Developing the Capacity of Culturally Competent Leaders to Redress Inequitable Outcomes: Increasing Opportunities for Historically Marginalized Students

Autor/in	Williams, Sheri
Titel	Developing the Capacity of Culturally Competent Leaders to Redress Inequitable Outcomes: Increasing Opportunities for Historically Marginalized Students
Quelle	In: Administrative Issues Journal: Connecting Education, Practice, and Research, 8 (2018) 1, S.48-58 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-7615
Schlagwörter	Capacity Building; Leadership Training; Culturally Relevant Education; Outcomes of Education; Equal Education; Educational Opportunities; Educationally Disadvantaged; Interdisciplinary Approach; Educational Practices; Curriculum Development; Qualitative Research; Administrator Education; Focus Groups; Teacher Surveys; Graduate Students; Student Teacher Attitudes; Student Journals; Knowledge Base for Teaching; Intervention; Teaching Methods; Teacher Participation; Competency Based Teacher Education; American Indian Students + Suchen Sie Ihr Suchwort? Führungslehre; Lernleistung; Schulerfolg; Bildungsangebot; Bildungschance; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Bildungspraxis; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Qualitative Forschung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Studentenzeitung; Teaching theory; Theory of teaching; Unterrichtstheorie; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Objective: This study investigated the practices and impact of interdisciplinary faculty at a flagship university in the American Southwest who were engaged in the process of redesigning curriculum in order to center candidates on what they need to know and do as culturally competent school leaders. Method: Participants were 31 interdisciplinary faculty involved in preparing candidates for leadership in early childhood and elementary and secondary education, in diverse contexts including high need and Native American-serving schools. The qualitative study utilized document analysis of faculty's multi-year work in developing the capacity of candidates to increase opportunities for historically marginalized students. An external evaluation was conducted with focus groups of faculty and graduate students along with a follow-up discourse analysis of student reflective journals. Results: The redesign process involved several phases culminating in recommendations and next steps for preparing candidates to redress inequitable conditions and create a more hopeful future for America's diverse students. Conclusions: Developing the capacity of culturally competent leaders requires a fundamental change in the way institutions prepare candidates for equity and social justice work. Further research is needed to demonstrate that recommended activities and interventions will improve the cultural competence of educational leaders and make opportunity equity a reality for all children. (As Provided).
Anmerkungen	Southwestern Oklahoma State University. 100 Campus Drive PAX 208, Weatherford, OK 73096. Tel: 580-774-7175; Fax: 580-774-7020; e-mail: aij@swosu.edu; Web site: http://www.swosu.edu/academics/aij/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01