Practice ◽  
Labor Practices ◽  
Negative Effect ◽  
Using Data

Using data on charter and public school districts in Texas, we test the hypothesis that the labor practices in charter schools, in particular their ability to easily dismiss poorly performing teachers, diminishes the negative effect of teacher turnover on student achievement and graduation rates in comparison to public schools. We find some support for this hypothesis, and discuss implications for theory and practice.

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