Exploring the Implementation of the Cultural Proficiency Framework in a Suburban School District

Autor/in	Hernandez, Krystle M.
Titel	Exploring the Implementation of the Cultural Proficiency Framework in a Suburban School District
Quelle	(2023), (124 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, St. John's University (New York)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3719-9045-7
Schlagwörter	Hochschulschrift; Dissertation; Cultural Awareness; Suburban Schools; School Districts; Guidelines; Case Studies; Culturally Relevant Education; Moral Values; Faculty Development; Elementary Secondary Education; Student Diversity; Standards; Teacher Attitudes; Teacher Characteristics; School Personnel; Equal Education; Strategic Planning; Administrator Attitudes; Ethics + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Cultural identity; Kulturelle Identität; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; School district; Schulbezirk; Richtlinien; Case study; Fallstudie; Case Study; Moral value; Ethischer Wert; Standard; Lehrerverhalten; Schulpersonal; Strategy; Planning; Strategie; Planung; Ethik
Abstract	The purpose of the study was to explore a suburban school district with a homogenous staff and diverse student population that implemented a professional development program centered on the Cultural Proficiency Framework. Cultural Proficiency is a framework that guides the shifting of culture in schools from viewing diversity as problem to overcome to seeing it as an asset to be celebrated (Lindsey et al., 2009). The data analysis focused on the application of the Essential Elements and Guiding Principles of Cultural Proficiency. The Essential Elements are the standards for individual values and behaviors and organizational policies and practices in a Culturally Proficient organization. The Guiding Principles of Cultural Proficiency provide a moral framework for conducting oneself and organization ethically (Lindsey et al., 2009). The researcher collected data on the knowledge and perceptions of the administrative and teaching staff and examined reports of the physical environment of the district's school buildings to observe evidence of Culturally Proficient practices. In this case study the researcher examined three different data sources: a) semi-structured interviews with building administrators, b) semi-structured interviews with teachers and c) analysis of district Equity Action Plans and Equity Walk Reports. The findings show the both the positive foundation forming within the district and the struggles the district continues to face in their implementation. [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