Equity Centered Leadership of Principals Who Narrowed the Race-Based Academic Achievement Gap

Autor/in	Rivale-Bell, Nichole
Titel	Equity Centered Leadership of Principals Who Narrowed the Race-Based Academic Achievement Gap
Quelle	In: Journal for Critical Education Policy Studies, 20 (2022) 2, S.435-483 (49 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Critical Race Theory; Case Studies; Elementary Schools; Administrator Effectiveness; Racial Differences; Achievement Gap; Racism; Reflection; School Policy; Superintendents; Administrator Attitudes; School Districts; Equal Education; Inclusion; Principals; Instructional Leadership; Kindergarten; Elementary Secondary Education; Grounded Theory; Suburban Schools; Colorado + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Elementary school; Grundschule; Volksschule; Rassenunterschied; Rassismus; Schulpolitik; Schulrat; School district; Schulbezirk; Inklusion; Principal; Schulleiter; Instruction; Leadership; Bildung; Erziehung; Führung; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule
Abstract	Critical Race Theory is the theoretical framework used to structure the discussion of data and results. The purpose of this descriptive multi-embedded case study was to investigate the perspective of effective elementary school principals in a large, diverse suburban school district in the Metro area who narrowed the race-based academic achievement gap in reading by increasing their knowledge, skills, and leadership practices. Data gathered included an archival search, focus group observations and transcripts, and individual interview transcripts. Archived data were used to identify a purposeful criterion sampling of elementary school principals who narrowed the race-based achievement gap. These experiences identified are crucial to learning how and why principals need to discuss race and racism in education. Findings revealed in this study a need to provide ongoing learning opportunities that support reflective practices and innovative approaches to combat institutional racist policies and politics are recommended to superintendents in school districts interested in sustaining an inclusive community grounded in equity. (As Provided).
Anmerkungen	Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://www.jceps.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01