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A Case Study Illustration of How a Critical Theorist and a Consummate Practitioner Meet on Common Ground

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Title: A Case Study Illustration of How a Critical Theorist and a Consummate Practitioner Meet on Common Ground
Language: English
Authors: Hoffman, Lauren P., Burrello, Leonard C.
Source: Educational Administration Quarterly. 2004 40(2):268-289.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com.
Peer Reviewed: Y
Page Count: 22
Publication Date: 2004
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Critical Theory, Instructional Leadership, Superintendents, Case Studies, School Districts, Ethics, Equal Education
DOI: 10.1177/0013161X03260999
ISSN: 0013-161X
Abstract: This study illustrates Professor William P. Foster's ideas about narratives of schooling, leadership, and community inherent in his critical theory of educational leadership. The case study explored how a superintendent of a regional educational agency, along with 10 district-level superintendents in the agency's service area, shifted from schooling as economic utility to a focus on teaching and learning. The case was constructed from participant research. Results suggest that the superintendents, who demonstrated leadership that Foster recommended as critical, transformative, educative, and ethical, implemented schooling with equity for all students. In addition, an ethic of community emerged through the superintendents' shared understanding of the purpose of their work and when they began to adjust their work between leadership and followership roles.
Abstractor: Author
Entry Date: 2006
Accession Number: EJ739189
Database: ERIC
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  Data: A Case Study Illustration of How a Critical Theorist and a Consummate Practitioner Meet on Common Ground
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  Data: <searchLink fieldCode="SO" term="%22Educational+Administration+Quarterly%22"><i>Educational Administration Quarterly</i></searchLink>. 2004 40(2):268-289.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com.
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  Data: 22
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  Data: <searchLink fieldCode="DE" term="%22Critical+Theory%22">Critical Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Leadership%22">Instructional Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Superintendents%22">Superintendents</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22Ethics%22">Ethics</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink>
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  Data: 10.1177/0013161X03260999
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  Data: This study illustrates Professor William P. Foster's ideas about narratives of schooling, leadership, and community inherent in his critical theory of educational leadership. The case study explored how a superintendent of a regional educational agency, along with 10 district-level superintendents in the agency's service area, shifted from schooling as economic utility to a focus on teaching and learning. The case was constructed from participant research. Results suggest that the superintendents, who demonstrated leadership that Foster recommended as critical, transformative, educative, and ethical, implemented schooling with equity for all students. In addition, an ethic of community emerged through the superintendents' shared understanding of the purpose of their work and when they began to adjust their work between leadership and followership roles.
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  Data: EJ739189
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      – SubjectFull: Instructional Leadership
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      – SubjectFull: Superintendents
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      – SubjectFull: School Districts
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