The authors provide powerful models of leadership that are effective in developing schools where positive interethnic relations can flourish.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Rosemary Henze is an associate professor in the Department of Linguistics and Language Development at San Jose State University. She began her career as a teacher of English as a second language and, after receiving her doctorate, worked for 14 years at Art, Research, and Curriculum Associates in Oakland, California, where she assisted school districts in addressing issues of equity and conducted research and evaluation studies focused on bilingual programs, school change, and race relations. She also worked with Native Alaskan, Native Hawaiian, and California Indian groups on issues related to language maintenance, ethnic identity, and bilingual education. In all her work, she seeks to apply scholarly knowledge from anthropology and linguistics to address systemic educational problems.
Inhaltsangabe
Acknowledgments About the Authors Introduction Part I. A Framework for Developing Positive Interethnic Communities 1. Leading From Within 2. Assessing the School Context 3. Understanding Racial and Ethnic Conflict 4. Identifying High-Priority Needs--Individual and Schoolwide 5. Envisioning Positive Interethnic Relations 6. Selecting Approaches for a Coherent Plan 7. Implementing and Refining the Plan 8. Documenting and Communicating Success in Interethnic Relations Part II. Cases in Interethnic Relations for School Leaders 9. The Ripple Effect of Conflict 10. The Power of the School Secretary 11. Challenging Attitudes 12. What¿s Data Got to Do With It? 13. Dilemmas of Pluralism and Unity 14. Maintaining Confidentiality Resource A: Methodology Resource B: Resources for Schools Resource C: Alignment With Standards for School Leadership References Index
Acknowledgments About the Authors Introduction Part I. A Framework for Developing Positive Interethnic Communities 1. Leading From Within 2. Assessing the School Context 3. Understanding Racial and Ethnic Conflict 4. Identifying High-Priority Needs--Individual and Schoolwide 5. Envisioning Positive Interethnic Relations 6. Selecting Approaches for a Coherent Plan 7. Implementing and Refining the Plan 8. Documenting and Communicating Success in Interethnic Relations Part II. Cases in Interethnic Relations for School Leaders 9. The Ripple Effect of Conflict 10. The Power of the School Secretary 11. Challenging Attitudes 12. What¿s Data Got to Do With It? 13. Dilemmas of Pluralism and Unity 14. Maintaining Confidentiality Resource A: Methodology Resource B: Resources for Schools Resource C: Alignment With Standards for School Leadership References Index
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