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Handbook of Urban Educational Leadership

Edited by Muhammad Khalifa; Noelle Witherspoon Arnold; Dr. Azadeh F. Osanloo and Cosette M. Grant

This authoritative handbook examines the community, district, and teacher leadership roles that affect urban schools. It will serve as a foundation for pedagogical and educational leadership practices that foster social justice, equity, and advocacy for those who have been traditionally and historically underserved in education. The handbook’s ten sections cover topics as diverse as curriculum, instruction, and educational outcomes; gender, race, and class; higher education; and leadership preparation and support. Its twenty-nine chapters offer both American and international perspectives.
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Rowman & Littlefield Publishers
Pages: 430 •
978-1-4422-2085-0 • eBook • June 2015 • $125.00 • (£96.00)
Subjects: Education / Urban, Education / Leadership
Dr. Muhammad Khalifa is a faculty member in K-12 educational administration at Michigan State University. He was previously an urban school teacher and administrator, and has taught at a number of higher education institutions abroad. His research addresses culturally appropriate school leadership practice. He has looked at successful school leadership in domestic and local environments, including urban and alternative schools, as well as locations in Middle Eastern and African countries. His current research examines disparities in school suspension, and urban school closures.

Dr. Cosette Grant-Overton is faculty member in Educational Leadership and Higher Education at the University of Cincinnati. She teaches Urban Educational Leadership courses. Her primary research focuses on the challenges and opportunities offered by the attraction, retention and graduation success of students, with a focus on how these processes may be changing as a result of increasing diversity. She serves on several educational and journal review boards and is active in civic engagement.

Dr. Noelle Witherspoon Arnold is a faculty member in the Department of Educational Leadership and Policy Analysis at the University of Missouri-Columbia. Prior to that appointment, she taught elementary school, and served as an administrator at the district and state level. Dr. Arnold also currently serves as consultant throughout the US advising districts in analyzing data for school improvement, cultural mediation and pedagogy, STEM leadership. Dr. Witherspoon-Arnold’s most recent publications have appeared in the International Journal of Qualitative Studies in Education, The Journal of Educational Administration History, Equity and Excellence in Education, The Journal of Negro Education, and the Journal of Educational Administration. Dr. Arnold is serves on the Executive Committee of the University Council for Educational Administration (UCEA) and Secretary/Treasurer of the AERA Leadership for Social Justice SIG. Dr. Witherspoon-Arnold is also the Assistant Editor of the International Journal of Leadership in Education. She is currently engaging in research exploring the role of urban principals in health advocacy and the founding of school clinics.

Dr.Azadeh F. OsanlooBefore joining the faculty of the Department of Educational Leadership and Administration at NMSU, Dr. Osanloo received her doctorate in the Educational Leadership and Policy Studies Program, specializing in the Social and Philosophical Foundations of Education at Arizona State University. Her research addressed civic education in a post 9/11 climate focusing on the concepts of democracy, cosmopolitanism, human rights, and citizenship from theory to praxis. She has merged her work in civics and human rights with her new research agenda on collaborative systemic diversity-based interventions for bullying for middle schools. Prior to being in Arizona she taught in the New York City public schools working primarily with junior high school students in the South Bronx and jointly was a program director at the Harlem Educational Activities Fund - a not-for-profit that specialized in closing the gap between educational attainment and disenfranchised students. While in New York City she obtained her Master's in Public Administration from New York University's Robert F. Wagner School. In general, her research agenda focuses on issues of educational equity; educational leadership and policy; the philosophical foundations of education; diversity, multiculturalism, and human rights; bullying interventions; and social justice. Her research agenda is underscored by the four edited books she is currently working on which cover the topics of urban school leadership, diversity-based bullying interventions, student and parent perceptions of bullying, and international and national social justice work. She is currently an Associate Professor and the Stan Fulton Endowed Chair for the Improvement of Border and Rural Schools. She has won the Dean's Awards for her teaching and service.


