Notions of "Success" in Southern Arizona Schools

Principal Leadership in Changing Demographic and Border Contexts

Rose M Ylimaki, Jeffrey V Bennett, Jingjing Fan, Elia Villasenor

Research output: Contribution to journalArticle

8 Citations (Scopus)

Abstract

This article examines how Southern Arizona principals conceptualize and enact successful leadership in border schools with shifting demographics and high percentages of colonized populations. Beyond global neoliberal and neoconservative pressures for accountability and standardized curricula, Arizona principals must also navigate immigration and language legislation. Our qualitative study follows the International Study of Successful School Leadership (ISSPP) in case study design and data collection protocols. Findings indicate that, along with Leithwood and Riehl's leadership dimensions, all four principals demonstrate a sociocultural affect as part of successful practice in Arizona border contexts.

Original languageEnglish (US)
Pages (from-to)168-193
Number of pages26
JournalLeadership and Policy in Schools
Volume11
Issue number2
DOIs
StatePublished - Apr 2012

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principal
leadership
school
immigration
legislation
curriculum
responsibility
language
Demographics
School principals
International studies
Immigration
Curriculum
Qualitative study
Accountability
Legislation
Language
Data collection
School leadership

ASJC Scopus subject areas

  • Education
  • Strategy and Management

Cite this

Notions of "Success" in Southern Arizona Schools : Principal Leadership in Changing Demographic and Border Contexts. / Ylimaki, Rose M; Bennett, Jeffrey V; Fan, Jingjing; Villasenor, Elia.

In: Leadership and Policy in Schools, Vol. 11, No. 2, 04.2012, p. 168-193.

Research output: Contribution to journalArticle

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