Abstract
This essay argues that principals' capacity to advance equity might have been constrained by pre-COVID conditions. Drawing on the emerging literature on school leadership during the pandemic, the current article discusses how principals' capacity to advance equity was expanded as a result of the window of opportunities created by the COVID-19 pandemic. Given the increased frequency at which schools experience crises, understanding these opportunities may allow stakeholders to better support principals' efforts to enact equity-oriented leadership practices. Implications for leadership preparation, school funding, accountability policies, and future research are discussed.
Reference61 articles.
1. Anderson, E., & Weiner, J. (2023). Managing up, down, and outwards: Principals as boundary spanners during the COVID-19 crisis. School Leadership & Management, 1-19.
2. Au, W. (2016). Meritocracy 2.0: High-stakes, standardized testing as a racial project of neoliberal multiculturalism. Educational Policy, 30(1), 39-62. https://doi.org/10.1177/0895904815614916
3. Barbara, M., & Krovetz, M. (2005). Preparing principals to lead the equity agenda. Educational Leadership and Administration: Teaching and Program Development, 17, 11-19.
4. Brion, C. & Kiral, B. (2021). COVID-19 Crisis challenges and management strategies of educational leaders in America. International Journal of Contemporary Educational Research, 8(4), 170-183. https://doi.org/10.33200/ijcer.943568
5. Buchanan, L., Bui, Q., & Patel, J. K. (2020, July 3). Black Lives Matter may be the largest movement in U.S. History. The New York Times. https://www.nytimes.com/interactive/2020/07/03/us/george-floyd-protests-crowd-size.html
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献