Minority School Leaders: Contributing to the Development of an Inclusive Multi-Cultural Environment [Konferenzbericht] Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (AACTE) (60th, New Orleans, LA, Feb 7-10, 2008).

Literaturnachweis - Detailanzeige

Trefferliste

Autor/inn/en	Haar, Jean M.; Robicheau, Jerry W.
Titel	Minority School Leaders: Contributing to the Development of an Inclusive Multi-Cultural Environment [Konferenzbericht] Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (AACTE) (60th, New Orleans, LA, Feb 7-10, 2008).
Quelle	(2008), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mentors; Focus Groups; Leadership Training; Cultural Pluralism; School Districts; Cultural Context; School Personnel; Instructional Leadership; Administrator Characteristics; English (Second Language); Attitude Measures; Superintendents; Principals; Student Diversity; Leadership Responsibility; Professional Development; College Role; Teacher Education; Equal Opportunities (Jobs); Recruitment; Administrator Education; Educational Environment; Ethnic Stereotypes; Teaching Methods; Family Influence; Minnesota + Suchen Sie Ihr Suchwort? Führungslehre; Kulturpluralismus; School district; Schulbezirk; Schulpersonal; Instruction; Leadership; Bildung; Erziehung; Führung; English as second language; English; Second Language; Englisch als Zweitsprache; Schulrat; Principal; Schulleiter; Lehrerausbildung; Lehrerbildung; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Recruiting; Rekrutierung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; National stereotype; Nationales Stereotyp; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The purpose of this paper is to share findings from two studies. One study investigates how Minnesota school administrators are addressing cultural diversity and English Language Learners. Data was collected through an electronic survey sent to superintendents and principals. 326 surveys from a possible 998 were completed for a return rate of 32.6%. Respondents were asked to identify their leadership position and type of district (urban, suburban, rural, or other). Respondents were also asked their perception concerning (a) personal awareness of English Language Learners (ELL) and cultural diversity needs, (b) district efforts through finances and professional development to address ELL and cultural diversity issues, (c) awareness of higher education efforts to address cultural diversity issues, and (d) level of interest in attending training on ELL and cultural diversity. The second study focuses experiences and perceptions of school leaders of color. Data were collected through focus groups and individual interviews. Questions include (a) what challenges do people of color face in securing leadership positions; (b) what challenges do people of color face in their current position; (c) how important is it to have a person of color in a leadership position where the majority of students are students of color; (d) how can people of color be encouraged to seek school leadership positions; and (e) what suggestions would you make regarding recruitment of people of color into administrative preparation programs? This paper shares their perspective on the importance of having a person of color in a leadership position. Results from the two studies indicate a need for Minnesota school leadership to reflect a more diverse student population and for school personnel to develop inclusive, multi-cultural environments. Recommendations for addressing the absence of school leaders of color include (a) school districts identifying people of color within their teaching ranks and encouraging them to seek administrative licensure; (b) districts and professional organizations establishing mentoring programs for aspiring school leaders of color; and (c) universities collaborating with local school districts to recruit aspiring school leaders of color for preparation programs. Recommendations for establishing a positive multi-cultural environment include (a) elimination of stereotypes, (b) implementation of teaching strategies that meet the learning needs of all students, (c) acknowledgment of the different cultural backgrounds of students and how they enrich learning, and (d) use of the dynamics and influences of the family with addressing the achievement gap. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10