Principal Considerations: Super Parent or Super Pain?

Autor/inn/en	Marshall, Joanne M.; Hamrick, Florence A.; Goodman, Phyllis
Titel	Principal Considerations: Super Parent or Super Pain?
Quelle	In: Journal of Cases in Educational Leadership, 12 (2009) 4, S.37-47 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-4589
DOI	10.1177/1555458909357886
Schlagwörter	Grade 9; African American Students; Disabilities; Parent Student Relationship; Conflict; Parent School Relationship; Social Capital; Perspective Taking; Administrator Responsibility; Social Justice; Mothers; Advocacy; Principals + Suchen Sie Ihr Suchwort? School year 09; 9. Schuljahr; Schuljahr 09; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Handicap; Behinderung; Konflikt; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Sozialkapital; Zukunftsperspektive; Soziale Gerechtigkeit; Mother; Mutter; Sozialanwaltschaft; Principal; Schulleiter
Abstract	This case highlights teacher and family conflict about how best to meet the needs of a 9th-grade student with a disability. The student's teachers view his highly involved mother as interfering with their work. The student's mother views her involvement as advocating for her child. Aspiring administrators are invited to consider how best to resolve these competing tensions, especially given their status as a new principal in the school and the long history of educational inequity toward students with disabilities and students of color. Key questions are asked about social justice and social capital as well as ISLCC standards of establishing vision, culture, and community. A brief review of relevant literature introduces discussion questions on these topics. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10