TY  - CHAP
AB  - The continued move toward high-stakes accountability has significant consequences for public schools located within communities occupied by historically marginalized populations, as the majority of chronically low-performing (CLP) schools are housed within metropolitan areas where students of color are the primary population (Noguera & Wells, 2011). Consequently, over the course of the last decade, college- and university-based educational leadership preparation programs have been placed on the defensive (Cibulka, 2009; Goldring & Schuermann, 2009), as school leaders and those who prepare them are being increasingly held accountable for the significant escalation in the number of CLP schools. With such issues as the contextual backdrop, the purpose of this chapter is to further examine two issues critical to the field of educational leadership preparation: the need for leadership preparation programs to develop and provide curricula and pedagogical offerings that better prepare leaders to serve within diverse communities, and the potentiality of using Q-methodology as an evaluative instrument in the reformation efforts of educational leadership preparation programs attempting to better equip school leaders for diverse contexts.
VL  - 14
SN  - 978-1-78052-279-1, 978-1-78052-278-4/1479-3660
DO  - 10.1108/S1479-3660(2012)0000014007
UR  - https://doi.org/10.1108/S1479-3660(2012)0000014007
AU  - Carpenter Bradley W.
AU  - Diem Sarah
ED  - Christa Boske
ED  - Sarah Diem
PY  - 2012
Y1  - 2012/01/01
TI  - Chapter 3 Re-thinking the Preparation of Educational Leaders: Utilizing Q-methodology to Facilitate the Development of Socially Just Leaders
T2  - Global Leadership for Social Justice: Taking it from the Field to Practice
T3  - Advances in Educational Administration
PB  - Emerald Group Publishing Limited
SP  - 43
EP  - 57
Y2  - 2024/04/24
ER  -