Policy, Leadership, and Student Achievement
Implications for Urban Communities
A volume in the series: The Achievement Gap, Research, Practice, and Policy. Editor(s): C. Kent McGuire. Vivian W. Ikpa.
This is the second book in the series examining student achievement. The chapters in this book reflect the scholarly papers presented at the July 2006 Education Policy, Leadership Summer Institute (EPLSI) by K–16 educators, researchers, community advocates, and policymakers who work in urban communities. The Institute serves as a place where individuals interested in scholarly discussions and research directly related to: (1) how data can be utilized to inform policy; (2) examining the urban school context from the perspectives of the polity, school leaders; students; and other related internal and external actors; and (3) identifying strategies for improving student academic achievement can gather. During this week-long Institute, participants examined the structural problems and policy tensions affecting urban communities and student achievement. The Institute’s theme, Meeting the Challenges of Urban Schools is reflected throughout this book. Specifically, this edition explores the interrelated aspects of policy, practice and research and how they affect academic achievement. The five sections in this book examine different challenges facing urban schools and their impact on student performance.
Series Editors’ Introduction and Summary,
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- Contemporary Perspectives on Social Capital in Educational Contexts
- Educational Leadership, Culture, and Success in High-Need Schools
- Equity & Cultural Responsiveness in the Middle Grades
- Exploring Gender and LGBTQ Issues in K-12 and Teacher Education A Rainbow Assemblage
- Leadership for School Improvement Reflection and Renewal
- Narrowing the Achievement Gap in a (Re) Segregated Urban School District Research, Policy and Practice
- The Contemporary Superintendent (R)Evolutionary Leadership in an Era of Reform