Social Justice Leadership in Education: A Suggested Questionnaire

Zhang, Yuanyuan; Goddard, Jules; Jakubiec, Brittany A. E.

doi:10.30828/real/2018.1.3

Cited by 16 publications

(10 citation statements)

References 27 publications

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“…Although court leaders tended to downplay their own role in creating partnerships, none of the servicelearning projects, volunteer programs, or collaborations with nonprofit agencies would ultimately have been possible without court leaders interested in changing institutions and social structures for the collective good (Zhang et al, 2018). One implication of this case study's findings for service-learning practitioners interested in transformational partnerships, then, is to both adopt and seek out in community partners the qualities of social justice leadership, such as respect, care, empathy, and empowerment of others (Theoharis, 2007).…”

Section: Leaders As Initiators Of Cross-sector Collaborationmentioning

confidence: 99%

“Who’s Out There?” Modeling Innovation in Juvenile Justice Through a Campus-Community Partnership

Ornelas

Saxton

Kohler-Evans

et al. 2021

International Journal of Research on Service-Learning and Community Engagement

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While a traditional approach to juvenile justice in the United States proscribes punishment based on a young person’s offense, innovative juvenile courts across the country are developing a more individualized approach based on assessed risk of reoffending. Treating juvenile justice as an opportunity to participate in the holistic development of youth is time and resource intensive, and models for implementation are needed. This case study uses the theoretical frameworks of cross-sector collaboration and social justice leadership to examine how one juvenile court system in the southern United States partnered with a university service-learning program and nonprofit organizations in the community to implement a matrix of services for addressing assessed needs in their court.

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Section: Leaders As Initiators Of Cross-sector Collaborationmentioning

confidence: 99%

“Who’s Out There?” Modeling Innovation in Juvenile Justice Through a Campus-Community Partnership

Ornelas

Saxton

Kohler-Evans

et al. 2021

International Journal of Research on Service-Learning and Community Engagement

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“…Ancak bu araştırmaların daha çok liderin bireysel eylemleri ve liderlik kapasitesi üzerine yoğunlaştığı görülmüştür (Flood, 2017). Kavramsal açıdan tartışılan sosyal adalet ve sosyal adalet liderliği (Furman, 2012;Hytten & Bettez, 2011) üzerine yapılan çalışmaların ise ölçme aracı geliştirmeye yönelik olduğu bilinmektedir (Bozkurt, 2017;Özdemir & Kütküt, 2015;Zhang, Goddard & Jakubiec, 2018). Bunun yanında okul iklimi konusunda ülkemizde ve yurtdışında çok sayıda çalışma yapılmasına karşın (Akar, 2006;Canlı, Demirtaş & Özer, 2018;Halpin & Croft, 1963;Hoy vd.,1998;John & Taylor, 1999;Kurt & Çalık, 2010;Mendel, Watson & MacGregor, 2002;Saraç, 2015;Williamson, 2007) liderlik ve iklim arasındaki ilişkiye yönelik alan araştırmasının az olduğu görülmektedir (Kozlowski & Doherty, 1989).…”

Section: Introductionunclassified

The Relationship Between Social Justice Leadership and School Climate

DOĞAN>

Yildirim

2022

Uluslararası Liderlik Çalışmaları Dergisi: Kuram Ve Uygulama

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Bu araştırma okul müdürlerinin sosyal adalet liderliği davranışları ile okul iklimi arasındaki ilişkiyi belirlemek amacıyla gerçekleştirilmiştir. Nicel araştırma yöntemlerinden ilişkisel tarama modelinde desenlenen araştırmanın evrenini, 2020-2021 eğitim öğretim yılında Gaziantep ili merkez ilçelerinde devlete ait anaokulu, ilkokul, ortaokul ve lise kademelerinde görev yapan 20.937 öğretmenden oluşmakta iken örneklemini ise seçkisiz örnekleme yöntemlerinden tabakalı örnekleme yöntemi kullanılarak evrenden seçilen 776 öğretmen oluşturmaktadır. Araştırmada kullanılan veriler Bozkurt (2017) tarafından geliştirilen “Sosyal Adalet Liderliği Ölçeği(SALÖ)”, Canlı, Demirtaş, ve Özer (2018) tarafından geliştirilen “Okul İklimi Ölçeği” ve “Kişisel Bilgi Formu” aracılığı ile katılımcılardan toplanmıştır. Verilerin analizi için SPSS 24.0 paket programı kullanılmıştır. Okul müdürlerinin sosyal adalet liderliği davranışları ile okul iklimi arasındaki ilişkinin belirlenmesinde “Pearson Korelasyon”; sosyal adalet liderliği davranışının okul iklimi üzerindeki etkisinin belirlemek amacıyla “Regresyon” analizleri yapılmıştır. Araştırma sonucuna göre sosyal adalet liderliği davranışı ile okul iklimi arasında “pozitif yönlü yüksek düzeyde” anlamlı bir ilişkinin olduğu belirlenmiş; uygulayıcılara ve araştırmacılara yönelik önerilere yer verilmiştir.

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“…They develop critical consciousness of the fact that schools need to be changed to meet students’ academic and affective needs (Tillman et al, 2006). Establishing cooperation between school administrators, parents and teachers is necessary to meet the different needs of students (Zhang et al, 2018). Social justice leaders establish a collaborative environment (Capper & Young, 2014; Normore & Blanco, 2006; Wang, 2018), care about the participation of families in education in order to increase the success of students, and communicate with families by ensuring their participation in education through various activities (DeMatthews, 2018).…”

Section: Introductionmentioning

confidence: 99%

The Correlation between Social Justice Leadership and Student Alienation

Canlı

Demirtaş

2021

Educational Administration Quarterly

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Purpose This study aimed to investigate the correlation between social justice leadership levels of school principals and school alienation levels of students in Turkey. Furthermore, it investigated the students’ perceptions about social justice leadership and alienation from school and whether there were significant differences based on gender, socioeconomic status and student grade levels. Research Methods The study sample included 493 high school students assigned with the cluster sampling method. The “Social Justice Leadership Scale” and “Student Alienation Scale” were used in the study to collect the data. Descriptive statistical analysis, t-test, one-way analysis of variance, correlation analysis and multiple linear regression analysis were conducted to analyze the data. Findings It was determined that there were significant differences between student perceptions on school alienation and social justice leadership of school principals based on the school's socioeconomic level, and the student's gender and grade level. There was a significant negative correlation between school alienation and social justice leadership. It was found that social justice leadership was a significant predictor of alienation from school and explained about 23% of the total variance in alienation from school. Implications Based on the study findings, it was concluded that exhibition of social justice leadership behavior by school principals decreased school alienation levels among the students. The level of school alienation of the students attending schools where principals exhibit social justice leadership behavior is expected to be lower.

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Social Justice Leadership in Education: A Suggested Questionnaire

Abstract: Article Info This paper reports on the development of the revised Social

Cited by 16 publications

References 27 publications

“Who’s Out There?” Modeling Innovation in Juvenile Justice Through a Campus-Community Partnership

“Who’s Out There?” Modeling Innovation in Juvenile Justice Through a Campus-Community Partnership

The Relationship Between Social Justice Leadership and School Climate

The Correlation between Social Justice Leadership and Student Alienation

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