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The majority of the research in the US public education system has
been conducted in large urban areas that do not reflect the
majority of urban systems. The categorization of the size of
districts does not capture the organizational diversity and
complexity of school systems, including at-risk students and other
demographic variables. The implications are that policy,
preparation, research and funding are adversely skewed by an
overrepresentation of research in urban districts that do not
reflect the majority. This edited collection explores the ways in
which small to mid-sized school districts influence leadership
preparation, leadership practice, and accountability and
assessment. With contributions from respected specialists, the
volume addresses topics such as coaching, poverty, leadership
preparation programs, accountability and assessment, English
Language Learners, district leadership, and organizational learning
and trust.
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