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Leadership of portuguese community schools in the East Coast of the United States and the public policies of education: a multiple case studies

dc.contributor.authorBento, António Maria Veloso
dc.date.accessioned2015-01-21T11:32:55Z
dc.date.available2015-01-21T11:32:55Z
dc.date.issued2014
dc.description.abstractThe Portuguese community schools of the United States located in the areas of larger Portuguese population concentration are social organizations that come materializing throughout decades the designs of the educative policies of the Portuguese government in relation to the expansion and preservation of the language, the culture and the history of Portugal. These designs of the educative policies are enrolled in the Constitution of the Republic (1976), in the Basic Law of Educative System (1986) and, over all, in the successive legislative norms (Decree-laws and ordinances) of the successive governments. Portuguese community schools in the United States are structuralized in analogous way to schools of the Portuguese geographic space. For this qualitative study (multiple case), four directors of Portuguese schools of the East Coast of the United States were interviewed; two schools are in the state of Rhode Island and the other two are in the state of Massachusetts. Also, it was administered the questionnaire on practices of leadership “Leadership Practices Inventory” (LPI) of Kouzes and Posner (2002) to collect additional data about practices of leadership on the directors of the schools. The LPI evaluates practices of leadership classifying them in five domains: (a) Model the way; (b) Inspire a shared vision; (c) Challenge the process; (d) Enable others to act; and, (e) Encourage the heart. Results of this qualitative research indicate that the Portuguese Government has not had an educative policy stimulant, coherent and consistent of support, incentive, maintenance and diffusion of the Portuguese language and culture and the directors of the studied schools they have a proactive and serving leadership style in conducting the management of Portuguese community schools. The five practices of leadership are highly practiced by the directors of the studied schools above all the practices “Enable others to act” and “Encourage the heart”.por
dc.identifier.citationBento, A. M. V. (2014). Leadership of portuguese community schools in the East Coast of the United States and the public policies of education: A multiple case studies. Journal of Modern Education Review, 4 (10), 750-757.por
dc.identifier.doidx.doi.org/10.15341/jmer(2155-7993)10.04.2014/003
dc.identifier.urihttp://hdl.handle.net/10400.13/683
dc.language.isoporpor
dc.peerreviewedyespor
dc.publisherAcademic Star Publishing Companypor
dc.subjectLeadershippor
dc.subjectPortuguese community schoolspor
dc.subjectPractices of leadershippor
dc.subjectLanguage and culture identitypor
dc.subject.por
dc.subjectCentro de Ciências Sociaispor
dc.titleLeadership of portuguese community schools in the East Coast of the United States and the public policies of education: a multiple case studiespor
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage757por
oaire.citation.startPage750por
oaire.citation.titleJournal of Modern Education Reviewpor
oaire.citation.volume4 (10)por
person.familyNameBento
person.givenNameAntónio V.
person.identifier.orcid0000-0002-9818-3145
person.identifier.scopus-author-id37028106300
rcaap.rightsopenAccesspor
rcaap.typearticlepor
relation.isAuthorOfPublicationf3447b0d-37fb-4aae-8162-6e9ed95c8c9d
relation.isAuthorOfPublication.latestForDiscoveryf3447b0d-37fb-4aae-8162-6e9ed95c8c9d

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