| Title: |
Promoting District-Level Culturally Responsive Practices |
| Language: |
English |
| Authors: |
Aguayo, David (ORCID 0000-0001-5464-8249); Good, Madeline W.; Diem, Sarah; Herman, Keith C.; Burke, Julia; Davis, Trinity; Hall, Karen; London, Carla; Reinke, Wendy M. |
| Source: |
Educational Administration Quarterly. Aug 2023 59(3):471-506. |
| Availability: |
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
36 |
| Publication Date: |
2023 |
| Sponsoring Agency: |
Institute of Education Sciences (ED) |
| Contract Number: |
R305A180111 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Early Childhood Education; Elementary Education; Kindergarten; Primary Education |
| 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 |
| DOI: |
10.1177/0013161X231161041 |
| ISSN: |
0013-161X; 1552-3519 |
| Abstract: |
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. |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2023 |
| Accession Number: |
EJ1383161 |
| Database: |
ERIC |