Literaturnachweis - Detailanzeige
| Autor/inn/en | Andrews, Richard L.; und weitere |
|---|---|
| Titel | The Role of the Elementary School Principal in School Desegregation. |
| Quelle | (1981), (23 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Stellungnahme; Administrator Attitudes; Administrator Role; Busing; Discipline Policy; Educational Environment; Elementary Education; Principals; School Desegregation; Teamwork |
| Abstract | School desegregation has added changes, uncertainty, and disruption to the factors already contributing to the public's declining confidence in public schools. Desegregation plans typically bring together two diverse communities--the white middle class and the minority poor--and often effect cataclysmic change. In this circumstance, the principal must remain strongly committed to desegregation, be willing to take risks in building a positive school climate, and make his or her personal presence felt. A positive school climate is generated when all parties work together toward a common purpose. Recognition for conscientious staff work with personal and public commendation and sharing of worthwhile ideas can reinforce cooperative teamwork. Other important principal behaviors include providing leadership, practicing active listening skills, and being highly visible in the school building. In the initial years of desegregating a school, discipline is an important issue. Parental involvement in determining discipline policy helps all to feel that the program is fair and consistent. Finally, principals must address the problem of white flight. There are several steps they can take to provide a positive busing experience and encourage families to stay in the district. (WD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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