Foreword
Kofi Lomotey

Acknowledgments

Section 1:Urban Educational Leadership: A Historical Perspective

Section 1 Introduction
Rhodesia McMillian

1 Urban Education and Leadership: A Historical Perspective
Judith Jackson May and Eugene Sanders

2 Sankofa: Leadership and the Twenty-first-Century Black Female School Superintendents
Judy Alston

3 Demographic and Professional Characteristics of Urban School Principals in the US: A
Twenty-Year Trend Study
Jianping Shen, Jiangang Xia, and Xingyuan Gao

4 An Interpretive History of Urban Education and Leadership in age of Perceived Racial Invisibility
Brian Boggs and Christopher Dunbar

Section 2:Teaching, Learning, Curriculum, and Educational Outcomes

Section 2 Introduction61
Rhodesia McMillian

5 Creating a Culture of Confidence: Re-Conceptualizing Urban Educational Leadership
Yvette Jackson, Veronica McDermott, Marlon Simmons, and Mairi McDermott

6 Bringing Urban High School Reform to Scale: Rapidly Moving Dramatic Numbers of Students to Proficient Performance
Glenn Baete, Joe Burks, Marty Polio, and Craig Hochbein

7 Developing Teacher Leadership for Equity in Urban Schools
H. Richard Milner IV, Judson Laughter, and Joshua Childs

8 Teachers Learning to Lead: An Action Research Process Model
Leena Furtado

Section 3:Gender, Race, Class, and Culture

Section 3 Introduction
Rhodesia McMillian

Voice from the Field: Critical Care, Collaborative Activism, and Professional Risk: Unsung Yet
Essential Aspects of Urban Educational Leadership
Camille Wilson

9 Urban Schools, Black Principals, and Black Students: Culturally Responsive Education and The
Ethno-Humanist Role Identity
Kofi Lomotey and Kendra Lowery

10 Equity and Race-Visible Urban School Reform
Christine Sleeter

11 Culturally Responsive Leadership Preparation and Practices
Monica Wills Brown and Frankie K. Williams

12 From Dysconsciousness to Consciousness of Stereotypes that Disparage Black Youth: Calling for Transformative School Leadership
Joyce E. King and Syreeta A. McTier

13 Tempered Radicalism in the Ivory Tower: Black Urban Educational Leaders Negotiating Lives in a Creative Class City
Richard J. Reddick, Stella L. Smith, and Beth Bukoski

Section 4:Theory and Research Methodology

Section 4 Introduction
Rhodesia McMillian

Voice from the Field: Sound the ‘Bell’: Seeing Space, Seeing Color in Urban School
Leadership Discourses
Ty-Ron M. O. Douglas

14 Using Social Norming and Ecological Theories and Diversity-Based Strategies for Bullying Interventions in Urban Areas: A Mixed Methods Research Study
Azadeh Osanloo and Jonathan P. Schwartz

15 Toward Community-Centric Educational Leadership in Addressing the School Discipline Disparity
Jacqueline Roebuck Sakho, Ronald W. Whitaker II, and Rodney Hopson

16 Revisiting Black Feminist Thought and Home-School Relations in the U.S. South
Tondra L. Loder-Jackson, Andrew N. McKnight, Michael Brooks, and Tonya B. Perry

Section 5:Parental Involvement and Community

Section 5 Introduction
Stefanie Marshall and Muhammad Khalifa

17 “I Know Momma Didn’t Have to Work this Hard”: Leadership Implications of Intergenerational
Differences in Engaging African-American Families
Cheryl Fields-Smith, Sheneka Williams, and Jaqueline Shoemaker

18 Where Has All of the Community Rage Gone? Neoliberalism, Community Encroachment, and Unconventional Resistance in Detroit
Muhammad Khalifa, Elizabeth Gil, Stefanie Marshall, and Gregory White

19 A Spectrum of Parent and Community Engagement for Conceptualizing and Responding to the Institutional Complexity of Urban Schools
Sharon Watkins, Anika Ball Anthony, Christopher Shaffer, and Kirsten J. Smith

