TY  - CHAP
AB  - This chapter presents case studies of two doctoral students in a program designed to develop leadership for social justice. Amidst criticisms that doctorate programs promote neither research nor professional expertise, the question of program relevance is addressed by asking a different question. How are urban school leaders uniquely positioned to conduct research that can transform schools? The tale of two scholar-practitioners illustrates the changes in site and district practices that result from collaborative, site-based studies. Inquiries were grounded in critical theory: by collaborating with those most affected by policy, school leaders and participants transformed inequitable practices at and beyond their schools.
VL  - 14
SN  - 978-1-78052-279-1, 978-1-78052-278-4/1479-3660
DO  - 10.1108/S1479-3660(2012)0000014014
UR  - https://doi.org/10.1108/S1479-3660(2012)0000014014
AU  - Winkelman Peg
AU  - Collay Michelle
ED  - Christa Boske
ED  - Sarah Diem
PY  - 2012
Y1  - 2012/01/01
TI  - Chapter 10 A Tale of two Scholar-Practitioners: Transforming Practices at their Sites and Beyond
T2  - Global Leadership for Social Justice: Taking it from the Field to Practice
T3  - Advances in Educational Administration
PB  - Emerald Group Publishing Limited
SP  - 173
EP  - 189
Y2  - 2024/04/19
ER  -