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Autor/inn/enPalmer, Dusty L.; Almager, Irma L.; Valle, Fernando
TitelCultivating CRSL Capacity for Marginalized Students and Student Groups
QuelleIn: School Leadership Review, 16 (2022) 2, Artikel 5 (15 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1559-4998
SchlagwörterCapacity Building; Principals; Administrator Education; Disadvantaged; English Language Learners; Special Education; Culturally Relevant Education; Teaching Methods; Outcomes of Education; Content Analysis; Kindergarten; Elementary Secondary Education; Program Design; State Standards; National Standards; Educational Policy; Educational Legislation; Theory Practice Relationship; Communities of Practice; Equal Education; Audits (Verification); Administrator Attitudes; Metacognition; Teacher Administrator Relationship; Faculty Development; Academic Achievement; Parent School Relationship; School Community Relationship; Texas
AbstractThe purpose of this qualitative content analysis was to explore the impact of the instructional coaching model that was conducted over three years during a job-embedded principal preparation residency program. This study revealed how instructional coaching relationships used culturally responsive leadership to improve teaching practices and advance student outcomes for marginalized students and student groups, specifically addressing English Language Learners and Special Education students. (As Provided).
AnmerkungenTexas Council of Professors of Educational Administration. Web site: https://scholarworks.sfasu.edu/slr/
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2024/1/01
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