Culturally Responsive Curriculum Implementation of Middle School Principals in Southern Texas

Autor/inn/en	Narine, Caroline Wendy; Jones, Don; Dawidowicz, Paula
Titel	Culturally Responsive Curriculum Implementation of Middle School Principals in Southern Texas
Quelle	In: Journal of Instructional Pedagogies, 27 (2022), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2327-5324
Schlagwörter	Culturally Relevant Education; Curriculum Implementation; Middle Schools; Principals; Leadership Styles; Administrator Attitudes; Experience; Texas + Suchen Sie Ihr Suchwort? Middle school; Mittelschule; Mittelstufenschule; Principal; Schulleiter; Führungsstil; Erfahrung
Abstract	Although culturally responsive curricula are designed to educate students to be both socially and culturally successful, the curriculum implementation leadership practices middle school principals have used to support such curricula have been unclear. This study explored how middle school principals in southern Texas were supporting their teachers by implementing a culturally responsive curriculum in their schools. This exploratory qualitative study employed the applied critical leadership conceptual framework to examine the culturally responsive curriculum implementation leadership practices of middle school principals in southern Texas. The criteria for the selection of participants were 2 to 5 years' experience as a principal in a middle school managing a school in grades 6, 7 and/or 8 with a population between 300 and 1,200 students and a self-reported minority presence. Data were collected through interviews with 10 purposively selected middle school principals recruited from LinkedIn. Data analysis included the identification of emergent codes, categories, and themes. Findings revealed that these principals build collaboration within their schools to promote cultural appreciation and belongingness to meet the diverse needs of their students who were experiencing challenges. Results indicated that Principals reported being proactive and adopting restorative approaches in addressing race and social injustice issues. They reported implementing culturally responsive curriculum leadership practices in nonstandard ways based on situational responses. These results are valuable for educational policymakers to plan how to standardize culturally responsive practices for diverse environments in the more positive social integration of immigrants into the wider society. (As Provided).
Anmerkungen	Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01