Promoting District-Level Culturally Responsive Practices
Purpose: For culturally responsive practices (CRPs) in schools to be successful, educational leaders must look outside of the school and consider school, district, and system-level policies and practices that influence the sustainability of culturally responsive classrooms. The purpose of our study...
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| Veröffentlicht in: | Educational administration quarterly 2023-08, Vol.59 (3), p.471-506 |
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| container_end_page | 506 |
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| container_issue | 3 |
| container_start_page | 471 |
| container_title | Educational administration quarterly |
| container_volume | 59 |
| creator | Aguayo, David Good, Madeline W. Diem, Sarah Herman, Keith C. Burke, Julia Davis, Trinity Hall, Karen London, Carla Reinke, Wendy M. |
| description | Purpose: For culturally responsive practices (CRPs) in schools to be successful, educational leaders must look outside of the school and consider school, district, and system-level policies and practices that influence the sustainability of culturally responsive classrooms. The purpose of our study was to conduct a comparative case study and explore how four district leaders promoted CRPs throughout each of their districts. Research Design: Situated in the Midwest, we used a comparative case study to explore the approaches of four Black women school district leaders. Data included a focus group interview with the leaders; four individual, follow-up interviews; and artifacts or documents provided by the leaders. The data collected was analyzed using the Culturally Responsive School Leadership analytical framework. Results and Discussion: Findings discuss school district leadership's responsibility to promote CRPs; district leaders’ ability to foster trusting relationships with educators; and district-wide efforts to engage in purposeful teacher retention practices. A discussion and conclusion include implications considering how district leadership can influence the implementation of CRPs in schools and classrooms. |
| doi_str_mv | 10.1177/0013161X231161041 |
| format | Article |
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The purpose of our study was to conduct a comparative case study and explore how four district leaders promoted CRPs throughout each of their districts. Research Design: Situated in the Midwest, we used a comparative case study to explore the approaches of four Black women school district leaders. Data included a focus group interview with the leaders; four individual, follow-up interviews; and artifacts or documents provided by the leaders. The data collected was analyzed using the Culturally Responsive School Leadership analytical framework. Results and Discussion: Findings discuss school district leadership's responsibility to promote CRPs; district leaders’ ability to foster trusting relationships with educators; and district-wide efforts to engage in purposeful teacher retention practices. 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| ispartof | Educational administration quarterly, 2023-08, Vol.59 (3), p.471-506 |
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| subjects | Administrator Attitudes African Americans Case Studies Comparative Analysis Culturally Relevant Education Educational leadership Educational Policy Faculty Mobility Focus Groups Grounded Theory Guidelines Instructional Leadership Kindergarten Leaders Leadership Role Multicultural education Research Design School Districts Student Attitudes Teacher Administrator Relationship Teacher Attitudes Teacher Persistence Teaching Methods Trust (Psychology) Women Administrators |
| title | Promoting District-Level Culturally Responsive Practices |
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