Rowman & Littlefield Publishers
Pages: 430
•
Trim: 7 x 10
978-1-4422-2085-0 • eBook • June 2015 • $125.00 • (£96.00)
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