Best Leadership Practices For High-Poverty Schools (Enlarged) / Edition 1

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Overview

Best Leadership Practices for High-Poverty Schools presents both the practice and theory of best leadership practices in high-poverty schools. Authors Linda Lyman and Christine Villani take a unique approach by inviting readers into two high-poverty elementary schools where they will experience, through in-depth case studies, how two extraordinary principals model and practice their beliefs in the ability and worth of all children. Lyman and Villani demonstrate that a successful learning community for children of low-income families is based on the beliefs and attitudes of the school leader and the entire school community. Preparation programs for school principals typically do not provide for study of the complexity of poverty or the leadership practices that contribute to successful learning and achievement for children in high-poverty schools. The concluding questions that the authors pose provide a guide to developing best leadership practices that make a difference to the learning, achievement, and lives of children who live in poverty.This book offers: an insightful overview of research about leadership strategies and beliefs in high-poverty schools, causes and remedies for the achievement gap, evidence of continuing racial and ethnic prejudice, the widespread deficit thinking that limits learning. The authors challenge leaders, teachers, staff members, and others to examine their own attitudes and beliefs and then to commit to creating successful learning communities for all children from low-income families. This book is written as a resource for aspiring and practicing principals, or anyone interested in improving educational opportunities for children from families living in poverty.

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Editorial Reviews

Reference and Research Book News
...[focuses] on elementary schools, where examples of successful high-poverty schools have been most plentiful, and particularly on two actual leaders they describe as exemplars of best practices.
Margaret Grogan
For those of us who teach aspiring principals and superintendents, Lyman and Villani have collated compelling data both from the literature and their own study that we can use to counter the pervasive deficit thinking that students bring to our classrooms – and that policy makers use to shape less than effective mandates to address the plight of poor families. Providers of professional development for incumbent school and district leaders also need to read this work so that a change of attitude can take place.
Everett L. Edwards
Organizationally, we continuously search for tools to armor our principals in their incessant challenges, tools to enhance their determination to provide the best and most effective leadership. Kudos to Drs. Lyman and Villani for this resourceful and powerful instrument – yes, principals make the difference!
Paul Baker
Lyman and Villani have written a passionate and persuasive book on the urgency of addressing the educational needs of children in poverty. Their book offers two vivid case studies of exemplary principals who create strong learning communities that welcome parents into the circle of excellence. The authors complement their field studies with an extensive review of pertinent literature on the theory and practice of developing outstanding schools in high-poverty communities. It is an impressive book that helps educators better understand the challenging work of building better schools in the twenty first century.
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Product Details

  • ISBN-13: 9781578860791
  • Publisher: The Rowman & Littlefield Publishing Group Inc
  • Publication date: 1/1/2004
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 184
  • Product dimensions: 6.00 (w) x 9.00 (h) x 0.39 (d)

Meet the Author

Linda L. Lyman is a professor in the Department of Educational Administration and Foundations at Illinois State University. Dr. Lyman was a faculty member at Bradley University in Peoria, Illinois, for nine years, before joining the faculty at Illinois State University in 2000. Her previous book is titled How Do They Know You Care? The Principal's Challenge. Lyman's career has included positions as a secondary English teacher, regional consultant in staff development and gifted education in Nebraska, and administrative assistant at the Nebraska Department of Education. As a professor her research, presentations, and publications have focused on leadership, with an emphasis on issues of gender, caring, and poverty. At Illinois State University Dr. Lyman teaches primarily in the principalship program. She serves as executive director of Illinois Women Administrators. Christine J. Villani is an associate professor in the Department of Education and Educational Foundations at Southern Connecticut State University. She has a B.S in Speech/Language Pathology, a M.A. in Speech/Language Pathology, a M.A. in Psychology, a Sixth Year Diploma in Administration and Supervision and an Ed.D in Administration, Policy and Urban Education from Fordham University. Villani is a former elementary principal and elementary assistant principal. She has taught and lectured on the topics of leadership, supervision, curriculum development, educational change and school law. Dr. Villani is the author of three earlier books and various articles on the above named topics.

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Table of Contents

1 Poverty and School Leadership 2 Harrison School: "An Island of Goodness" 3 Newfield School: "Where Angels Soar" 4 Compairing Harrison and Newfield Schools: Best Leadership Practices 5 Leadership of High-Performing, High Poverty Schools:The Research Context 6 Influencing Beliefs and Attitudes 7 Making a Difference

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