Transforming Developmental Education at Community Colleges through Equity-Minded Leadership

Autor/inn/en	Hernández, Susana H.; McKinney, Lyle; Burridge, Andrea; O'Brien, Catherine A.
Titel	Transforming Developmental Education at Community Colleges through Equity-Minded Leadership
Quelle	In: New Directions for Community Colleges, (2023) 202, S.89-103 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0194-3081
DOI	10.1002/cc.20571
Schlagwörter	Developmental Studies Programs; Community Colleges; Educational Change; Equal Education; Urban Schools; Leadership; Required Courses; Minority Group Students; Community College Students; Low Income Students; Texas + Suchen Sie Ihr Suchwort? Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Community college; Community College; Bildungsreform; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Führung; Führungsposition; Pflichtkurs; Community colleges; College students; Collegestudent
Abstract	The corequisite support model is a promising developmental education reform effort that is helping students transition into college-level coursework more quickly. The purpose of this chapter is to shed light on the critical leadership that has enhanced student success in corequisite courses and hold promise in enhancing equity within developmental education. The findings presented in this chapter are based on data from a multi-year, mixed-methods research project conducted at Urban Community College (UCC, a pseudonym) in Texas. We utilize equity-mindedness as a framework for understanding and operationalizing critical leadership at the community college. We focused not on students' academic abilities, but what faculty and administrative leaders are actively doing to support students in corequisite courses. We specifically draw attention to the exceptional leadership practices of faculty as instructors and administrators who are effective at facilitating success among racially minoritized students and students from low-income families who are placed in developmental education. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01