School Leadership and Equity in Student Learning: Conceptualization, Contexts, and Effectiveness

Session Type: Symposium

Abstract

The session examines the role of school leadership in addressing inequity in student learning across contexts using evidence from four studies. The research findings clarifies the domains and practices underpinning equitable school leadership from a synthesis of seven frameworks and 97 empirical studies. They also determine how the enactment and effectiveness of school leadership (e.g., social justice and instructional leadership) vary across different contexts (namely Australia, Czech Republic, Colombia, Denmark, Georgia, Israel, Malta, Turkey, and Texas (US)) in terms of improving equity in student learning. Lastly, the findings demonstrate how state policies (e.g., in principal evaluation) can affect the learning of ethnic minority students (Black as compared to White students in the US.

Sub Unit

• Division A - Administration / Division A - Section 1: Leadership

Chair

• David E. DeMatthews, University of Texas at Austin

Papers

• Equitable School Leadership Practices for Students From Low-SES Schools: A Review of Empirical Research - Cheng Yong Tan, University of Hong Kong

• How Social Justice School Leadership Is Understood and Performed Across Cultures - Sedat Gümüş, The Education University of Hong Kong

• Examining the Role of Instructional Leadership in Addressing Educational Inequalities - Mehmet Sukru Bellibas, Adiyaman University

• The Equity Implications of Principal Evaluation on Student Achievement: A Critical Quantitative Policy Analysis - Sung Tae Jang, University of Hong Kong