Locating Equity in Principals' Pandemic Decision-Making Practices

Autor/inn/en	Jackson, Mario; Bass, Lisa; Jackman-Ryan, Stella; Hoeflaken, Kirsten; Picart, Jose A.
Titel	Locating Equity in Principals' Pandemic Decision-Making Practices
Quelle	In: Peabody Journal of Education, 97 (2022) 3, S.274-290 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jackson, Mario) ORCID (Jackman-Ryan, Stella)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2022.2079883
Schlagwörter	COVID-19; Pandemics; Elementary Secondary Education; Administrators; Disproportionate Representation; Administrator Surveys; Decision Making; Student Welfare; School Closing; Interpersonal Communication; Equal Education; Technology Integration; Electronic Learning; State Policy; Board of Education Policy; North Carolina + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Studentenseelsorge; School closings; Schule; Schließung; Schließung (von Schulen); Interpersonale Kommunikation
Abstract	The COVID-19 pandemic shed light on the prevailing inequality in the US, as traditionally marginalized groups were disproportionately affected by the disease. This paper seeks to understand how K-12 principals across a southern state in the United States, made decisions in light of these considerations. Specifically, we examined the major decisions principals were responsible for making, the underlying factors influencing these decisions, and the processes they used to make these decisions. We analyzed qualitative data from 173 surveys and 49 interviews using qualitative content analysis. Guided by Smith and Riley's crisis response framework, our findings revealed that principals made critical decisions relevant to addressing equity gaps for students, reopening schools, training teachers for virtual learning, and enforcing state and district mandates. These decisions were often informed by what was in the best interests of students, safety, and the general well-being of their teachers. This study is important because it highlights the factors informing principals' decisions, in addition to informing us about the decisions principals were forced to make throughout the pandemic. The limitations and implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01