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| Autor/inn/en | Chikwe, Moses; Cooper, Robert |
|---|---|
| Titel | School Leaders' Sense-Making and Use of Equity-Related Data to Disrupt Patterns of Inequality |
| Quelle | In: Journal of Educational Leadership and Policy Studies, 3 (2020) 3, (21 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2473-2826 |
| Schlagwörter | School Administration; Social Justice; Equal Education; Data Use; High Schools; Achievement Gap; Disproportionate Representation; Data Interpretation; Transformational Leadership; Minority Group Students; Administrator Responsibility; Urban Schools; Public Schools; Disadvantaged Youth; Decision Making; Principals; California (Los Angeles); California (San Diego) |
| Abstract | This qualitative phenomenological study explored how 19 school leaders in seven California comprehensive high schools were making sense of data and using data to transform their schools by closing achievement gap for historically underrepresented students. Data is a powerful tool in the hands of school leaders to transform patterns of inequality and bring about change in teaching practices, outreach to parents, and student-centered activities at the schools where school leaders are motivated by social justice. This study identified two different kinds of data -- objective and subjective -- that school leaders used. The researchers found that school leaders interpreted and used data in three different ways: as a diagnostic tool, as a critical road map, and as a reference point for crucial conversations. School leaders' interpretation and use of such data lead to transformative changes that promote equalization of educational opportunities for all students. (ERIC). |
| Anmerkungen | Southern Connecticut State University. 501 Crescent Street, New Haven, CT 06515. e-mail: 203-392-7278; Web site: https:/go.southernct.edu/jelps/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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