Compassionate Leadership: Nurturing Teacher and Student Voice in Urban Schools
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| Title: | Compassionate Leadership: Nurturing Teacher and Student Voice in Urban Schools |
|---|---|
| Language: | English |
| Authors: | Elizabeth C. Reilly (ORCID |
| Source: | Impacting Education: Journal on Transforming Professional Practice. 2026 11(1):1-10. |
| Availability: | University Library System, University of Pittsburgh. 3960 Forbes Avenue, Pittsburgh, PA 15260. Tel: 302-831-1266; 302-831-4441; e-mail: dpjournal@pitt.edu; Web site: https://impactinged.pitt.edu/ojs/ImpactingEd |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Leadership Styles, Teacher Administrator Relationship, Urban Schools, Student Participation, Doctoral Students, Communities of Practice, Education Majors, Educational Improvement, Social Networks, Teacher Participation, Educational Administration, Equal Education, Racism |
| Geographic Terms: | California (Los Angeles) |
| ISSN: | 2472-5889 |
| Abstract: | This investigation explored the use of Improvement Science (IS) and Networked Improvement Communities (NICs) with doctoral students enrolled in a CPED-influenced EdD program in a large urban region of the Western United States. The two NICs highlighted in this paper focus on using IS protocols to support educational leaders in cultivating compassionate leadership by nurturing teacher and student voice in their urban schools. Equitable schools require the dedicated and focused efforts of all in the school constellation. IS and NICs invite school leaders and their communities, as well as higher education faculty and their students, to engage together in meaningful ways with challenges in the real world of schools. Improvement Science projects that directly address anti-racism and equity can move us from caring about to caring authentically for our schools. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495950 |
| Database: | ERIC |
| Abstract: | This investigation explored the use of Improvement Science (IS) and Networked Improvement Communities (NICs) with doctoral students enrolled in a CPED-influenced EdD program in a large urban region of the Western United States. The two NICs highlighted in this paper focus on using IS protocols to support educational leaders in cultivating compassionate leadership by nurturing teacher and student voice in their urban schools. Equitable schools require the dedicated and focused efforts of all in the school constellation. IS and NICs invite school leaders and their communities, as well as higher education faculty and their students, to engage together in meaningful ways with challenges in the real world of schools. Improvement Science projects that directly address anti-racism and equity can move us from caring about to caring authentically for our schools. |
|---|---|
| ISSN: | 2472-5889 |