Section 6:Social Justice, Equity, Advocacy, and Activism

Section 6 Introduction
Stefanie Marshall and Muhammad Khalifa

Voice from the Field: A Critical Race Theory Perspective on Urban School Leadership
Ivory Berry and Adrienne Dixson

20 AYP, Access, and Expectations: Superintendents’ Legal, Distributive, and Transformative Approaches to Equity
Rachel Roegman and Thomas Hatch

21 Learning to Lead for Social Justice: How Leadership Preparation Programs Can Improve
Equity in Schools
Gaëtane Jean-Marie, Anthony H. Normore, and Jeffrey S. Brooks

22 Social Justice in Action: Urban School Leaders Address the School to Prison Pipeline via a Youth Court
Heather Cole, Julian Vasquez Heilig, Tina Fernandez, Meg Clifford, and Rey Garcia

23 Actions Matter: How School Leaders Enact Equity Principles
Jessica G. Rigby and Lynda Treadway

Section 7:Perspectives in Policy

Section 7 Introduction
Marlene Melendez

24 Urban Leadership, Neoliberalism, and New Policy Entrepreneurs Merging Leadership
with Resistance
Gary L. Anderson, Michael I. Cohen, and Milagros Seraus

25 Destiny High School: Redesigning Urban High Schools for Student Success
Frank Gaines, Ira Bogotch, and Omar Salaam

26 Leaders of the New School(s): Reconceptualizing an Autonomy Framework for Urban Principals Implementing Small School Reform
April L. Peters, Jia Liang, and Rejer Finklin

Section 8:Leadership Preparation, Development, and Support

Section 8 Introduction
Jennifer Haan

Voice from the Field: A Theory of Emancipatory Leadership
Juanita Simmons
27 Turnaround, School Choice, and the Hidden Discourses of Race in Leadership Preparation
Sarah Diem and Bradley W. Carpenter

28 The Urban School Leaders Collaborative: An Alternative and Effective Model for Leadership Preparation and Practice
Encarnacion Garza

29 School Leadership in Urban Schools: How Social-Relational Leadership Shapes
Teacher Engagement
Heather E. Price

30 Preparing Leaders to Support the Education of Diverse Learners
Michelle D. Young, Mark A. Gooden, and Ann O’Doherty

31 Lessons from a District-based Doctoral Cohort: Faculty Stories of Challenge, Opportunity, and Impact
Monica Byrne-Jimenez, Catherine DeMartino, and Eustace Thompson

Section 9:Critical Foundations in Urban Educational Leadership

Section 9 Introduction
Adelina Rodriquez

32 College Readiness and Urban Schools: Challenges and Opportunities
Lindsay R. Granger and Pedro A. Noguera

33 Change Agency in Our Own Backyards: Meeting the Challenges of Next-Generation Programs in School Leader Preparation
Steve Tozer, Shelby Cosner, Paul Zavitkovsky, Sam Whalen, and Peter Martinez

34 Our Fierce Urgency of Now: Obstacles and Solutions for Improving the Promise of America
Eric J. Cooper

Section 10:International and Global Perspectives in Urban Education and Leadership

Section 10 Introduction
Roberto Lozano

35 International Perspectives in Urban Educational Leadership: Social Justice Leadership and High-Need Schools
Bruce Barnett and Howard Stevenson

36 Indigenous School Leadership in New Zealand: Cultural Responsivity for Diverse Learners in Urban Schools
Lorri J. Santamaría, Andrés P. Santamaría, Melinda Webber, and Hoana Pearson

37 Crises, Critical Incidents, and Community and Educational Leadership
Noelle Witherspoon Arnold, Ty-Ron M. O. Douglas, and Tirza Wilborn-White

Section 11:Directions in Urban Leadership: Challenges and Solutions

Section 11 Introduction
Amanda Lopez Askin

Voice from the Field: Urban School Leadership in Neoliberal Times: Critical Race Theory
Reflection Perspectives
Laurence Parker

38 Urban Education Leadership in the Counseling Profession
Cirecie West-Olatunji

39 Principal Professional Identity and the Cultivation of Trust in Urban Schools
Rodney S. Whiteman, Samantha Paredes Scribner, and Gary M. Crow

