Abstract
This case involves a struggle for control among differently situated leaders—district- and building-level administrators, teachers, parents and community members, and university partners—seeking to influence the reform agenda of a high-poverty urban elementary school serving Latina/Latino students. The various stakeholders encounter a variety of means–ends dilemmas as they respond to pressures to improve school performance, enhance students achievement, promote democratic participation, and pursue professional goals. The discussion and teaching notes draw on theories of micropolitics, distributed leadership and organizational behavior to help students surface and consider dilemmas facing the actors.
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