Addressing Inequity and Underachievement: Intervening to Improve Middle Leaders' Problem-Solving Conversations

Autor/inn/en	Patuawa, Jacqueline Margaret; Sinnema, Claire; Robinson, Viviane; Zhu, Tong
Titel	Addressing Inequity and Underachievement: Intervening to Improve Middle Leaders' Problem-Solving Conversations
Quelle	In: Journal of Educational Change, 24 (2023) 4, S.661-697 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Patuawa, Jacqueline Margaret)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1389-2843
DOI	10.1007/s10833-022-09449-3
Schlagwörter	Equal Education; Underachievement; Intervention; Educational Opportunities; Educational Change; Instructional Leadership; Leadership Styles; Outcomes of Education; Problem Solving; Reading Achievement; Middle School Students; Cooperative Learning; Standards; Leadership Effectiveness; Correlation + Suchen Sie Ihr Suchwort? Performance deficiency; Leistungsschwäche; Bildungsangebot; Bildungschance; Bildungsreform; Instruction; Leadership; Bildung; Erziehung; Führung; Führungsstil; Lernleistung; Schulerfolg; Problemlösen; Leseleistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Kooperatives Lernen; Standard; Führungseffizienz; Korrelation
Abstract	Reducing inequity is the moral imperative confronting today's educational leaders. Central to reducing inequity is leaders' ability to solve the school-based problems that contribute to it, while building the positive and trusting professional relationships required for teachers to commit to the hard work of improvement. A theory of collaborative problem-solving informed our intervention designed to improve the effectiveness of leaders' behaviour as they worked with their teachers to accelerate the reading achievement of students yet to reach age-related standards. A concurrent mixed methods design was used to evaluate the impact of the intervention by analysing transcripts of interviews and leader-teacher conversations and student reading achievement data. Leaders' effectiveness in their conversations improved significantly as did the reading outcomes of their target students. Our findings suggest that even short interventions grounded in strong theory with appropriate learning opportunities can affect a positive change in leadership behaviour and student outcomes. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01