40 Exemplary Leadership in Challenging Urban Public School Settings: It’s the Principal of the Thing
Harry Gutelius

41 School Turnaround: The Meaning of Capacity in Practice for African-American Women
Cosette M. Grant

Epilogue: Urban Educational Leadership for the Twenty-first Century
Michael Dantley

About the Editors
About the Contributors
Index of Terms

This giant tome—and it is a hefty one—takes a look at urban education leadership. Its articles by education experts tackle the tough questions facing principals in urban schools: poverty, white flight, social justice, activism, poor teacher quality, segregation, failed reform efforts, advocacy, education policy, global perspectives, and local and federal government influences. The array of scholars is wide, impressive, and long. It is a book for graduate educational leadership or a reference tool for education collections. The voices are critical, pensive, rabble-rousing...and, by and large, honest.
— American Reference Books Annual


The Handbook for Urban Education Leadership brings together pre-eminent scholars across a broad spectrum of fields including the social sciences, educational leadership, teacher education, and counseling to reflect on the most pressing issues affecting urban school leaders today. With this work, the editors have brought theoretical specificity and richness to the field of educational leadership in a way that has never been done before. The handbook will be a significant resource for the P-16 education community for many years to come.
— Marvin Lynn, PhD, dean, Graduate School of Education, Portland State University


At a time when urban schools continue to change, it is refreshing to see a volume that explicitly addresses the unique features and challenges of urban school leadership. This handbook is recommended reading for anyone in leadership who is concerned about educational transformation in urban schools.
— Tyrone Howard, PhD, professor of education and director of Black Male Institute, University of California, Los Angeles, author of "Black Male(d): The peril and promise in the education of African American males," 2013, Teachers College Press


This Handbook echoes the scholarly voices and perspectives of some of today’s foremost thought leaders in urban education leadership. With a consistent and constructive eye on the field and informed by urban school leaders, the volume provides a distinctive and rare collective research effort at the intersection of urban education and leadership. This is a focused and well-edited collection that advances our understanding of the complex relationships between urban education and leadership—making a valuable contribution to the knowledge base. By coupling urban education with leadership, the editors (with contributors) assemble a useful body of scholarship with directives for practice. In turn, the literature in these respective fields are both advanced and challenged.

— James Davis, Ph.D., professor of educational leadership, Bernard Watson Endowed Chair in urban education and editor of "Educating African American Males: Contexts for Consideration, Possibilities for Practice"


Urban educational spaces are facing new and complex challenges. The Handbook of Urban Educational Leadership provides a comprehensive treatment of key and critical topics that form a blueprint for identifying solutions. The courageous leaders, researchers, and vested stakeholders of these often under-funded knowledge centers will benefit greatly from this handbook.
— Jerlando F. L. Jackson, Vilas Distinguished Professor of Higher Education, director & chief research Scientist, Wisconsin’s Equity and Inclusion Laboratory, University of Wisconsin-Madison


Handbook of Urban Educational Leadership

Cover Image
eBook
Summary
Summary
  • This authoritative handbook examines the community, district, and teacher leadership roles that affect urban schools. It will serve as a foundation for pedagogical and educational leadership practices that foster social justice, equity, and advocacy for those who have been traditionally and historically underserved in education. The handbook’s ten sections cover topics as diverse as curriculum, instruction, and educational outcomes; gender, race, and class; higher education; and leadership preparation and support. Its twenty-nine chapters offer both American and international perspectives.
Details
Details
  • Rowman & Littlefield Publishers
    Pages: 430 •
    978-1-4422-2085-0 • eBook • June 2015 • $125.00 • (£96.00)
    Subjects: Education / Urban, Education / Leadership
Author
Author
  • Dr. Muhammad Khalifa is a faculty member in K-12 educational administration at Michigan State University. He was previously an urban school teacher and administrator, and has taught at a number of higher education institutions abroad. His research addresses culturally appropriate school leadership practice. He has looked at successful school leadership in domestic and local environments, including urban and alternative schools, as well as locations in Middle Eastern and African countries. His current research examines disparities in school suspension, and urban school closures.

