Literaturnachweis - Detailanzeige
| Autor/inn/en | Aguayo, David; Good, Madeline W.; Diem, Sarah; Herman, Keith C.; Burke, Julia; Davis, Trinity; Hall, Karen; London, Carla; Reinke, Wendy M. |
|---|---|
| Titel | Promoting District-Level Culturally Responsive Practices |
| Quelle | In: Educational Administration Quarterly, 59 (2023) 3, S.471-506 (36 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Aguayo, David) Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-161X |
| DOI | 10.1177/0013161X231161041 |
| Schlagwörter | School Districts; Culturally Relevant Education; Kindergarten; Educational Policy; Case Studies; Comparative Analysis; Instructional Leadership; African Americans; Women Administrators; Administrator Attitudes; Guidelines; Trust (Psychology); Teacher Administrator Relationship; Leadership Role; Faculty Mobility; Teacher Persistence; Teaching Methods; Grounded Theory; Teacher Attitudes; Student Attitudes |
| Abstract | Purpose: For culturally responsive practices (CRPs) in schools to be successful, educational leaders must look outside of the school and consider school, district, and system-level policies and practices that influence the sustainability of culturally responsive classrooms. The purpose of our study was to conduct a comparative case study and explore how four district leaders promoted CRPs throughout each of their districts. Research Design: Situated in the Midwest, we used a comparative case study to explore the approaches of four Black women school district leaders. Data included a focus group interview with the leaders; four individual, follow-up interviews; and artifacts or documents provided by the leaders. The data collected was analyzed using the Culturally Responsive School Leadership analytical framework. Results and Discussion: Findings discuss school district leadership's responsibility to promote CRPs; district leaders' ability to foster trusting relationships with educators; and district-wide efforts to engage in purposeful teacher retention practices. A discussion and conclusion include implications considering how district leadership can influence the implementation of CRPs in schools and classrooms. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
