School Improvement Through Action Research: Equity-Centered Teacher Leaders Igniting Change in Schools

• In Event: To Know and Do! Using School Improvement Research for Practice

Abstract

This qualitative research study focuses on understanding the unique experiences of five equity-centered teacher leaders who were members of a master’s teacher leadership cohort focused on developing more equitable schools. Specifically, this study examines the influence of action research on teacher leaders’ abilities to engage in equity-centered teacher leadership as well as share how these teacher leaders negotiated the process of facilitating school improvement efforts on their campuses related to equity. Interviews and archival documents were analyzed to understand the uniqueness of school change when focused on issues of equity. Findings relate to teacher leaders’ feelings of empowerment as well as the need for relationship building and reflectively confronting deficit thinking.

Author

• Jennifer Lynn Jacobs, University of South Florida