Elementary Principals Making a Difference: Equitable Practices in Action

Autor/in	Horsley, Nicole
Titel	Elementary Principals Making a Difference: Equitable Practices in Action
Quelle	(2023), (237 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Cardinal Stritch University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-2351-4
Schlagwörter	Hochschulschrift; Dissertation; Elementary Schools; Principals; Equal Education; Elementary School Students; African American Students; Grade 4; Scores; Reading Skills; National Competency Tests; Reading Tests; Administrator Attitudes; Administrator Role; Role Perception; School Policy; Best Practices; Wisconsin; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elementary school; Grundschule; Volksschule; Principal; Schulleiter; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; School year 04; 4. Schuljahr; Schuljahr 04; Reading skill; Lesefertigkeit; Lesetest; Role conception; Rollenverständnis; Schulpolitik
Abstract	In 2022, 8% of all 4th grade black or African American students in Wisconsin scored proficient or advanced in reading on the National Assessment of Educational Progress (NAEP, 2023). As disparities in achievement are perpetuated across the state of Wisconsin as well as the nation, it is becoming increasingly important for elementary principals to be prepared, to know and understand, and to serve the public in an effort to create equitable environments. This study examines the following research question: In what ways do elementary principals see themselves, their personnel, and their organizational structures and missions as supporting, promoting, and sustaining educational equity? To understand the practices and dispositions that elementary principals bring to their schools, the researcher conducted a qualitative, comparative case study of three Wisconsin public elementary schools. These qualitative case studies included interviews and public document reviews targeted to identify practices and dispositions of building principals. This study can be summarized as follows: these elementary principals are deeply committed to developing equitable environments, professional learning regarding equity and opportunities to implement equitable practices exist, and district structures, goals, and policies focused on equity are essential in the development of equitable environments. Implications for further study based on this research include several areas: (1) Replication of this study in other regions or in different types of school districts; (2) Triangulation of data collected regarding stakeholder interpretations of the beliefs, approaches, and practices of these elementary principals; (3) Perceived impact and analysis of racial / ethnic identity on the capacity and ability to support equity based work in schools, and (4) Research considering whether or not segregation can coexist with equitable learning environments. While much research is still needed in this area, there is an even greater need for full and effective implementation and application of equity based best practices in refounding our educational system. Too often we are finding diminishing outcomes for students of color. Systems are experiencing failed attempts at successfully educating all students. Through strategic, intentional, and cohesive approaches to school reform, educational systems can eliminate and/or reduce disparities in educational access, opportunity, and outcomes for typically marginalized student populations. [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).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01