Building Capacity for Curriculum Change in High-Poverty Culturally Diverse Arizona Schools

• In Event: Understanding School Improvement in Chaotic Conditions

Abstract

This paper draws on empirical findings from a mixed methods study and the literature to examine Arizona principals’ capacity building skills and practices aimed at curriculum change and improvements in student outcomes. A statewide sample of Arizona principals and teachers from high-poverty low-performing schools completed a survey designed to assess leadership capacity for curriculum change. Findings and implications are presented.

Authors

• Jeffrey V. Bennett, The University of Arizona

• Rose M. Ylimaki, The University of Arizona

• Thad M. Dugan, The University of Arizona

• Jing Jing Fan, The University of Arizona