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Effective Principals Serving in High Poverty Schools in Chile: Managing Competing Realities

Riley, K; Montecinos, C; Ahumada, L; (2017) Effective Principals Serving in High Poverty Schools in Chile: Managing Competing Realities. Procedia - Social and Behavioral Sciences , 237 pp. 843-849. 10.1016/j.sbspro.2017.02.181. Green open access

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Abstract

This article focuses on three elementary public schools principals in Chile who are serving socially and economically disadvantaged communities. It explores how these principals manage competing pressures and respond to the harsh realities of the lives of many young people in their schools. Using the lenses of place and belonging, these issues are located within the growing corpus of research in the field of leading high-poverty schools. Drawing on in-depth interviews with the principals, the authors identify factors in the lives of young people, which have significant implications for the competing realities of school leadership.

Type: Article
Title: Effective Principals Serving in High Poverty Schools in Chile: Managing Competing Realities
Open access status: An open access version is available from UCL Discovery
DOI: 10.1016/j.sbspro.2017.02.181
Publisher version: http://doi.org/10.1016/j.sbspro.2017.02.181
Language: English
Additional information: © 2017 Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
Keywords: High-poverty schools; school leadership; sense of belonging; place; social justice
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership
URI: https://discovery.ucl.ac.uk/id/eprint/10042901
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