    Dr. Cosette Grant-Overton is faculty member in Educational Leadership and Higher Education at the University of Cincinnati. She teaches Urban Educational Leadership courses. Her primary research focuses on the challenges and opportunities offered by the attraction, retention and graduation success of students, with a focus on how these processes may be changing as a result of increasing diversity. She serves on several educational and journal review boards and is active in civic engagement.

    Dr. Noelle Witherspoon Arnold is a faculty member in the Department of Educational Leadership and Policy Analysis at the University of Missouri-Columbia. Prior to that appointment, she taught elementary school, and served as an administrator at the district and state level. Dr. Arnold also currently serves as consultant throughout the US advising districts in analyzing data for school improvement, cultural mediation and pedagogy, STEM leadership. Dr. Witherspoon-Arnold’s most recent publications have appeared in the International Journal of Qualitative Studies in Education, The Journal of Educational Administration History, Equity and Excellence in Education, The Journal of Negro Education, and the Journal of Educational Administration. Dr. Arnold is serves on the Executive Committee of the University Council for Educational Administration (UCEA) and Secretary/Treasurer of the AERA Leadership for Social Justice SIG. Dr. Witherspoon-Arnold is also the Assistant Editor of the International Journal of Leadership in Education. She is currently engaging in research exploring the role of urban principals in health advocacy and the founding of school clinics.

    Dr.Azadeh F. OsanlooBefore joining the faculty of the Department of Educational Leadership and Administration at NMSU, Dr. Osanloo received her doctorate in the Educational Leadership and Policy Studies Program, specializing in the Social and Philosophical Foundations of Education at Arizona State University. Her research addressed civic education in a post 9/11 climate focusing on the concepts of democracy, cosmopolitanism, human rights, and citizenship from theory to praxis. She has merged her work in civics and human rights with her new research agenda on collaborative systemic diversity-based interventions for bullying for middle schools. Prior to being in Arizona she taught in the New York City public schools working primarily with junior high school students in the South Bronx and jointly was a program director at the Harlem Educational Activities Fund - a not-for-profit that specialized in closing the gap between educational attainment and disenfranchised students. While in New York City she obtained her Master's in Public Administration from New York University's Robert F. Wagner School. In general, her research agenda focuses on issues of educational equity; educational leadership and policy; the philosophical foundations of education; diversity, multiculturalism, and human rights; bullying interventions; and social justice. Her research agenda is underscored by the four edited books she is currently working on which cover the topics of urban school leadership, diversity-based bullying interventions, student and parent perceptions of bullying, and international and national social justice work. She is currently an Associate Professor and the Stan Fulton Endowed Chair for the Improvement of Border and Rural Schools. She has won the Dean's Awards for her teaching and service.


Table of Contents
Table of Contents
  • Foreword
    Kofi Lomotey

    Acknowledgments

    Section 1:Urban Educational Leadership: A Historical Perspective

    Section 1 Introduction
    Rhodesia McMillian

    1 Urban Education and Leadership: A Historical Perspective
    Judith Jackson May and Eugene Sanders

    2 Sankofa: Leadership and the Twenty-first-Century Black Female School Superintendents
    Judy Alston

    3 Demographic and Professional Characteristics of Urban School Principals in the US: A
    Twenty-Year Trend Study
    Jianping Shen, Jiangang Xia, and Xingyuan Gao

    4 An Interpretive History of Urban Education and Leadership in age of Perceived Racial Invisibility
    Brian Boggs and Christopher Dunbar

    Section 2:Teaching, Learning, Curriculum, and Educational Outcomes

    Section 2 Introduction61
    Rhodesia McMillian

    5 Creating a Culture of Confidence: Re-Conceptualizing Urban Educational Leadership
    Yvette Jackson, Veronica McDermott, Marlon Simmons, and Mairi McDermott

