School as Community, Community as School: Examining Principal Leadership for Urban School Reform and Community Development
School as Community, Community as School: Examining Principal Leadership for Urban School Reform and Community Development
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学校即社区，社区即学校：审视校长对城市学校改革和社区发展的领导力
DOI：
10.1177/0013124516683997
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发表时间：
2018
影响因子：
1.2
通讯作者：
Terrance L. Green
中科院分区：
文献类型：
--
作者：
Terrance L. Green
几十年来，改革一直是城市学校的一个挥之不去的问题。研究表明，与公平的社区发展努力相联系的城市学校改革更具可持续性，校长在领导这些努力方面发挥着关键作用。然而，有限的研究探讨了城市学校校长如何将学校改革与社区改善联系起来。本研究考察了美国东南部一所高中的校长领导力，学校改革与改善社区条件有关。本研究采用个案研究的方法，以访谈法与文献资料法进行研究。社会资本理论的概念被用来指导分析。研究结果表明，校长的行动，以支持城市学校改革和社区的改善包括以下内容：定位学校作为社会经纪人在社区，学校文化联系到社区振兴项目，并连接到社区的现实指导。研究结论与实践和未来的研究的影响。
For decades, reform has been a persistent issue in urban schools. Research suggests that urban school reforms that are connected to equitable community development efforts are more sustainable, and that principals play a pivot role in leading such efforts. Yet, limited research has explored how urban school principals connect school reform with community improvement. This study examines principal leadership at a high school in the Southeastern United States where school reform was linked to improving community conditions. Using the case study method, this study draws on interviews and document data. Concepts from social capital theory are used to guide the analysis. Findings indicate that the principal’s actions to support urban school reform and community improvement included the following: positioned the school as a social broker in the community, linked school culture to community revitalization projects, and connected instruction to community realities. The study concludes with implications for practice and future research.