0.1 Johnson, j., shope, s., & Roush, j. (july 2009). toward a

Sumario en espanol

Este papel conceptual utiliza disciplinas varias de académico para exponer un modelo de liderazgo educativo molió en la justicia social y sensible a los desafíos y fuerzas extraordinarios de escuelas rurales de Apalaches y comunidades. El desarrollo modelo creció fuera de discusiones entre facultad y estudiantes de posgrado en un liderazgo educativo programa doctoral, incitando un diálogo que unió teoría y práctica por (1) lecturas críticas de modelos tradicionales de liderazgo y de modelos alternativos que pretenden satisfacer mejor las necesidades de estudiantes y familias económicamente desventajados, y (2) un examen cercano de la práctica en el profesional vive de los autores, cada uno de quien sirve o ha servido Como un administrador de la escuela en un Apalaches rurales que ponen. Seguir una discusión del modelo de liderazgo, la consideración es dada a las implicaciones para programas de preparación de liderazgo y prácticas.

Introduction and theoretical framework

Traditional leadership theories (e.g., trait theories, behavioral theories, contingency theories, transactional/transformational leadership theories) grounded in positivist assumptions and functionalist research are challenged in terms of their applicability across diverse contexts and on the basis of their potential to misguide leadership practice and work against desirable schooling outcomes like more equitable distributions of student achievement (Blackmore, 2007; English, 2005; Howley&Howley, 2007; Ryan, 2005). Alternatives to traditional models exist, but they too exhibit limitations that call into question their applicability and raise questions about their potential to do harm. Perhaps the most well-known contemporary model of this type, one that is widely embraced by practitioners and teacher/administrator preparation programs, is the one embodied in the work of Dr. Ruby Payne and her work around understanding the culture of poverty (e.g., Payne, 1995). While immensely popular, Payne’s work has its share of critics (see, e.g., Gorski, 2008). Presenting some of that criticism is useful here in the context of this current project, because it informs the conceptual framework for the alternative model we propose. While Payne’s framework is presented as an alternative to traditional ways of thinking about teaching, learning, and leading, the model upon which the framework is built is not new; indeed, the culture of poverty tradition has a long and stubborn history. It was parented in large part by Lewis (1959) in a series of case studies from Mexico. It is now firmly part of the "pejorative" tradition in sociology. The best early critique of it came from Valentine (1970), but there have been more recent critiques. Lewis was sympathetic to the poor and recognized poverty was forced by external forces, but he concluded the dysfunction that accompanies poverty ultimately becomes internalized and culturally heritable (i.e., children get it from their parents). The application of such thinking to schooling emphasizes middle class characteristics that poorer children lack (i.e., it is a deficit model) and ignores structural influences that create and maintain social stratification; the result is both a shifting of the blame and legitimization of the status quo.