De-Normalizing Normal: Principal Leadership for Educational Equity

Autor/in	Vasquez, Rita M.
Titel	De-Normalizing Normal: Principal Leadership for Educational Equity
Quelle	(2017), (108 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Florida
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4381-2229-1
Schlagwörter	Hochschulschrift; Dissertation; Principals; Instructional Leadership; Equal Education; Educational Opportunities; Achievement Gap; Academic Achievement; Disadvantaged; Social Justice; School Districts; High Schools; School Culture; Educational Change; Educational Practices; Courts; African American Students; Literacy; Mathematics Tests; Achievement Tests; Graduation Rate; Advanced Courses; Honors Curriculum; Case Studies; Educational Strategies; High School Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Principal; Schulleiter; Instruction; Leadership; Bildung; Erziehung; Führung; Bildungsangebot; Bildungschance; Schulleistung; Soziale Gerechtigkeit; School district; Schulbezirk; High school; Oberschule; Schulkultur; Schulleben; Bildungsreform; Bildungspraxis; Court; Gerichtshof; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Alphabetisierung; Schreib- und Lesefähigkeit; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Fortgeschrittenenunterricht; Case study; Fallstudie; Case Study; Lehrstrategie; High schools
Abstract	The purpose of this study is to understand how two high school principals purposely worked to disrupt the inequities in educational opportunities and outcomes that had previously existed for marginalized students in their schools. Committed to a social justice agenda, the two principals systematically changed the culture, structures, and processes in their schools, thereby destabilizing the status quo, or de-normalizing what had come to be considered normal practice. The study is highly relevant in the local context because the school district has been under federal court order to close a persistent black versus non-black achievement gap. The school district and the plaintiffs in the federal court case have focused on the academic achievement gap as defined by the following parameters: proficiency rates on state assessments for black vs. non-black students in literacy and mathematics, graduation rates of black vs. non-black students, and percentages of black vs. non-black students accessing advanced academic courses such as honors and College Board Advanced Placement (AP) courses. The findings of this qualitative case study will add to the literature about principal leadership for equity by shedding light on the strategies the principals used to transform school practice as well as the motivations and commitments that fueled their efforts. Implications for social justice leadership in the local and broader contexts are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01