School Development in Culturally Diverse U.S. Schools: Balancing Evidence-Based Policies and Education Values

Autor/inn/en	Ylimaki, Rose; Brunderman, Lynnette
Titel	School Development in Culturally Diverse U.S. Schools: Balancing Evidence-Based Policies and Education Values
Quelle	In: Education Sciences, 9 (2019), Artikel 84 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Evidence Based Practice; Cultural Pluralism; Student Diversity; Teamwork; Student Needs; Outcomes of Education; Grades (Scholastic); Democratic Values; Leadership Effectiveness; Participative Decision Making; Culturally Relevant Education; School Effectiveness; Capacity Building; Educational Policy; Arizona + Suchen Sie Ihr Suchwort? Kulturpluralismus; Lernleistung; Schulerfolg; Notenspiegel; Führungseffizienz; Schuleffizienz; Politics of education; Bildungspolitik
Abstract	This article problematizes evidence-based policies in the USA, using Dewey's (1916) education theory and findings from a school development project in 71 culturally diverse Arizona schools. The study asked three questions: (1) How do formal and informal school leaders work in teams to mediate between evidence-based policy requirements at federal, state, and district levels and the needs of culturally diverse students? (2) What leadership team practices contribute to school development as measured by improved student outcomes in school letter grades? (3) What values from evidence-based policies and democratic education are evident in effective school development? Evaluation methods featured qualitative interviews with leadership team members in 71 schools as well as a descriptive analysis of school letter grades based primarily upon student outcomes. Results indicated improved student outcomes in letter grades and enhanced leadership capacity and democratic values as well as evidence-based values that contributed to school development. The article concludes with next steps to expand the project to another region of the USA and a call for a balanced use of evidence (including standardized test scores) constructed through Dewey's notion of democratic values of education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01