Culturally Relevant Leadership: Advancing Critical Consciousness in American Muslim Students

Ezzani, Miriam D.; Brooks, Melanie C.

doi:10.1177/0013161x18821358

Cited by 44 publications

(54 citation statements)

References 83 publications

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“…In making the policies to be implemented, the quality of the leaders in formulating these policies has a big influence on the success of the madrasah institutions, which are their work to achieve the goals (Ezzani & Brooks, 2019). In this study discusses and provides an explanation of the role of policy in improving teacher professionalism at MTs Unggulan Hikmatul Amanah.…”

Section: Resultsmentioning

confidence: 95%

The Role of the Head of Madrasah's Policy in Improving Teacher Professionalism

Nurulloh

Aprilianto²,

Sirojuddin³

et al. 2020

NJMPI

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This article aims to find out about the role of madrasa principals' policies in improving the professionalism of teachers at Madrasah Tsanawiyah (MTs) Unggulan Hikmatul Amanah. The research method used is descriptive-qualitative by using data collection techniques in the form of observation, documentation and discourse. The subjects of this study were the principal of the madrasa, teacher training staff and teachers at MTs Unggulan Hikmatul Amanah. The results of this study indicate that the policies of the head of the madrasa at MTs Unggulan Hikmatul Amanah are quite good, in this case the role of the principal's policies in order to increase teacher professionalism is very dominant. The principal of madrasa implements the policy by holding monthly meetings; giving assignments; holding training, seminars, workshops; provide rewards/allowances to teachers who excel and sanctions for teachers who violate policies in madrasah. Teacher professionalism is well improved, seen in: active discipline in learning; skill development, and being able to master the material in learning.

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Section: Resultsmentioning

confidence: 95%

The Role of the Head of Madrasah's Policy in Improving Teacher Professionalism

Nurulloh

Aprilianto²,

Sirojuddin³

et al. 2020

NJMPI

View full text Add to dashboard Cite

show abstract

“…In defining culturally relevant leadership as a framework for this review, we focus on the characterization provided by Horsford et al (2011; see Figure 1). Their framework complements researched approaches by school leaders to promote educational equity, engagement, and excellence (Beachum, 2011; Blankstein & Noguera, 2015; Brooks & Brooks, 2019; Ezzani & Brooks, 2019; Khalifa, 2018; Khalifa et al, 2016), where school leaders view their commitment as personal and professional. The momentum for culturally relevant leadership began more than 20 years ago with the scholarship of Ladson-Billings’s (1995) culturally relevant pedagogy (CRP) and Gay’s (1994) culturally responsive pedagogy.…”

Section: A Conceptual Framework For Culturally Relevant Leadershipmentioning

confidence: 99%

Culturally Relevant Leadership in Gifted Education: A Systematic Literature Review

Mun

Ezzani

Lee

2020

Journal for the Education of the Gifted

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Researchers have consistently pointed to teacher deficit views, inequitable identification of policies and practices, and differential access to resources to explain the dearth of traditionally underserved learners in gifted programs across the nation. Culturally relevant leadership is one way to remedy this problem through systemic educational reform at the district and school levels. The purpose of this article is to provide a systematic review of the literature on leadership, systemic reform, and identification and services in gifted education for culturally, linguistically, and economically diverse (CLED) K–12 students in the United States. Drawing from this literature, we report what we know to date on systemic district reforms and their consideration of minoritized populations in gifted education through five themes: systemic bias; equity and excellence; deficit thinking; hiring practices, training, and professional development; and parent and community networks. We then reflect on the potential for equitable systemic reform efforts inclusive of CLED students.

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“…A lack of such cohesion has been connected to the long-standing disparities in advanced academic representation and educational performance of CLED students (Goings & Ford, 2018; Peters et al, 2014; Plucker & Peters, 2016). Cultural deficit views, racism, differential access to resources, biased standardized assessments, use of rigid cutoff scores, and a lack of culturally relevant professional development have been noted as potential contributors to low representation of CLED populations in gifted programs (Ezzani & Brooks, 2019; Ford, 2014; Lockhart & Mun, 2020; Mun, 2016; Mun, Hemmler, et al, 2020; Siegle et al, 2016; Valencia, 2012). System leaders are urged to implement culturally relevant policies and practices to build systemic capacity and produce equitable reform (Horsford et al, 2011).…”

Section: Leadership For Systemic Change In Gifted and Talented (Gt) Ementioning

confidence: 99%

Building Systemic Capacity to Improve Identification and Services in Gifted Education: A Case Study of One District

Mun

Ezzani

Lee

et al. 2020

Gifted Child Quarterly

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The problem of culturally, linguistically, and economically diverse (CLED) student underrepresentation in gifted programs demonstrates a need to examine systemic processes, including the building of systemic capacity at the district and school levels where policies for gifted programs are formed and implemented. To examine the effects of this process on one diverse district’s gifted identification and services, we conducted 10 focus group interviews with 61 participants including gifted coordinators, teacher leaders, and gifted facilitators in the middle of a district initiative aimed at improving equitable identification and services in its gifted program. Data were analyzed using the six-phase approach of Thematic Analysis, which included (1) familiarization, (2) coding, (3) searching for themes, (4) reviewing themes, (5) defining and naming themes, and then (6) writing our report. Three overarching themes emerged from the in-depth analysis: (1) building systemic capacity, (2) shifting conceptions of giftedness, and (3) equitable identification practices and inclusive programming. Findings indicated the importance of systemic capacity building in teachers for improved CLED student identification into gifted programs and services. Essentially, building systemic capacity and shifting conceptions of giftedness share a reciprocal relationship in leading to more equitable gifted identification practices and inclusive programming. Moreover, implementing flexible and nuanced policy that takes into consideration school climate and culture is critical to building systemic capacity while working toward goals of equity. Recommendations are provided for researchers and practitioners based on these major findings.

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Culturally Relevant Leadership: Advancing Critical Consciousness in American Muslim Students

Cited by 44 publications

References 83 publications

The Role of the Head of Madrasah's Policy in Improving Teacher Professionalism

The Role of the Head of Madrasah's Policy in Improving Teacher Professionalism

Culturally Relevant Leadership in Gifted Education: A Systematic Literature Review

Building Systemic Capacity to Improve Identification and Services in Gifted Education: A Case Study of One District

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