Anthony H. Normore

Bio: Anthony H. Normore is an academic researcher from California State University, Dominguez Hills. The author has contributed to research in topics: Educational leadership & Leadership studies. The author has an hindex of 21, co-authored 97 publications receiving 2147 citations. Previous affiliations of Anthony H. Normore include Florida International University & California State University.

Leadership for Social Justice: Preparing 21st Century School Leaders for a New Social Order:

Abstract: At the dawn of the 21st century, there has been an increased focus on social justice and educational leadership (Bogotch, Beachum, Blount, Brooks & English, 2008; Marshall & Oliva, 2006; Shoho, Mer...

Leadership and gender: a dangerous liaison?

Abstract: Purpose – The purpose of this paper is to review the extant literature on the ways women lead in organizations with a focus on the fields of business and education. A secondary purpose is to identify implications of the literature for leadership and gender issues in the worlds of business and education.Design/methodology/approach – A review of the extant literature was conducted to collect data through professional and academic journals of business and education, pertinent web sites, and textbooks. Once these data were collected, they were placed in categories according to common themes and patterns that emerged from the literature on the leadership styles of women in business and education.Findings – Research findings show that women adopt democratic and participative leadership styles in the corporate world and in education. Transformational leadership is the preferred leadership style used by women. The characteristics of transformational leadership relate to female values developed through socializati...

Educational Leadership and Globalization: Literacy for a Glocal Perspective.

Abstract: This article synthesizes and presents literature in support of the argument that the preparation and practice of educational leadership must be rethought to be relevant for 21st-century schools. Specifically, the authors explore how the concept of glocalization, a meaningful integration of local and global forces, can help educational leaders inform and enhance their pedagogy and practice. They suggest that contemporary educational leaders must develop glocal literacy in nine specific knowledge domains: political literacy, economic literacy, cultural literacy, moral literacy, pedagogical literacy, information literacy, organizational literacy, spiritual and religious literacy, and temporal literacy. Furthermore, they explain that each of these domains of literacy is dynamic, interconnected, and can be influenced by the discrete agency of educational leaders.

Distributed Leadership for Social Justice: Exploring how Influence and Equity are Stretched over an Urban High School:

Abstract: Although leadership for social justice and distributed leadership have separately garnered a great deal of interest among educational administration scholars, no studies have explored the possible ...

기독교 사역과 Leadership

Abstract: Building Leadership Effectiveness This program encourages leaders to develop practices that transform values into action, vision into realities, obstacles into innovations, and risks into rewards. Participants will be introduced to the five practices of exemplary leadership: modeling the way, inspiring a shared vision, challenging the process, enabling others to act, and encouraging the heart Coaching & Communicating for Performance Coaching & Communicating for Performance is a highly interactive program that will give supervisors and managers the opportunity to build skills that will enable them to share expectations and set objectives for employees, provide constructive feedback, more effectively engage in learning conversations, and coaching opportunities. Skillful Conflict Management for Leaders As a leader, it is important to understand conflict and be effective at conflict management because the way conflict is resolved becomes an integral component of our university’s culture. This series of conflict management sessions help leaders learn and put into practice effective strategies for managing conflict.

Democracy and education.

Abstract: Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.