Equity and Leadership: Research-Based Strategies for School Leaders

Autor/inn/en	Ross, John A.; Berger, Marie-Josee
Titel	Equity and Leadership: Research-Based Strategies for School Leaders
Quelle	In: School Leadership & Management, 29 (2009) 5, S.463-476 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2434
Schlagwörter	Disadvantaged; Community Involvement; Academic Achievement; Special Needs Students; Principals; Equal Education; Outcomes of Education; Religious Cultural Groups; Cultural Differences; Minority Groups; Gender Differences; Socioeconomic Status; Sexual Orientation; Achievement Gap; Leadership; Leadership Styles; Educational Practices; Misconceptions; Special Education; Identification; Educational Strategies; Student Evaluation + Suchen Sie Ihr Suchwort? Schulleistung; Sonderpädagogischer Förderbedarf; Principal; Schulleiter; Lernleistung; Schulerfolg; Kirchliche Gruppe; Religionszugehörigkeit; Kultureller Unterschied; Ethnische Minderheit; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Sexuelle Orientierung; Führung; Führungsposition; Führungsstil; Bildungspraxis; Missverständnis; Special needs education; Sonderpädagogik; Sonderschulwesen; Identifikation; Identifizierung; Lehrstrategie; Schulnote; Studentische Bewertung
Abstract	Principals are required by policy, regulation, legislation and democratic discourse to promote equity of outcomes. This integrated review investigates research on equity issues facing five student groups: special needs students; religious, cultural and racial minorities; groups disadvantaged by socioeconomic status; gender groups; and students differentiated by their sexual orientations. Sixteen research-based strategies for reducing the gap in achievement between advantaged and disadvantaged students are generated, the strategies being organised within four domains of principal influence: curriculum interpretation, instruction, assessment, and community involvement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10