Democratic Schools, Democratic Communities: Reflections in an International Context

Louis, Karen Seashore

doi:10.1076/lpos.2.2.93.15544

Cited by 23 publications

(6 citation statements)

References 21 publications

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“…Although our respondents from Osijek and Maribor noticed content on children’s rights and participation during their school practice, studies conducted in their countries nevertheless indicate an insufficient presence of children’s rights and participation in schools (Jeđud Borić, 2015; Mithans et al, 2017). This finding can also be interpreted from another aspect: children’s rights, their realization in school, as well as the practice of participation skills imply a democratic, and not an authoritarian school climate (Seashore Louis, 2003); and a certain amount of autonomy—of the teachers in relation to the official curricula (MacMath, 2008), and the students in relation to everyday school activities (Bickmore, 2014). In that sense, if future teachers perceived schools in which they attended school practice as democratic environments, it is possible that this factor decisively influenced their perception of the presence of children’s rights and participation (Osijek, Maribor).…”

Section: Resultsmentioning

confidence: 99%

Implementation of content related to children’s rights in schools: How to teach them?—perceptions of future teachers in Serbia, Croatia, and Slovenia

Trbojević

Borić

Hus

et al. 2021

Education, Citizenship and Social

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This paper reports on the self-assessment of future teachers regarding their familiarity with the Convention on the Rights of the Child and their competency to teach about children’s rights and participation. A total of 561 future teachers were surveyed in Serbia, Croatia, and Slovenia. They all agreed that, during their studies, they did not acquire sufficient knowledge on children’s rights and participation and were not adequately prepared for teaching this content in schools. The authors further suggest an introduction of new study programs and a significant increase in the number of classes dealing with these topics in day-to-day school practice.

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Section: Resultsmentioning

confidence: 99%

Implementation of content related to children’s rights in schools: How to teach them?—perceptions of future teachers in Serbia, Croatia, and Slovenia

Trbojević

Borić

Hus

et al. 2021

Education, Citizenship and Social

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“…The second and third waves of teacher leadership underscored the importance of democratic schools where rigid hierarchies did not separate teachers and administrators (e.g., Seashore Louis, 2003). While the theorized fourth wave of teacher leadership (see Berry, 2011) accelerates progress toward more democratic schools, we found limited instances of the fourth wave’s existence in KSD.…”

Section: Discussionmentioning

confidence: 99%

“We’ve Been Forgotten”: First-Hand Perspectives on Teacher Leaders and Teacher Leadership in Urban Schools

Wronowski¹,

Olive²,

Henry³

et al. 2023

Education and Urban Society

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The use of teacher leadership in PK-12 education has experienced a resurgence since the late 1990s as school leadership models have evolved to include the engagement of diverse stakeholders in school and district leadership processes aimed at improvement efforts. Despite this resurgence, there remain several barriers to understanding the nature of the work in which teacher leaders engage and the contributions that they make. This grounded theory study examined teacher perceptions of teacher leadership, the types of work in which teacher leaders do and should engage, the boundaries of that work, and barriers to teacher leadership. Leveraging interviews with teachers in a large urban school district, we found that teachers function in many domains of work and are eager for pathways to leverage their expertise, but some faced a lack of access to their school’s leadership and management space. We conclude by discussing the implications from our findings for school- and district-level leaders, local and state policymakers, and educational leadership preparation programs.

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“…Further, Gardiner and Enomoto (2006) revealed the deficit in principals' awareness of the connections between affirming diversity and student achievement. Seashore (2003) emphasized the need for strong democratic school leadership practices that support newcomer families at the school and district levels, and the need to include all parties (teachers, students, parents, and leaders) in decision-making. Riehl (2000), Dimmock and Walker (2005) advocated for school leadership practices that are responsive to culturally diverse groups, i.e., practices that: (a) foster cultural diversity; (b) exemplify inclusive instructional practice;…”

Section: Related Researchmentioning

confidence: 99%

Towards School Leadership Development: The Essence of Working with Culturally and Linguistically Diverse Newcomer Families in Saskatchewan

Okoko¹

2019

REAL

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Article Info The article is based on a study whose purpose was to examine the lived experience of school leaders in Saskatoon with newcomers to whom English is an additional Language (EAL). Phenomenology as a methodological approach was used to gather and analyze data from leaders representing two school divisions. What was common in their accounts was synthesized to establish the essence of the leaders' experience with EAL newcomers. Findings revealed that the nature of the experience manifests as a celebration, a learning opportunity and as a challenge. Its essence requires school leaders to have knowledge, skills and dispositions for acknowledging and responding appropriately to difference and the associated stereotypes, cultural diversity with its infinite variations, relations between dominant and minority cultures, the role of parents, communities and inter-organizational partnerships in school leaders-newcomer relationship. The essence also calls for school leaders to have self-knowledge, to be more reflective, and to embrace cognitive dissonance as learning opportunities.

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Democratic Schools, Democratic Communities: Reflections in an International Context

Cited by 23 publications

References 21 publications

Implementation of content related to children’s rights in schools: How to teach them?—perceptions of future teachers in Serbia, Croatia, and Slovenia

Implementation of content related to children’s rights in schools: How to teach them?—perceptions of future teachers in Serbia, Croatia, and Slovenia

“We’ve Been Forgotten”: First-Hand Perspectives on Teacher Leaders and Teacher Leadership in Urban Schools

Towards School Leadership Development: The Essence of Working with Culturally and Linguistically Diverse Newcomer Families in Saskatchewan

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