This study examines the role of principals in highly successful elementary schools serving primarily students from low-income homes in influencing two factors viewed as foundational for a school in which social justice is more than simply an abstract ideal: (1) development of early literacy for every child, and (2) avoidance of overidentification and inappropriate placement in special education. Findings discussed include three areas of common beliefs and concomitant practices among the principals of schools in the study: (1) promoting a democratic culture; (2) adopting a prescriptive approach to literacy and academic success; and (3) demonstrating a stubborn persistence in “getting there.”
A lot of what we do has to do with the actual belief that it is going to happen here. I mean, it-is-going-to-happen-in-this-building; if it doesn’t happen here, you can’t expect for it to happen anywhere else. You have to truly, truly believe that our charge is to teach every single child in this building. You know, you have these little statements that “all children can learn,” and we believe that, but even more so, we believe that every child will learn in this building.
Available at: http://works.bepress.com/linda-skrla/141/