A Review of Evidence about Equitable School Leadership

Autor/in	Leithwood, Kenneth
Titel	A Review of Evidence about Equitable School Leadership
Quelle	In: Education Sciences, 11 (2021), Artikel 377 (49 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Equal Education; Instructional Leadership; Research Reports; Educational Practices; Leadership Styles; Outcomes of Education; Disadvantaged; Guidelines; Parent School Relationship; School Community Relationship; Culturally Relevant Education; Cultural Awareness; Faculty Development; Values; School Culture; Trust (Psychology); Principals; Teacher Administrator Relationship; School Safety; Resource Allocation; Accountability + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Research report; Forschungsbericht; Bildungspraxis; Führungsstil; Lernleistung; Schulerfolg; Richtlinien; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Cultural identity; Kulturelle Identität; Wertbegriff; Schulkultur; Schulleben; Principal; Schulleiter; Ressourcenallokation; Verantwortung
Abstract	This paper reviews the results of 63 empirical studies and reviews of research in order to identify those school leadership practices and dispositions likely to help improve equitable school conditions and outcomes for diverse and traditionally underserved students. Guided by a well-developed framework of successful school leadership, results indicate that most of the practices and dispositions in the framework can be enacted in ways that contribute to more equitable conditions and outcomes for students. A handful of these practices and dispositions appear to make an especially significant contribution to the development of more equitable schools as well as several additional practices and dispositions associated with equitable leadership merit mastery by equitably-oriented leaders. Among the especially significant practices are building productive partnerships among parents, schools, and the larger community as well as encouraging teachers to engage in forms of instruction with all students that are both ambitious and culturally responsive. Leaders are likely to be more effective when they adopt a critical perspective on the policies, practices, and procedures in their schools and develop a deep understanding of the cultures, norms, values, and expectations of the students' families. The paper concludes with implications for practice and future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01