Handbook of Leadership and Administration for Special Education

Crockett, Jean B.; Billingsley, Bonnie S.; Boscardin, Mary Lynn

doi:10.4324/9780203837313

Cited by 17 publications

(4 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…While school leaders themselves can provide training on CRPs and do building-level equity audits to assess their school's inclusivity, having districtlevel support for these needs can ensure those district administrators can sustain efforts over time (i.e., school desegregation/integration; Diem, 2012;Mattheis, 2017). Placing the sustainability responsibility on the district, as opposed to individual principals, could also ensure that more students have access to CRPs by supporting principals' culturally responsive initiatives across multiple schools (Kozleski & Huber, 2012). Nevertheless, as noted by our district leaders, we must remember that the long-term vision should be maintained when making district-wide changes regarding CRPs.…”

Section: Discussionmentioning

confidence: 99%

“…While the importance of classroom-and school-level culturally responsive practices has long been debated and discussed, we must also analyze CRP implementation from a district-level lens to more fully understand leaders' implementation roles across all levels of the school district (Kozleski & Huber, 2012). Educational scholars have discussed the ways in which school district leaders play a part in ensuring that culturally responsive practices are effectively implemented across their school buildings (e.g., Ishimaru, 2013;Maxwell et al, 2013).…”

Section: District Leadershipmentioning

confidence: 99%

“…Principals have demonstrated a commitment to racially minoritized students' educational outcomes (Gooden, 2005) while addressing teachers' resistance to CRPs and their own biases (DeMatthews & Izquierdo, 2020). Although Khalifa (2018) proposed cultural responsiveness to be sustained by school leaders, we must consider the network (i.e., school, district, and system-level policies and practices) that promotes culturally responsive classrooms (Kozleski & Huber, 2012). Thus, we are operating under the assumption that CRPs are not strictly classroom-and-school-based as posited by CRSL but also translated to school-wide and district-wide operations.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…For CRPs to be successful, educational leaders must also look outside of the classroom and consider school, district, and system-level policies and practices that influence the sustainability and influence of culturally responsive classrooms (Kozleski & Huber, 2012). Khalifa et al (2016) conducted a comprehensive literature review to identify how building-level leaders can create a culturally responsive school environment that will better serve racially minoritized students and teachers.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Promoting District-Level Culturally Responsive Practices

Aguayo

Good

Diem

et al. 2023

Educational Administration Quarterly

View full text Add to dashboard Cite

Purpose: For culturally responsive practices (CRPs) in schools to be successful, educational leaders must look outside of the school and consider school, district, and system-level policies and practices that influence the sustainability of culturally responsive classrooms. The purpose of our study was to conduct a comparative case study and explore how four district leaders promoted CRPs throughout each of their districts. Research Design: Situated in the Midwest, we used a comparative case study to explore the approaches of four Black women school district leaders. Data included a focus group interview with the leaders; four individual, follow-up interviews; and artifacts or documents provided by the leaders. The data collected was analyzed using the Culturally Responsive School Leadership analytical framework. Results and Discussion: Findings discuss school district leadership's responsibility to promote CRPs; district leaders’ ability to foster trusting relationships with educators; and district-wide efforts to engage in purposeful teacher retention practices. A discussion and conclusion include implications considering how district leadership can influence the implementation of CRPs in schools and classrooms.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: District Leadershipmentioning

confidence: 99%

Section: Conceptual Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Promoting District-Level Culturally Responsive Practices

Aguayo

Good

Diem

et al. 2023

Educational Administration Quarterly

View full text Add to dashboard Cite

show abstract

Leadership for Effective Inclusive Schools: Considerations for Preparation and Reform

Billingsley

DeMatthews

Connally

et al. 2018

Australas. j. spec. incl. educ.

View full text Add to dashboard Cite

School leadership is critical to provide students with disabilities with opportunities to learn in inclusive schools. We summarise research about inclusive leadership, outlining factors that promoted and impeded inclusive schools in the United States. Next, we provide an example of a national collaboration between the Council of Chief State School Officers (CCSSO) and the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center that linked theProfessional Standards for Educational Leaders(PSEL; National Policy Board for Educational Administration, 2015) to a supplemental guidance document, titledPSEL 2015 and Promoting Principal Leadership for the Success of Students With Disabilities. The latter illustrates what effective inclusive school leadership means for each of the 10 PSEL standards, and provides recommendations for improving leadership preparation and policy, including licensure. We also consider possible implications of this work for those in other countries, emphasising the need for widely understood and shared leadership practices and the need to link such practices to initial and ongoing leadership development.

show abstract

Parental Judgments of Early Childhood Intervention Personnel Practices

Bruder

Dunst

2014

Topics in Early Childhood Special Education

View full text Add to dashboard Cite

Parents of young children participating in either Individuals With Disabilities Education Act (IDEA) Part C early intervention or IDEA Part B-619 preschool special education programs were surveyed to obtain a consumer science perspective of the practitioners who were the children’s primary service providers. Parents were asked to make judgments of the confidence and competence of the practitioners in six practice areas (family-centered practices, teaming and collaboration, child assessments and evaluations, instructional practices, Individualized Family Service Plans [IFSPs] or Individualized Education Programs [IEPs], and natural environments and inclusion practices). Results indicated that the parents rated the practitioners as more confident than competent when using practices, and that the degree of parent involvement in early intervention or preschool special education was related to variations in parents’ perceived judgments. Implications for evaluating early childhood intervention service quality from a consumer science perspective are described.

show abstract

Handbook of Leadership and Administration for Special Education

Cited by 17 publications

References 18 publications

Promoting District-Level Culturally Responsive Practices

Promoting District-Level Culturally Responsive Practices

Leadership for Effective Inclusive Schools: Considerations for Preparation and Reform

Parental Judgments of Early Childhood Intervention Personnel Practices

Contact Info

Product

Resources

About