How do urban leaders develop mutually beneficial relationships between
their schools and communities?
Lipke, T., & Manaseri, H. (2019). School Leadership Review, 14(1), 26-50.
The educational reform agenda, especially as it relates to leadership preparation, has almost exclusively focused on preparation for leaders
in urban settings. As a result, funding and policy have likewise been earmarked to address perceived high needs specific to urban settings
and research of urban leadership preparation. Our cross analysis demonstrates that high quality leadership preparation will benefit from an integrative framework that is not an either/or but rather, an also/and approach. Our research points to the need for substantially more attention at professional conferences for cross boundary panels, papers and keynote addresses as well as a need for professional journals to model cross boundary research, publication and advocacy efforts to better understand the commonality of concerns across social justice issues presented in our findings. The common ground is where the solutions need to occur.
SCHOOL AS COMMUNITY, COMMUNITY AS SCHOOL: EXAMINING PRINCIPAL LEADERSHIP FOR URBAN SCHOOL REFORM AND COMMUNITY DEVELOPMENT
Green, T. (2016). Education and Urban Society, 50(2), 111-135.
Urban school reforms that are connected to equitable community development efforts are more sustainable, and principals play a pivot role in leading such efforts.
Muhammad Khalifa (2012). Educational Administration Quarterly, 48(3), 424-467
This study has implications for how principals view their role, presence in, and relationship with the community. It also offers reflection on how and where the center of school–community relationships should be (i.e., school vs. community).