Literaturnachweis - Detailanzeige
| Autor/inn/en | Weiler, Jess R.; Hinnant-Crawford, Brandi |
|---|---|
| Titel | School Leadership Team Competence for Implementing Equity Systems Change: An Exploratory Study |
| Quelle | In: Urban Review: Issues and Ideas in Public Education, 53 (2021) 5, S.838-856 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Weiler, Jess R.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0042-0972 |
| DOI | 10.1007/s11256-021-00600-7 |
| Schlagwörter | Equal Education; Educational Change; Instructional Leadership; Competence; Program Implementation; Urban Schools; School Districts; Capacity Building; Social Justice; Outcomes of Education |
| Abstract | Operationalizing practices for equity has eluded the educational community for some time. This exploratory, mixed methods study examined the practices, operationalized by 29 competencies, of ten school leadership teams in one urban, US school district engaged in the initial stages of equity systems change (ICS for Equity™). ICS for Equity is a system-wide, capacity-building framework and process for creating equitable and socially just outcomes for students. The framework guides systemic, educational change for school systems within and beyond the United States. Findings suggested that overall school leadership team competency levels for early-stage ICS for Equity implementation met or exceeded the expectations of district leaders, potentially providing some evidentiary support for ICS as a capacity/competency building model for equity systems change. We also discuss the factors that supported or inhibited team competency growth. Implications for districts engaged or considering equity work are provided. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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