| LDR | | 00000nam u2200205 4500 |
| 001 | | 000000433662 |
| 005 | | 20200225152247 |
| 008 | | 200131s2019 ||||||||||||||||| ||eng d |
| 020 | |
▼a 9781085711685 |
| 035 | |
▼a (MiAaPQ)AAI22588732 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 371 |
| 100 | 1 |
▼a Roth, Heather L. |
| 245 | 14 |
▼a The Intersection of Equity Systems Change and African American Student Success. |
| 260 | |
▼a [S.l.]:
▼b The University of Wisconsin - Madison.,
▼c 2019. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2019. |
| 300 | |
▼a 261 p. |
| 500 | |
▼a Source: Dissertations Abstracts International, Volume: 81-03, Section: A. |
| 500 | |
▼a Advisor: King, M. Bruce. |
| 502 | 1 |
▼a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2019. |
| 506 | |
▼a This item must not be sold to any third party vendors. |
| 520 | |
▼a The purpose of this study is to examine the intersection of equity systems change and African American student success. This study addresses three research questions. In schools implementing systems equity change: (1) How do they engage African American students? (2) How have these practices impacted disciplinary action for African American students? (3) What barriers remain for African American student engagement and success? The literature on Critical Race Theory in educational leadership conceptually frames the study. The intrinsic power differentials in school discipline between student and disciplinarian appear obvious. Less obvious, yet pervasive, institutional and structural racism of school systems operate to maintain the status quo and the overrepresentation of African American students in discipline. As such, Critical Race Theory and literature on equity systems change serve to examine shifting the White normative of school towards African American student success. To address the research questions I completed a qualitative multi-site case study of two, racially diverse schools engaged in equity systems change. I interviewed at each site the principal, five teachers in the school whom the principal feels highly capable in the education of African American students, and one assistant principal for a total of 13 participants. I analyzed data through the constant comparative approach. This study holds the potential to demonstrate the results of systems, proactive approach to equity, and African American student success. |
| 590 | |
▼a School code: 0262. |
| 650 | 4 |
▼a Educational leadership. |
| 650 | 4 |
▼a Education policy. |
| 650 | 4 |
▼a Educational administration. |
| 690 | |
▼a 0449 |
| 690 | |
▼a 0458 |
| 690 | |
▼a 0514 |
| 710 | 20 |
▼a The University of Wisconsin - Madison.
▼b Ed Leadership & Policy Analysis. |
| 773 | 0 |
▼t Dissertations Abstracts International
▼g 81-03A. |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0262 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2019 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T15493117
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 202002
▼f 2020 |
| 990 | |
▼a ***1008102 |
| 991 | |
▼a E-BOOK |