Erin Gruwell: A Biographical Account of a Teacher Leader for Change
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| Title: | Erin Gruwell: A Biographical Account of a Teacher Leader for Change |
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| Language: | English |
| Authors: | Morgan, Ronald D., Lock, Peter |
| Source: | Educational Leadership and Administration: Teaching and Program Development. Mar 2014 25:65-76. |
| Availability: | California Association of Professors of Education Administration. Web site: http://www.capea.org |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2014 |
| Document Type: | Journal Articles Reports - Descriptive Information Analyses |
| Education Level: | Postsecondary Education Higher Education Elementary Secondary Education |
| Descriptors: | Teacher Leadership, Educational Change, Change Agents, Literature Reviews, Interviews, Advocacy, Teaching Experience, Educational Practices, Leadership Styles, Career Development, Change Strategies, Biographies, At Risk Students |
| ISSN: | 1064-4474 |
| Abstract: | This biographical account of Erin Gruwell's work with marginalized youth explores the relevancy of her work for today's educators, especially those responsible for the education of future school leaders. Through both a review of the literature and in-depth interview with Gruwell, this paper shows how Gruwell emerged as a teacher leader and change agent. In summary, it is important that both current and future school administrators support teacher leaders like Erin Gruwell, by working together in challenging the status quo in today's schools. Being open-minded and listening to ideas teacher leaders can help school administrators be more effective in their often difficult role. Ideas such as "smaller learning communities" and the philosophy of "saving one student at a time" have echoed in teacher leaders like Erin Gruwell and others. School administrators' collaboration with their teacher leaders on campus, only increases the odds of more effective solutions coming forth that can help to improve academic achievement. |
| Abstractor: | As Provided |
| Number of References: | 17 |
| Entry Date: | 2014 |
| Accession Number: | EJ1028874 |
| Database: | ERIC |
| Abstract: | This biographical account of Erin Gruwell's work with marginalized youth explores the relevancy of her work for today's educators, especially those responsible for the education of future school leaders. Through both a review of the literature and in-depth interview with Gruwell, this paper shows how Gruwell emerged as a teacher leader and change agent. In summary, it is important that both current and future school administrators support teacher leaders like Erin Gruwell, by working together in challenging the status quo in today's schools. Being open-minded and listening to ideas teacher leaders can help school administrators be more effective in their often difficult role. Ideas such as "smaller learning communities" and the philosophy of "saving one student at a time" have echoed in teacher leaders like Erin Gruwell and others. School administrators' collaboration with their teacher leaders on campus, only increases the odds of more effective solutions coming forth that can help to improve academic achievement. |
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| ISSN: | 1064-4474 |
