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Principals' attitudes toward the use of culturally relevant pedagogy and culturally responsive leadership in predominantely [sic] African American schools
Title
Principals' attitudes toward the use of culturally relevant pedagogy and culturally responsive leadership in predominantely [sic] African American schools.
Creator
Weaver, Tressey., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
The purpose of this study was to determine principals' attitudes toward the use of culturally relevant pedagogy and culturally responsive leadership in predominately African American schools. Culturally relevant pedagogy, culturally responsive teaching, culturally responsive urban leadership, and ethnohumanist leadership are the study's theoretical underpinnings. The research question was as follows: To what extent, if any, do principals of predominately African American schools promote...
Show moreThe purpose of this study was to determine principals' attitudes toward the use of culturally relevant pedagogy and culturally responsive leadership in predominately African American schools. Culturally relevant pedagogy, culturally responsive teaching, culturally responsive urban leadership, and ethnohumanist leadership are the study's theoretical underpinnings. The research question was as follows: To what extent, if any, do principals of predominately African American schools promote culturally relevant pedagogy and utilize culturally responsive leadership? The sample for this mixed methods study was secondary school principals and teachers in predominately African American schools. Seven principals and 43 teachers participated in the study. The research methods used were vignettes, interviews, surveys, content analysis, and document analysis. Vignettes containing 10 scenarios of principals performing culturally responsive leadership practices were distributed to principals who were asked to rate them with a Likert scale. In addition, principals were asked 13 open ended questions about culturally relevant pedagogy and culturally responsive leadership in an interview. Teachers were asked to complete a 10 question on-line survey about their principals' leadership from a culturally responsive perspective. Reviews of school improvement plans, principals' messages, and mission and vision statements were also conducted., The study found that (a) principals admitted that they had a limited knowledge of the concepts of culturally relevant pedagogy and culturally responsive leadership, (b) principals theoretically viewed culturally relevant pedagogy and culturally responsive leadership as useful tools in educating African American student populations as evidenced by their responses to the vignettes, (c) principals had a general understanding of African American culture and exhibited sensitivity to the cultural needs of African American students, (d) stressed the managing of difficult students or the diffusing of problematic situations as a benefit of having teachers trained in culturally relevant pedagogy and (e) principals in the study did not actively encourage teachers to utilize culturally relevant pedagogy as a means to improve the academic achievement of African American students.
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Date Issued
2009
PURL
http://purl.flvc.org/FAU/215296
Subject Headings
Educational leadership, Critical pedagogy, African American children, Education, Afrocentrism, Study and teaching, Educational equalization
Format
Document (PDF)
relationship between principal leadership actions and business and social justice cultures in schools
Title
The relationship between principal leadership actions and business and social justice cultures in schools.
Creator
Reyes-Guerra, Daniel, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
This study detected and explored the existence of two proposed school cultures, the use of leader actions by principals, and the relationships between them, of a sample of 42 public schools in Southeast Florida. A quantitative non-experimental design was used, guided by eight research questions. One instrument, the BSJQ, was created for the purposes of detecting school normative cultures and another, the SLQ, was refined and used to detect principal leader actions. The existence of Business...
Show moreThis study detected and explored the existence of two proposed school cultures, the use of leader actions by principals, and the relationships between them, of a sample of 42 public schools in Southeast Florida. A quantitative non-experimental design was used, guided by eight research questions. One instrument, the BSJQ, was created for the purposes of detecting school normative cultures and another, the SLQ, was refined and used to detect principal leader actions. The existence of Business and Social Justice cultures was confirmed, and three latent cultures of Standards Performance, Democratic Community and Equity Curriculum were discovered. Of the schools participating, 74% had at least one of these cultures. The use of four leader actions was measured and statistically associated with different detected cultures. Managing/Transforming and Bridging actions were associated with all, Bonding was associated with all except the Equity Curriculum culture, and Bartering was associated only with the Business/Standards Performance culture. The schools' context had limited impact on the relationship between actions and culture., Only higher student poverty increased the principal's use of Managing/Transforming actions in schools with a Democratic Community culture. Four principal demographics - years as principal, years at the school, undergraduate major, and level of graduate study - had a actions and school culture. The study reinforces Pisapia's (2009) theory of strategic leadership, develops new instrumentation to measure cultures associated with social justice and accountability, and provides guidance to principals and those who educate them on leader actions associated with desired school cultures.
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Date Issued
2009
PURL
http://purl.flvc.org/FAU/215295
Subject Headings
Educational leadership, Critical pedagogy, Social justice, Study and teaching, Marginality, Social, School management and organization
Format
Document (PDF)
development of global-mindedness
Title
The development of global-mindedness: school leadership perspectives.
Creator
Hersey, Maria., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
The purpose of this quantitative study was to investigate the development of global-mindedness (GM) in the leadership of primary schools offering international educational programs around the world with an emphasis on the need for school leaders that understand and support the development of a critical, global perspective of education. Reported findings identified the presence of the five dimensions of global-mindedness as well as the relationships between demographic variables such as travel...
Show moreThe purpose of this quantitative study was to investigate the development of global-mindedness (GM) in the leadership of primary schools offering international educational programs around the world with an emphasis on the need for school leaders that understand and support the development of a critical, global perspective of education. Reported findings identified the presence of the five dimensions of global-mindedness as well as the relationships between demographic variables such as travel experience, second language ability, and years of teaching experience. The findings also reported positive relationships between the subscales of Hett's (1993) Global-Mindedness Scale and the attributes of international-mindedness as defined by the International Baccalaureate's learner profile. The results of this study are intended to advance knowledge of the development of global-mindedness for school leaders around the world.
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Date Issued
2012
PURL
http://purl.flvc.org/FAU/3342108
Subject Headings
Education and globalization, Educational leadership, Critical pedagogy, School improvement programs, Education, Primary, Aims and objectives
Format
Document (PDF)
A critical analysis of first generation black male college students’ perceptions of their preparation for college level mathematics
Title
A critical analysis of first generation black male college students’ perceptions of their preparation for college level mathematics.
Creator
Williams, Kyla L., Schoorman, Dilys, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
President Obama’s 2014 “My Brother’s Keeper” initiative responds to the continuing educational disparities that the No Child Left Behind Act was intended to have addressed. The preoccupation with standardized testing and accountability over the past decade has revealed evidence of disparities in achievement between Black male students and their White counterparts. Critical Race Theorists have framed these persistent disparities as evidence of the opportunity gap and have advocated culturally...
Show morePresident Obama’s 2014 “My Brother’s Keeper” initiative responds to the continuing educational disparities that the No Child Left Behind Act was intended to have addressed. The preoccupation with standardized testing and accountability over the past decade has revealed evidence of disparities in achievement between Black male students and their White counterparts. Critical Race Theorists have framed these persistent disparities as evidence of the opportunity gap and have advocated culturally responsive pedagogy that would facilitate students’ academic success.
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Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00004421, http://purl.flvc.org/fau/fd/FA00004421
Subject Headings
Achievement in education, Critical pedagogy, Educational sociology -- United States, Mathematics -- Studying and teaching (Graduate), Mathematics -- Studying and teaching (High school), Minorities -- Education -- United States, Motivation in education, Racism in higher education
Format
Document (PDF)