It's a Part of Who We Are: New Jersey Superintendents' Understandings of and Approaches to Culturally Responsive District-Level Leadership

Autor/in	Mastrogiovanni, Danielle
Titel	It's a Part of Who We Are: New Jersey Superintendents' Understandings of and Approaches to Culturally Responsive District-Level Leadership
Quelle	(2022), (138 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Seton Hall University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4387-4052-0
Schlagwörter	Hochschulschrift; Dissertation; Superintendents; Justice; Equal Education; Administrator Attitudes; Public Schools; School Districts; Elementary Secondary Education; Culturally Relevant Education; Leadership; New Jersey + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulrat; Gerechtigkeit; Public school; Öffentliche Schule; School district; Schulbezirk; Führung; Führungsposition
Abstract	A narrative study was used to examine the perspectives and experiences of Superintendents working toward educational justice by addressing the inequities found in schools. Data was collected through a series of semi-structured interviews representing a diverse participant pool of 23 superintendents and assistant superintendents who were currently employed in public school districts throughout the state of New Jersey. Using a primarily deductive coding scheme, the data was analyzed around the tenets of culturally responsive pedagogy and leadership. Many participants described having impactful experiences as children that subsequently influenced their initial decision to become educators, as well as their leadership practices. Although the depth of their knowledge about culturally responsive practices varied, the approaches they described taking reflected a deeper understanding of culturally responsive leadership. The participants overwhelmingly agreed that the professional leadership standard for equity and cultural responsiveness was foundational to their work and what should be required of all superintendents, however their opinions in terms of its feasibility varied. Their responses illustrate the need for leaders to receive adequate resources, training, and support to effectively implement complex standards such as this one. Consequently, it is imperative that culturally responsive practices are taught consistently across all state-approved teacher and leadership preparation programs. This study adds to literature on culturally responsive leadership by specifically considering the experiences, knowledge and approaches of superintendents working towards educational justice at the district level. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01