探索促进英语学习者平等的组织领导力。

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH
Leadership and Policy in Schools Pub Date : 2023-01-01 Epub Date: 2021-05-12 DOI:10.1080/15700763.2021.1916539
Rebecca M Callahan, Anysia P Mayer, Anthony H Johnson, Claudia Ochoa
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引用次数: 0

摘要

在本研究中,我们探讨了一所双语小学的领导力实践,这所学校由三位致力于文化响应理想的有色人种领导者领导。我们运用组织领导力的视角,从文化响应型学校领导力(CRSL)和教学(CRT)的角度,来解读在为英语学习者(EL)学生实施以公平为导向的工程项目过程中收集到的访谈和观察数据。在尝试实施这一学校-研究合作项目的过程中,学校领导力与教学文化之间原有的紧张关系凸显出来,这为我们提供了以这一特殊的交叉视角(组织领导力和 CRSL)分析数据的机会。因此,随后的数据分析重点不是计划的实施,而是学校现有的挑战。从我们的数据中可以看出,学校领导和教师都面临着相当大的挑战,这些挑战似乎来自于对如何实现英语语言学生公平的不同理解。最终,这些挑战阻碍了领导者在现有的组织架构内成功实施 CRSL。我们认为,缺乏明确的批判意识过程决定了学校文化,而问责做法限制了领导者实施 CRSL 的能力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Exploring Organizational Leadership for English Learner Equity.

In this study, we explore leadership practices in a dual-language elementary school led by three leaders of color committed to the ideals of cultural responsiveness. We employ an organizational leadership lens informed by aspects of culturally responsive school leadership (CRSL) and teaching (CRT) to interpret interview and observational data collected during the implementation of an equity-oriented engineering program for English learner (EL) students. In the midst of attempting to implement this school-research partnership, pre-existing tensions between the school's leadership and instructional culture rose to the forefront, offering the opportunity to analyze the data with this particular intersectional lens (organizational leadership and CRSL). Thus, subsequent data analysis focused not on program implementation but rather the existing challenges present in the school. Insights from our data suggest that both school leaders and teachers faced considerable challenges that appeared to stem from disparate understandings of how to achieve equity for their EL students. Ultimately, these challenges prevented leaders' successful enactment of CRSL within the existing organizational infrastructure. We suggest that the lack of explicit processes of critical consciousness defined the school culture and that accountability practices limited leaders' ability to implement CRSL.

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来源期刊
Leadership and Policy in Schools
Leadership and Policy in Schools EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.00
自引率
9.10%
发文量
49
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