    6 Bringing Urban High School Reform to Scale: Rapidly Moving Dramatic Numbers of Students to Proficient Performance
    Glenn Baete, Joe Burks, Marty Polio, and Craig Hochbein

    7 Developing Teacher Leadership for Equity in Urban Schools
    H. Richard Milner IV, Judson Laughter, and Joshua Childs

    8 Teachers Learning to Lead: An Action Research Process Model
    Leena Furtado

    Section 3:Gender, Race, Class, and Culture

    Section 3 Introduction
    Rhodesia McMillian

    Voice from the Field: Critical Care, Collaborative Activism, and Professional Risk: Unsung Yet
    Essential Aspects of Urban Educational Leadership
    Camille Wilson

    9 Urban Schools, Black Principals, and Black Students: Culturally Responsive Education and The
    Ethno-Humanist Role Identity
    Kofi Lomotey and Kendra Lowery

    10 Equity and Race-Visible Urban School Reform
    Christine Sleeter

    11 Culturally Responsive Leadership Preparation and Practices
    Monica Wills Brown and Frankie K. Williams

    12 From Dysconsciousness to Consciousness of Stereotypes that Disparage Black Youth: Calling for Transformative School Leadership
    Joyce E. King and Syreeta A. McTier

    13 Tempered Radicalism in the Ivory Tower: Black Urban Educational Leaders Negotiating Lives in a Creative Class City
    Richard J. Reddick, Stella L. Smith, and Beth Bukoski

    Section 4:Theory and Research Methodology

    Section 4 Introduction
    Rhodesia McMillian

    Voice from the Field: Sound the ‘Bell’: Seeing Space, Seeing Color in Urban School
    Leadership Discourses
    Ty-Ron M. O. Douglas

    14 Using Social Norming and Ecological Theories and Diversity-Based Strategies for Bullying Interventions in Urban Areas: A Mixed Methods Research Study
    Azadeh Osanloo and Jonathan P. Schwartz

    15 Toward Community-Centric Educational Leadership in Addressing the School Discipline Disparity
    Jacqueline Roebuck Sakho, Ronald W. Whitaker II, and Rodney Hopson

    16 Revisiting Black Feminist Thought and Home-School Relations in the U.S. South
    Tondra L. Loder-Jackson, Andrew N. McKnight, Michael Brooks, and Tonya B. Perry

    Section 5:Parental Involvement and Community

    Section 5 Introduction
    Stefanie Marshall and Muhammad Khalifa

    17 “I Know Momma Didn’t Have to Work this Hard”: Leadership Implications of Intergenerational
    Differences in Engaging African-American Families
    Cheryl Fields-Smith, Sheneka Williams, and Jaqueline Shoemaker

    18 Where Has All of the Community Rage Gone? Neoliberalism, Community Encroachment, and Unconventional Resistance in Detroit
    Muhammad Khalifa, Elizabeth Gil, Stefanie Marshall, and Gregory White

    19 A Spectrum of Parent and Community Engagement for Conceptualizing and Responding to the Institutional Complexity of Urban Schools
    Sharon Watkins, Anika Ball Anthony, Christopher Shaffer, and Kirsten J. Smith

    Section 6:Social Justice, Equity, Advocacy, and Activism

    Section 6 Introduction
    Stefanie Marshall and Muhammad Khalifa

    Voice from the Field: A Critical Race Theory Perspective on Urban School Leadership
    Ivory Berry and Adrienne Dixson

    20 AYP, Access, and Expectations: Superintendents’ Legal, Distributive, and Transformative Approaches to Equity
    Rachel Roegman and Thomas Hatch

    21 Learning to Lead for Social Justice: How Leadership Preparation Programs Can Improve
    Equity in Schools
    Gaëtane Jean-Marie, Anthony H. Normore, and Jeffrey S. Brooks

    22 Social Justice in Action: Urban School Leaders Address the School to Prison Pipeline via a Youth Court
    Heather Cole, Julian Vasquez Heilig, Tina Fernandez, Meg Clifford, and Rey Garcia

