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The Contributions of Principals' Culturally Responsive Practices to Improve Students' Learning Experiences

出版	Russell Sage College, 2022
URL	http://books.google.com.hk/books?id=BrYJ0AEACAAJ&hl=&source=gbs_api

註釋This qualitative grounded study explored the contributions of principals' culturally responsive practices to improve students' learning experiences in multicultural school settings. Fifteen school principals from across six northeastern states participated in the study. These are public high school principals who have led the same school for at least five years. The researcher selected school districts in the northeastern US with graduation rates in three levels: 90% graduation rates and higher, 80-89% graduation rate, and less than 80% graduation rate. Five principals from each level were selected to participate in the study which used purposive and opportunity sampling. Data for the study was collected through interviews that were conducted by video conferencing using the digital conferring platforms of ZOOM and Google Meets. Before each interview began, the researcher introduced herself to the participant, explained the purpose of the study, and reminded participants that they could opt out anytime during the interview. The researcher then asked each interview question and allowed the participant time to respond. When necessary, clarifying follow up questions were asked. Interviews were audio recorded and transcribed using Temi speech to text transcription service. Transcripts were then coded by the researcher and overall themes and patterns were identified. This data was then analyzed, and the findings reported using pseudonyms. The findings of the study suggest when participants recognize the racial, ethnic, and cultural differences in their school populations, the need for culturally responsive practices was seen. Participants are unsure of how their culturally responsive practices are influencing student learning, and participants support an inclusive school environment through curriculum and instruction, and professional development. Stakeholders' voices are represented through student groups, the PTA, and teacher teams.