促进区级文化响应实践

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
David Aguayo, Madeline Good, Sarah Diem, K. Herman, J. Burke, Trinity Davis, Karen Hall, Carla London, W. Reinke
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引用次数: 0

摘要

目的:为了使学校的文化响应实践(CRPs)取得成功,教育领导者必须将目光投向学校之外,并考虑影响文化响应教室可持续性的学校、地区和系统层面的政策和实践。我们研究的目的是进行一个比较案例研究,并探讨四个地区领导人如何在每个地区推广crp。研究设计:位于中西部地区,我们使用比较案例研究来探索四位黑人女性学区领导的方法。数据包括对领导者的焦点小组访谈;四个人,随访访谈;以及领导人提供的文物或文件。收集的数据使用文化响应型学校领导分析框架进行分析。结果和讨论:研究结果讨论了学区领导在促进crp方面的责任;地区领导人培养与教育工作者之间信任关系的能力;整个学区都在努力进行有目的的教师保留实践。讨论和结论包括考虑地区领导如何影响在学校和教室实施crp的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Promoting District-Level Culturally Responsive Practices
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.
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来源期刊
Educational Administration Quarterly
Educational Administration Quarterly EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
3.00%
发文量
9
期刊介绍: Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.
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