Activism in Practice: The Influence of a Rural School Leader's Beliefs and Practices in Disrupting Historical Patterns of Underachievement in Traditionally Marginalized Students

Autor/inn/en	Hesbol, Kristina A.; Bartee, Jennifer Sparkman; Amiri, Fayaz
Titel	Activism in Practice: The Influence of a Rural School Leader's Beliefs and Practices in Disrupting Historical Patterns of Underachievement in Traditionally Marginalized Students
Quelle	In: Impacting Education: Journal on Transforming Professional Practice, 5 (2020) 2, S.33-43 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Hesbol, Kristina A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2472-5889
Schlagwörter	Rural Schools; Administrator Attitudes; Activism; Underachievement; At Risk Students; Beliefs; Poverty; High Achievement; Principals; Superintendents; Culturally Relevant Education; Minority Group Students; Equal Education; Racial Differences; Ethnicity; Low Income Students; Elementary Secondary Education; Family Involvement; Educational Environment; Reflection; Student Participation + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Aktivismus; Politischer Protest; Performance deficiency; Leistungsschwäche; Belief; Glaube; Armut; Principal; Schulleiter; Schulrat; Rassenunterschied; Ethnizität; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	Despite the fact that rural communities across the United States are rapidly diversifying (Fusarelli & Militello, 2012), little research has examined the beliefs and practices of successful rural educational leaders, specifically in high poverty schools and districts where traditionally marginalized students demonstrate improving learning outcomes. The purpose of this study was to examine the beliefs and practices of a rural educational leader whose school or district met established study criteria for a high poverty, high performing school, in which traditionally marginalized students demonstrate increasingly productive learning outcomes. Interviews with the leader were conducted, and the data were coded and analyzed using a constant comparative method (Lincoln & Guba, 1985). The following research question guided the study: What impact do the beliefs and practices of a rural school district leader have on the learning outcomes of traditionally marginalized students in the Rocky Mountain West? The findings from this study contribute to the paucity of research on culturally responsive rural superintendent-principals. Identifying the rural leader's beliefs and practices provides support for educational leaders who serve in that uniquely rural dual role, about which very little has been written. It informs leadership preparation programs, graduate students, researchers, and policy makers about the need for nuanced culturally responsive training for rural educational leaders. (As Provided).
Anmerkungen	University Library System, University of Pittsburgh. 3960 Forbes Avenue, Pittsburgh, PA 15260. Tel: 302-831-1266; 302-831-4441; e-mail: dpjournal@pitt.edu; Web site: https://impactinged.pitt.edu/ojs/ImpactingEd
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01