ERIC Number: EJ1383161
Record Type: Journal
Publication Date: 2023-Aug
Pages: 36
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-161X
EISSN: EISSN-1552-3519
Available Date: N/A
Promoting District-Level Culturally Responsive Practices
David Aguayo; Madeline W. Good; Sarah Diem; Keith C. Herman; Julia Burke; Trinity Davis; Karen Hall; Carla London; Wendy M. Reinke
Educational Administration Quarterly, v59 n3 p471-506 Aug 2023
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.
Descriptors: School Districts, Culturally Relevant Education, Kindergarten, Educational Policy, Case Studies, Comparative Analysis, Instructional Leadership, African Americans, Women Administrators, Administrator Attitudes, Guidelines, Trust (Psychology), Teacher Administrator Relationship, Leadership Role, Faculty Mobility, Teacher Persistence, Teaching Methods, Grounded Theory, Teacher Attitudes, Student Attitudes
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A180111
Author Affiliations: N/A