Skip to main content

EDPD 8044 Leadership and Management for Change in Education: Welcome & Course Readings

Welcome to your course guide

Please find your required library readings below. If you have problems with the links below, please contact the Library. If you have APA questions about these materials, please contact the Writing Center.

EDPD 8044 Course Readings

After clicking on a citation below, enter your myWalden user name and password at the prompt.

Please Ask a Librarian if you have any questions about the links.

Antonio Nieves Martinez, Carolina Valdez & Stephanie Cariaga (2016) Solidarity with the People: Organizing to Disrupt Teacher Alienation. Equity & Excellence in Education, 49(3), 300-313.

Bustamante, R. M., Nelson, J. A., & Onwuegbuzie, A. J. (2009). Assessing schoolwide cultural competence: Implications for school leadership preparation. Educational Administration Quarterly, 45(5), 793–827.

Byrd, C. & Chavous, T. (2011). Racial identity, school racial climate, and school intrinsic motivation among African American youth: The importance of person-context congruence. Journal of Research on Adolescence, 21(4), 849-860

Capper, C. & Young, M. (2014). Ironies and limitation of educational leadership for social justice: A call to social justice educators. Theory Into Practice, 53, 158-164

Cooper, C. W., Hasan, A. L., & Riehl, C. J. (2010). Leading and learning with diverse families in schools: Critical epistemology amid communities of practice. Journal of School Leadership, 20(6), 758–788

Duarte, J. (2019). Translanguaging in mainstream education: A sociocultural approach. International Journal of Bilingual Education and Bilingualism, 22(2:2), 150-164. doi:10.1080/13670050.2016.1231774

Eisenbeiss, S. A. (2012). Re-thinking ethical leadership: An interdisciplinary integrative approach. The Leadership Quarterly, 23(5), 791-808

Fraise, N. & Brooks, J. (2015). Toward a theory of culturally relevant leadership for school-community culture. International Journal of Multicultural Education, 17(1), 6-21.

González-Carriedo, R. (2014).  Ideologies of the press in regard to English language learners: A case study of two newspapers in Arizona. Critical Inquiry in Language Studies, 11(2), 121-149. doi:10.1080/15427587.2014.906808

Gorski, P. C. (2010). The scholarship informing the practice: Multicultural teacher education philosophy and practice in the United States. International Journal of Multicultural Education, 12(2), 1–22.

Heineke, A. J. (2018). The invisible revolving door: the issue of teacher attrition in English language development classrooms in Arizona. Language Policy, 17(77). doi:https://doi.org/10.1007/s10993-016-9428-9

Ibrahim, F. (2010). Social justice and cultural responsiveness: Innovative teaching strategies for group work. Journal for Specialists In Group Work, 35(3), 271-280.

Jimenez-Silva, M., Gomez, L., & Cisneros, J. (2014). Examining Arizona’s policy response post Flores v. Arizona. Educating K–12 English Language Learners. Journal of Latinos and Education, 13(3), 181-195. doi:10.1080/15348431.2013.849600

Kim, J.I. & K.M. Viesca  (2016). Three reading-intervention teachers' identity positioning and practices to motivate and engage emergent bilinguals in an urban middle school. Teaching and Teacher Education, 55 (2016) 122e132.

King, R. & McInerney, D. (2014). Culture’s consequences on student motivation: Capturing cross-cultural universality and variability through personal investment theory. Educational Psychologist, 49(3), 175-198.

Koyama, J., & Chang, E. (2019). Schools as refuge? The politics and policy of educating refugees in Arizona. Educational Policy, 33(1), 136–157. doi:https://doi.org/10.1177/0895904818807319

Kremin, L., Arredondo, M., Shih-Ju Hsu, L., Satterfield, T., & Kovelman, I. (2019). The effects of Spanish heritage language literacy on English reading for Spanish–English bilingual children in the US. International Journal of Bilingual Education and Bilingualism, 22(2), 192-206. doi:10.1080/13670050.2016.1239692

Ladkin, D., & Taylor, S. S. (2010). Enacting the “true self”: Towards a theory of embodied authentic leadership. The Leadership Quarterly, 21(1), 64–74.

Lillie, K. (2016). The lost generation: Students of Arizona's structured English immersion. International Journal of Bilingual Education and Bilingualism, 19(4), 408-425. doi:10.1080/13670050.2015.1006162

Martin, A. J., & Dowson, M. (2009). Interpersonal relationship, motivation, engagement, and achievement: Yields for theory, current issues, and educational practice. Review of Educational Research, 79(1), 327–365.

Martinez, A.N. Martinez, Valdez, C. & Cariaga, S. (2016.) Solidarity with the People: Organizing to Disrupt Teacher Alienation. Equity & Excellence in Education, 49(3), 300-313, DOI: 10.1080/10665684.2016.1194104 

Milner, R. H., IV. (2007). Race, culture, and research positionality: Working through dangers seen, unseen, and unforeseen. Educational Researcher, 36(7), 388–400.

Ngo, B. (2010). Doing “diversity” at Dynamic High: Problems and possibilities of multicultural education in practice. Education & Urban Society, 42(4), 473–495

Rodriguez, K. L., Schwartz, J. L., Lahman, M. K. E., & Geist, M. R. (2011). Culturally responsive focus groups: Reframing the research experience to focus on participants. International Journal of Qualitative Methods, 10(4), 400–417.

Sampson, C. (2019). The state pulled a fast one on us: A critical policy analysis of state-level policies affecting English learners from district-level perspectives. Educational Policy, 33(1), 158–180. doi:https://doi.org/10.1177/0895904818807324   

Shields, C. M. (2010). Transformative leadership: Working for equity in diverse contexts. Educational Administration Quarterly, 46(4), 558–589. Read pages 573-589 only.

Sleeter, C. E. (2011). An agenda to strengthen culturally responsive pedagogy. English Teaching: Practice and Critique 10(2), 7–23.

Smith, P. (2013). Accomplishing the goals of multicultural education: A transdisciplinary perspective. Curriculum and Teaching Dialogue., 15(1), 27-40.

Thomas, M. H., Aletheiani, D. R., Carlson, D. L., & Ewbank, A. D. (2014). Keeping up the good fight: The said and unsaid in Flores v. Arizona. Policy Futures in Education, 12(2), 242–261. doi:https://doi.org/10.2304/pfie.2014.12.2.242 

Young, E. (2010). Challenges to conceptualizing and actualizing culturally relevant pedagogy: How viable is the theory in classroom practice? Journal of Teacher Education, 61(3), 248–260.

Other Readings

Optional or supplemental readings may or may not be available in the library. Find further information about optional readings here.

If you have questions about your required course textbooks, please contact Customer Care at support@waldenu.edu