ISBN 9780791457719 is out of print and is currently unavailable, alternate formats (if applicable) are shown below.
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Reconsidering Feminist Research in Educational Leadership (Out of print)
| PUBLISHER | State University of New York Press (08/01/2003) |
| PRODUCT TYPE | Hardcover (Hardcover) |
Description
Ten prominent feminist researchers from diverse backgrounds examine educational leadership by focusing on critical questions about the theories, methods, and epistemologies feminist researchers use. The contributors analyze the impact of research on participants and assess the ethical and political implications of researching across groups. They explore the types of strategies feminist researchers have developed to address the problems of the field and propose alternative epistemologies that provide for more sensitive research methods and more complex research results. The book provides a timely examination of how gender inequalities were created and structured within U.S. systems of school administration, how they are maintained and perpetuated, and how they might best be understood and dismantled.
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Product Format
Product Details
ISBN-13:
9780791457719
ISBN-10:
0791457710
Binding:
Hardback or Cased Book (Sewn)
Content Language:
English
More Product Details
Page Count:
315
Carton Quantity:
32
Product Dimensions:
5.88 x 0.88 x 9.42 inches
Weight:
1.16 pound(s)
Feature Codes:
Bibliography,
Index
Country of Origin:
US
Subject Information
BISAC Categories
Education | Administration - General
Education | Leadership
Dewey Decimal:
371.201
Library of Congress Control Number:
2002042645
Descriptions, Reviews, Etc.
publisher marketing
Ten prominent feminist researchers from diverse backgrounds examine educational leadership by focusing on critical questions about the theories, methods, and epistemologies feminist researchers use. The contributors analyze the impact of research on participants and assess the ethical and political implications of researching across groups. They explore the types of strategies feminist researchers have developed to address the problems of the field and propose alternative epistemologies that provide for more sensitive research methods and more complex research results. The book provides a timely examination of how gender inequalities were created and structured within U.S. systems of school administration, how they are maintained and perpetuated, and how they might best be understood and dismantled.
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Editor:
Young, Michelle D.
Michelle D. Young is Executive Director of the University Council for Educational Administration at the University of Missouri at Columbia.
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Editor:
Skrla, Linda
Linda Skrla is an assistant professor in the Educational Administration and Human Resource Development Department at Texas A& M University. She holds a Ph.D. from the University of Texas at Austin, where she was a Cycle XI fellow of the Cooperative Superintendency Program. Prior to joining the Texas A& M faculty in 1997, Dr. Skrla worked for 14 years as a middle school and high school teacher and as a campus and district administrator in public schools. Her research focuses on educational equity issues in school leadership, including accountability, high-success districts, and women superintendents. She is coauthor of "The Emerging Principalship" and coeditor of the forthcoming "Reconsidering Feminist Research in Educational Leadership". Her published work has appeared in numerous journals, including "Educational Researcher", "Educational Administration Quarterly", "Phi Delta Kappan", "Journal of School Leadership", "Journal of Education Policy "and the "International Journal of Qualitative Studies in Education".
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