Developing Arizona Turnaround Leaders to Build High-Capacity Schools in the Midst of Accountability Pressures and Changing Demographics

Autor/inn/en	Ylimaki, Rose M.; Brunderman, Lynnette; Bennett, Jeffrey V.; Dugan, Thad
Titel	Developing Arizona Turnaround Leaders to Build High-Capacity Schools in the Midst of Accountability Pressures and Changing Demographics
Quelle	In: Leadership and Policy in Schools, 13 (2014) 1, S.28-60 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2014.884226
Schlagwörter	School Turnaround; Accountability; Capacity Building; Culturally Relevant Education; Cultural Pluralism; Mixed Methods Research; Leadership Training; Student Evaluation; Curriculum; Literacy; Program Evaluation; Coaching (Performance); Organizational Change; School Community Relationship; School Districts; Teacher Effectiveness; Administrator Effectiveness; Hispanic American Students; Cultural Awareness; Comparative Analysis; Arizona; Illinois; Massachusetts; Virginia + Suchen Sie Ihr Suchwort? Verantwortung; Kulturpluralismus; Führungslehre; Schulnote; Studentische Bewertung; Curricula; Lehrplan; Rahmenplan; Alphabetisierung; Schreib- und Lesefähigkeit; Programme evaluation; Programmevaluation; Organisationswandel; School district; Schulbezirk; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Cultural identity; Kulturelle Identität; Master-Studiengang
Abstract	Today's accountability policies and changing demographics have created conditions in which leaders must rapidly build school capacity and improve outcomes in culturally diverse schools. This article presents findings from a mixed-methods evaluation of an Arizona Turnaround Leadership Development Project. The project drew on studies of turnaround leadership, capacity, and turnaround leadership development projects. Leadership teams attended institutes and regional coaching sessions focused on assessment literacy, curriculum, culturally responsive practices, organizational redesign, and community relationships. Results indicated gains in turnaround leadership knowledge and the importance of district support, full participation, and relationships with culturally diverse community members. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10