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Leadership Strategies and Instructional Practices That Enhance Equity and Cultural Responsiveness
Fri, April 12, 7:45 to 9:15am, Pennsylvania Convention Center, Floor: Level 100, Room 118ASession Type: Paper Session
Abstract
This session includes a wide array of studies that focus on school improvement towards equity. Papers include a social network analysis of equity-centered leadership, an examination of cross-district visits in a professional learning network, how multi-tiered systems of support and a systems-focused synthesis of strategies can be harnessed for increased equity, and how leadership teams can balance policy and culturally responsive education.
Sub Unit
Papers
Collaborating to Support Equity-Centered Leadership: A Two-Year Social Network Analysis of Eight Districts - Yi-Hwa Liou, National Taipei University of Education; Christopher Saldaña, University of Wisconsin - Madison; Matthew A. Clifford, WestEd; Aziz Awaludin, University of Wisconsin - Madison; Xinyu Guan, University of Wisconsin - Madison; Yeonsoo Choi, Teachers College, Columbia University; Daniella Molle, University of Wisconsin - Madison; Joshua Childs, University of Texas at Austin; Richard R. Halverson, University of Wisconsin - Madison
Designing Cross-District Visits as Leadership Training Tools: A Professional Learning Network for Supporting Immigrant Students - Rebecca J. Lowenhaupt, Boston College; Edom Tesfa, Brown University; Jennifer Queenan, Graduate Center - CUNY; Paulette Andrade Gonzalez, Boston College
Enhancing Equity in Elementary Education Through System-Wide Knowledge Synthesis - Sejal Patel, Toronto Metropolitan University; Aalim Makani, Ryerson University; Rimsha Ahmad, Ryerson University
Multiple Shades of MTSS (Multi-Tiered Systems of Support): A Review on Local Variations in the MTSS Implementation for Equity - Heather L. Dunham-Roth, University of Louisiana at Lafayette; Jin Lee, University of Louisiana at Lafayette
Partnerships That Support Arizona Leadership Teams to Balance Evidence-Based Policy and Culturally Responsive Education - Lynnette A. Brunderman, University of Arizona; Rose M. Ylimaki, Northern Arizona University