Diversifying Approaches to Educational Leadership: The Impact of Tradition in a Changing Educational Landscape

Wright, James S.; Arnold, Noelle Witherspoon; Khalifa, Muhammad

doi:10.1177/105268461802800606

Cited by 3 publications

(2 citation statements)

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“…School shootings, the fear felt by undocumented families under an unsupportive presidential administration, and pervasive online bullying: these are but three of many pressing reasons why we must move from theorizing SEL to ''demanding action'' as J. S. Wright, Arnold, and Khalifa (2018) wrote in their recent article on diversifying educational leadership. With an eye toward action, I combine relevant leadership literatures-caring, instructional, distributed, and culturally sustaining-with theories of motivation and equity to arrive at a conceptual framework for SEL leadership.…”

Section: From Theory To Action: a Framework That Centers Equity And Cmentioning

confidence: 99%

Section: Toward a Framework For Leadership Of Sel Reformsmentioning

confidence: 99%

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Centering Equity and Caring in Leadership for Social-Emotional Learning: Toward a Conceptual Framework for Diverse Learners

Kennedy

2019

Journal of School Leadership

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School leaders must navigate nonacademic barriers to learning. One type of affective, nonacademic reform is social-emotional learning (SEL), a quickly growing K–12 school initiative. Yet scant empirical literature exists on the actions, interactions, and beliefs of school principals charged with leading SEL reforms. The needs of diverse learners in SEL reforms—and how school leaders might create culturally relevant, gender-aware, queer-friendly SEL programming—are ignored by empirical research. This article seeks to contribute conceptually by exploring two questions: To what extent does current research inform school leadership of SEL implementation for diverse learners? How might school leaders conceptualize the implementation of SEL reforms from a caring, equity-oriented lens? A leadership framework for SEL reforms, rooted in caring and equity, is proposed.

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Section: From Theory To Action: a Framework That Centers Equity And Cmentioning

confidence: 99%

Section: Toward a Framework For Leadership Of Sel Reformsmentioning

confidence: 99%

Centering Equity and Caring in Leadership for Social-Emotional Learning: Toward a Conceptual Framework for Diverse Learners

Kennedy

2019

Journal of School Leadership

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How retention and mobility rates differ for teachers of colour

Elfers

Plecki

Kim

et al. 2022

Teachers and Teaching

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Conflict Management Strategies, A Panacea for Effective Educational Leadership

Tamunodiepiriye¹,

Bedzra²,

Essuman

2022

gmj

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Humans constitute the organization’s human resources; hence conflict is inevitable in every organisation with people. Conflict is a word with both good and bad connotations. When conflict is poorly managed or handled, a crisis will ensue. Consequently, the purpose of this article was to investigate conflict management in school organisations in Ghana and Nigeria. It determined the causes and sources of organisational disputes. It also explored the many conflict management tactics available to school administrators, including behaviour management, negotiation, and mediation, among others. This paper also emphasised the effects of unmanaged conflict in the educational system. This is an opinion piece, as it argues that educational leaders should share available resources evenly and hold seminars, conferences, and symposia on ways to manage conflict.Originality/value: A novel approach for understanding the brand gamification concept on 6thinking hats approach is presented in the study. This article provides a base for future studies from an empirical angle in this domain that has not been taken up in this particular study. Limitations: This paper used qualitative study and the quantitative study has not been addressed in this article.

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Diversifying Approaches to Educational Leadership: The Impact of Tradition in a Changing Educational Landscape

Cited by 3 publications

References 37 publications

Centering Equity and Caring in Leadership for Social-Emotional Learning: Toward a Conceptual Framework for Diverse Learners

Centering Equity and Caring in Leadership for Social-Emotional Learning: Toward a Conceptual Framework for Diverse Learners

How retention and mobility rates differ for teachers of colour

Conflict Management Strategies, A Panacea for Effective Educational Leadership

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