Review of Crisis as Catalyst: Equity-Oriented School Leadership during Difficult Times, by Patricia M. Virella

Autores

  • Kayla Leake Illinois State University

DOI:

https://doi.org/10.14507/er.v33.4341

Resumo

The review discusses Crisis as Catalyst: Equity-Oriented School Leadership During Difficult Times, a significant text due to post-COVID-19 impact, increasing natural disasters, and violence, all of which create the need for crisis protocols to be implemented in U. S. schools.

Biografia do Autor

Kayla Leake, Illinois State University

Kayla Leake is an instructional assistant professor and student teaching supervisor at Illinois State University. Kayla received her B.S. in elementary education and M.S.Ed. in teaching and learning from Illinois State University. In addition, Kayla is a doctoral student pursuing her Ed.D. in teaching and learning. She has a passion for supporting elementary and middle level pre-service teachers in the college of education. Her current research focuses on the wellbeing of preservice teachers through resilience skills, mindfulness, and supportive environments. Her years as a public educator of elementary and middle school learners also helped cultivate an interest in trauma-informed education.

Referências

Jennings, P. A. (2021). Teacher burnout turnaround: Strategies for empowered educators. W. W. Norton & Company.

Minor, K. (2023). Teaching fiercely: Spreading joy and justice in our schools. Jossey-Bass.

Venet, A.S. (2023). Equity-centered trauma-informed education. Routledge.

[Book reviewed] Virella, P. M. (2025). Crisis as catalyst: Equity-oriented school leadership during difficult times. Harvard Education Press.

Downloads

Publicado

2026-03-04

Como Citar

Leake, K. (2026). Review of Crisis as Catalyst: Equity-Oriented School Leadership during Difficult Times, by Patricia M. Virella. Resenhas Educativas/ANPEd, 33. https://doi.org/10.14507/er.v33.4341

Edição

v. 33 (2026)

Seção

Resenhas de livros

Licença

Copyright (c) 2026 Kayla Leake

Creative Commons License
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