    23 Actions Matter: How School Leaders Enact Equity Principles
    Jessica G. Rigby and Lynda Treadway

    Section 7:Perspectives in Policy

    Section 7 Introduction
    Marlene Melendez

    24 Urban Leadership, Neoliberalism, and New Policy Entrepreneurs Merging Leadership
    with Resistance
    Gary L. Anderson, Michael I. Cohen, and Milagros Seraus

    25 Destiny High School: Redesigning Urban High Schools for Student Success
    Frank Gaines, Ira Bogotch, and Omar Salaam

    26 Leaders of the New School(s): Reconceptualizing an Autonomy Framework for Urban Principals Implementing Small School Reform
    April L. Peters, Jia Liang, and Rejer Finklin

    Section 8:Leadership Preparation, Development, and Support

    Section 8 Introduction
    Jennifer Haan

    Voice from the Field: A Theory of Emancipatory Leadership
    Juanita Simmons
    27 Turnaround, School Choice, and the Hidden Discourses of Race in Leadership Preparation
    Sarah Diem and Bradley W. Carpenter

    28 The Urban School Leaders Collaborative: An Alternative and Effective Model for Leadership Preparation and Practice
    Encarnacion Garza

    29 School Leadership in Urban Schools: How Social-Relational Leadership Shapes
    Teacher Engagement
    Heather E. Price

    30 Preparing Leaders to Support the Education of Diverse Learners
    Michelle D. Young, Mark A. Gooden, and Ann O’Doherty

    31 Lessons from a District-based Doctoral Cohort: Faculty Stories of Challenge, Opportunity, and Impact
    Monica Byrne-Jimenez, Catherine DeMartino, and Eustace Thompson

    Section 9:Critical Foundations in Urban Educational Leadership

    Section 9 Introduction
    Adelina Rodriquez

    32 College Readiness and Urban Schools: Challenges and Opportunities
    Lindsay R. Granger and Pedro A. Noguera

    33 Change Agency in Our Own Backyards: Meeting the Challenges of Next-Generation Programs in School Leader Preparation
    Steve Tozer, Shelby Cosner, Paul Zavitkovsky, Sam Whalen, and Peter Martinez

    34 Our Fierce Urgency of Now: Obstacles and Solutions for Improving the Promise of America
    Eric J. Cooper

    Section 10:International and Global Perspectives in Urban Education and Leadership

    Section 10 Introduction
    Roberto Lozano

    35 International Perspectives in Urban Educational Leadership: Social Justice Leadership and High-Need Schools
    Bruce Barnett and Howard Stevenson

    36 Indigenous School Leadership in New Zealand: Cultural Responsivity for Diverse Learners in Urban Schools
    Lorri J. Santamaría, Andrés P. Santamaría, Melinda Webber, and Hoana Pearson

    37 Crises, Critical Incidents, and Community and Educational Leadership
    Noelle Witherspoon Arnold, Ty-Ron M. O. Douglas, and Tirza Wilborn-White

    Section 11:Directions in Urban Leadership: Challenges and Solutions

    Section 11 Introduction
    Amanda Lopez Askin

    Voice from the Field: Urban School Leadership in Neoliberal Times: Critical Race Theory
    Reflection Perspectives
    Laurence Parker

    38 Urban Education Leadership in the Counseling Profession
    Cirecie West-Olatunji

    39 Principal Professional Identity and the Cultivation of Trust in Urban Schools
    Rodney S. Whiteman, Samantha Paredes Scribner, and Gary M. Crow

    40 Exemplary Leadership in Challenging Urban Public School Settings: It’s the Principal of the Thing
    Harry Gutelius

    41 School Turnaround: The Meaning of Capacity in Practice for African-American Women
    Cosette M. Grant

    Epilogue: Urban Educational Leadership for the Twenty-first Century
    Michael Dantley

    About the Editors
    About the Contributors
    Index of Terms

Reviews
Reviews
  • This giant tome—and it is a hefty one—takes a look at urban education leadership. Its articles by education experts tackle the tough questions facing principals in urban schools: poverty, white flight, social justice, activism, poor teacher quality, segregation, failed reform efforts, advocacy, education policy, global perspectives, and local and federal government influences. The array of scholars is wide, impressive, and long. It is a book for graduate educational leadership or a reference tool for education collections. The voices are critical, pensive, rabble-rousing...and, by and large, honest.
    — American Reference Books Annual


