Literaturnachweis - Detailanzeige
| Autor/in | Ettson, Alesia M. |
|---|---|
| Titel | Raising the Voice of School Leaders: How In-Service Training Supports Culturally Relevant School Leadership |
| Quelle | (2023), (206 Seiten)
PDF als Volltext Ed.D. Dissertation, University of Bridgeport |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3794-9523-7 |
| Schlagwörter | Hochschulschrift; Dissertation; Principals; Culturally Relevant Education; Inservice Education; Administrator Education; Urban Schools; Educational Environment; Administrator Role; Administrator Attitudes; Barriers; Elementary Secondary Education; Leadership |
| Abstract | School principals are essential to the implementation of culturally relevant practices in schools. The need for culturally relevant, responsive, and competent leadership is significant given the increase in the number of children representing a diversity of racial, ethnic, and linguistic populations (Horsford et al, 2011). Schools are becoming increasingly more racially and ethnically diverse, while more than 80% of teachers and principals are White or culturally different than the students they serve (Bitterman et al, 2013; Gooden & O'Doherty, 2015). While much of the research about cultural responsiveness focuses on teachers, there is a need to explore how school leaders can contribute to a culturally responsive school environment for all. Through a narrative inquiry method, the lived experiences of three urban school principals who went through an intensive, in-service professional training on how to create a culturally relevant school environment were listened to, understood, and retold here in this study. The training included equity training, creating courageous conversations, building strong school cultures, and supporting culturally responsive classrooms. Since little is known about the role principals play in helping their teachers develop cultural awareness of students and cultural responsiveness in their classroom, this study has contributed to the field by filling this research void (Gooden & O'Doverty, 2014; McKenzie & Scheurich, 2004). Through semi-structured interviews with the principals, reviewing their school improvement plans, and observations of their teachers the principals perceived that the professional training in culturally responsive school environments was mostly successful. Specifically, the principals felt that their learning experience through the intensive professional training facilitated their ability to create courageous conversations about culturally responsive school environments with their teachers and school staff. However, the principals believed that it will be highly unlikely to sustain culturally responsive learning experiences within their school community due to several identifiable barriers. This study presented a variety of recommendations that principals can employ to support the sustainability of culturally relevant pedagogy after the "novelty" of reflective discussions about race, identity, and bias have occurred. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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