Taking Off the Cape: The Stories of Novice Urban Leadership

Tredway, Lynda; Brill, Fred Steven; Hernandez, Janette

doi:10.1080/14241270701402181

Cited by 10 publications

(3 citation statements)

References 6 publications

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“…School disciplinary policy changes associated with prisonization include the formalization of disciplinary responses to school misconduct through the adaptation of legal terminology during the evaluation of student school antisocial behavior (Tredway, Brill, & Hernandez, 2007). Policy changes reflective of prisonization also include the reduction and/or elimination of discretion during the disciplinary process (Kupchik & Monahan, 2006) and the recategorization of less serious offenses as delinquent or criminal acts (Raffaele Mendez & Knoff, 2003; Raffaele Mendez, Knoff, & Ferron, 2002).…”

Section: Literature Reviewmentioning

confidence: 99%

Disproportionate School Disciplinary Responses: An Exploration of Prisonization and Minority Threat Hypothesis Among Black, Hispanic, and Native American Students

Mitchell

Armstrong

2018

Criminal Justice Policy Review

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This research tests two potential explanations of school disciplinary responses: minority threat hypothesis and prisonization of schools. Data from the Arizona Safe and Drug-Free Schools (SDFS) survey and Arizona Youth Survey (AYS) are analyzed using ordinary least squares (OLS) regressions. Findings demonstrate that the percentage of Black, Hispanic, and Native American students was not associated with exclusionary responses to school misconduct, but was linked to decreases in mild and restorative disciplinary practices. Findings support the hypothesis that minority threat reduces access to mild and restorative disciplinary responses. Although, further research is needed on the roles of mental health professionals and counselors in school disciplinary procedures to better guide policy and school administrator expectations.

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Section: Literature Reviewmentioning

confidence: 99%

Disproportionate School Disciplinary Responses: An Exploration of Prisonization and Minority Threat Hypothesis Among Black, Hispanic, and Native American Students

Mitchell

Armstrong

2018

Criminal Justice Policy Review

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“…Interview and exam activities could include two forms that are more likely to elicit both the attitudes and the behaviour one is looking for in applicants, as well as those for screening: storytelling and problem scenarios (like those used in foreign service exams). Tredway et al (2007, p. 213) in their study of the administrative disciplinary role promote the use of storytelling and narrative analysis as a way of better expressing and reflecting on experience, on one's “feelings, dispositions, attitudes, and moods”, and values. All of these provide key indicators for narcissism, providing storytelling does not degenerate into a superficial telling of war stories in an uncritical or unreflective fashion.…”

Section: Implications For Professional Programmesmentioning

confidence: 99%

Preventing and combating administrative narcissism

Samier

Atkins

2010

Journal of Educational Administration

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PurposeThe paper seeks to examine the problem of destructive narcissism as an aspect of the emotional dimension of educational administration. Positions of power and influence provide motive and opportunity for the damaging character of this personality disorder to negatively affect the work life of colleagues and sabotage organizational effectiveness, ranging in degree from mild annoyance to extreme disabling.Design/methodology/approachThe paper presents a model of narcissism composed of the typical profile and organisational expression in educational settings, drawing on narcissism theory. This includes the narcissist's illegitimate sense of entitlement, inappropriate need for admiration and attention, lack of empathy, and projection of negative traits onto others that affect the politics and culture of schools and universities, including social interaction and work styles, that produces an objectified use of people.FindingsFour aspects of graduate professional programs are examined for the effects of destructive narcissistic pattern – student recruitment, curriculum, narcissistic professors, and research activities – and strategies recommended for dealing with this problem.Originality/valueThe problem of narcissism in educational administration and leadership professional programmes is not addressed in the field.

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“…Researchers find the assistant principalship to be a highly influential experience in the socialization of school leaders and is one that tends to cultivate their adoption of a custodial orientation to leadership (Armstrong, 2010;Marshall and Greenfield, 1987). Studies uniformly portray AP positions as challenging given a number of systemic issues that negatively impact their job satisfaction and performance (Austin and Brown, 1970;Tredway et al, 2007). Celikten's (2001, pp.…”

mentioning

confidence: 99%

The relevance and promise of relational mentoring for school leadership: a conversation

Cowin

Gates

Luckett

2016

International Journal of Mentoring and Coaching in Education

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Purpose – Studies uniformly portray the assistant principal (AP) position as challenging given a number of systemic issues that negatively impact job satisfaction and performance. Mentoring has been proposed as a way to redress these problems. The purpose of this paper is to illuminate an alternative to traditional mentoring and make recommendations for how to utilize this approach in supporting APs and principal interns. Design/methodology/approach – The authors employ a retrospective and conversational approach, sharing incidents and interactions from their professional experience and making connections to existing research literature. The authors explain the relevance of three concepts developed in relational cultural theory (RCT) including: interdependent self-in-relation, growth-fostering interactions, and an exploration of systemic power. Findings – The narrative exposes the ambiguity of school leadership and its toll, as well as how relational mentoring facilitates integration and making sense of challenging experiences for improved coping. Barriers in communication are described and the ways relational mentoring addresses these weaknesses by building trust, recognizing the expertise of mentor and protégé, and encouraging protégé empowerment and judgment. Research limitations/implications – Potential research limitations such as inaccuracies in recall, reliance on a single method, and hindsight bias are recognized and addressed to reduce their threat. Practical implications – RCT may provide ways to develop and structure more effective mentoring programs and educate both aspiring leaders and their mentors in their work together to provide for leadership development. Social implications – Improved mentoring practices have the potential to help APs socialize into the role more quickly and become more effective school leaders. Originality/value – The authors describe the use of RCT in a new context. The paper provides insights and guidance for APs, principals, principal interns, and leadership preparation faculty to offer a pathway on which to prepare the next generation of school leaders equipped with the desired competences and experiences to transform schools.

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Taking Off the Cape: The Stories of Novice Urban Leadership

Cited by 10 publications

References 6 publications

Disproportionate School Disciplinary Responses: An Exploration of Prisonization and Minority Threat Hypothesis Among Black, Hispanic, and Native American Students

Disproportionate School Disciplinary Responses: An Exploration of Prisonization and Minority Threat Hypothesis Among Black, Hispanic, and Native American Students

Preventing and combating administrative narcissism

The relevance and promise of relational mentoring for school leadership: a conversation

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