    The Handbook for Urban Education Leadership brings together pre-eminent scholars across a broad spectrum of fields including the social sciences, educational leadership, teacher education, and counseling to reflect on the most pressing issues affecting urban school leaders today. With this work, the editors have brought theoretical specificity and richness to the field of educational leadership in a way that has never been done before. The handbook will be a significant resource for the P-16 education community for many years to come.
    — Marvin Lynn, PhD, dean, Graduate School of Education, Portland State University


    At a time when urban schools continue to change, it is refreshing to see a volume that explicitly addresses the unique features and challenges of urban school leadership. This handbook is recommended reading for anyone in leadership who is concerned about educational transformation in urban schools.
    — Tyrone Howard, PhD, professor of education and director of Black Male Institute, University of California, Los Angeles, author of "Black Male(d): The peril and promise in the education of African American males," 2013, Teachers College Press


    This Handbook echoes the scholarly voices and perspectives of some of today’s foremost thought leaders in urban education leadership. With a consistent and constructive eye on the field and informed by urban school leaders, the volume provides a distinctive and rare collective research effort at the intersection of urban education and leadership. This is a focused and well-edited collection that advances our understanding of the complex relationships between urban education and leadership—making a valuable contribution to the knowledge base. By coupling urban education with leadership, the editors (with contributors) assemble a useful body of scholarship with directives for practice. In turn, the literature in these respective fields are both advanced and challenged.

    — James Davis, Ph.D., professor of educational leadership, Bernard Watson Endowed Chair in urban education and editor of "Educating African American Males: Contexts for Consideration, Possibilities for Practice"


    Urban educational spaces are facing new and complex challenges. The Handbook of Urban Educational Leadership provides a comprehensive treatment of key and critical topics that form a blueprint for identifying solutions. The courageous leaders, researchers, and vested stakeholders of these often under-funded knowledge centers will benefit greatly from this handbook.
    — Jerlando F. L. Jackson, Vilas Distinguished Professor of Higher Education, director & chief research Scientist, Wisconsin’s Equity and Inclusion Laboratory, University of Wisconsin-Madison


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  • Cover image for the book The Classroom Library: A Catalyst for Literacy Instruction
  • Cover image for the book Teaching Literacy in Urban Schools: Lessons from the Field
  • Cover image for the book Expanding Elementary Teacher Education through Service-Learning: A Handbook on Extending Literacy Field Experience for 21st Century Urban Teacher Preparation
  • Cover image for the book Educating the Urban Race: The Evolution of an American High School
  • Cover image for the book Race, Population Studies, and America's Public Schools: A Critical Demography Perspective
  • Cover image for the book More Mirrors in the Classroom: Using Urban Children's Literature to Increase Literacy
  • Cover image for the book Connecting with Students: Strategies for Building Rapport with Urban Learners
  • Cover image for the book Hanging Out and Hanging On: From the Projects to the Campus
  • Cover image for the book Breaking the Cycle: How Schools Can Overcome Urban Challenges
  • Cover image for the book Intersectional Care for Black Boys in an Alternative School: They Really Care about Us
  • Cover image for the book Unlearning Failure: Can Urban Schools Be Transformed in the New Millennium?
  • Cover image for the book The Assault on Communities of Color: Exploring the Realities of Race-Based Violence
  • Cover image for the book Campus Schools: New York City's Solution to Underperforming and Violent Schools
  • Cover image for the book Jesus and the Streets: The Loci of Causality for the Intra-Racial Gender Academic Achievement Gap in Black Urban America and the United Kingdom
  • Cover image for the book Connecting High-Quality Educators with Urban Students: Comprehensive Teacher Education and Community Partnerships
  • Cover image for the book The Hard Truth: Problems and Issues in Urban School Reform
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