Cultivating Equitable Education and Evidence-Based School Development in Culturally Diverse Schools: Promising Findings and Implications

• In Event: Centering Diversity in School Improvement: Illuminating Equity in Educational Spaces

Abstract

Abstract
This paper considers tensions and dilemmas in cultivating equitable education through school development processes amidst the contemporary situation of evidence-based policy trends and changing demographics. An Arizona school development project is highlighted in relation to similar projects in another state (South Carolina) as well as other nation states (Australia, Germany, and Sweden). The Arizona project draws on education theorizing as well as empirical studies of culturally responsive leadership and school success and has resulted in promising quantitative and qualitative results. The paper concludes with implications for future research and practice.

Authors

• Rose M. Ylimaki, Northern Arizona University

• Lynnette A. Brunderman, University of Arizona