Thesis advisor: Martin Scanlan / This qualitative case study of a medium-sized Massachusetts school district was part of a larger study exploring how educators throughout a school district make sense of and enact culturally responsive practice (CRP). This individual study focused on how school leaders and teachers incorporated their understanding of CRP into the supervision and evaluation process. Despite a growing body of literature on the effectiveness of educator evaluation standards on teacher practice, there is little on how these tools increase teachers’ capacity to support the learning of historically marginalized students. Specifically, this research asks two questions: (1) How do teachers and school leaders understand CRP? (2) How does the supervision and evaluation process contribute to a shared understanding of CRP for teachers and school leaders? Data were collected from 22 semi-structured interviews of school leaders and teachers, document review, and an online survey. Incorporating a cognitive framework for policy implementation, findings revealed that school leaders and teachers understand CRP through their own identities and life experiences and through their interpretation of the district’s professional environment. Findings further noted that the lack of a shared definition of CRP in the district contributed to inconsistent application and prioritization of CRP in the supervision and evaluation process. Without a shared understanding, educators often pivoted to other district initiatives to describe CRP. Implications include the need to establish a system of reflection and practice for educators to explore the beliefs they hold about historically marginalized students and how those beliefs inform practice. / Thesis (EdD) — Boston College, 2020. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Thesis advisor: Lauri Johnson / Traditionally, schools have suspended students of color at significantly higher rates than White students. Culturally responsive classroom practices have been found to reduce these disparities. This exploratory case study examined whether or not teachers with low discipline referrals for African American and Hispanic/Latinx students from a midsized urban Massachusetts district report using culturally responsive discipline practices, and how their principal fosters these practices. It was part of a larger group study that examined how school and district leaders support marginalized students. Data was collected over a four-month period using semi-structured interviews with two principals and nine teachers in two schools. Interview questions were based on the Double-Check Framework (Hershfeldt etl al., 2009) which identifies culturally responsive discipline practices. Data showed that teachers with low office discipline referrals might embrace culturally responsive practices, at least to a limited degree. Additionally, while principals reported that they provided culturally responsive professional learning activities for teachers, teachers interviewed did not attribute their practices to these efforts. Results suggest that school leaders should cultivate positive relationships between students and staff to reduce discipline disparities. / Thesis (EdD) — Boston College, 2020. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Thesis advisor: Vincent Cho / In today’s educational landscape many school environments alienate students as they often are not responsive to their cultural and linguistic needs. Culturally Responsive School Leadership (CRSL) is a high leverage strategy that helps meet the needs of culturally and linguistically diverse students by guiding school leaders towards fostering a climate of belonging. While much of the CRSL literature centers around building-level leadership, a gap exists in better understanding district leader efforts to foster a climate of belonging. As part of a larger qualitative study of district leadership practices that foster equity, the purpose of this individual case study was to explore how district leaders in a large Northeast school district foster a climate of belonging. Interview data from ten district leaders as well as an examination of public and local documents provided data for analysis using CRSL as a conceptual framework. Findings indicate that while the district was engaging in some individual CRSL practices by working to promote culturally responsive school environments and engaging students, parents, and local contexts, a systematic and strategic approach to fostering a climate of belonging was absent. Recommendations include developing a district-level, deliberate approach to fostering a climate of belonging, conducting a detailed equity audit, and instituting a comprehensive CRSL professional development plan for building-level leaders. Keywords: Leadership, Equity, Culturally Responsive School Leadership, Climate of Belonging / Thesis (EdD) — Boston College, 2020. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Thesis advisor: Vincent Cho / Demographic shifts in American society and public schools have increased the urgency among educators and other stakeholders to ensure educational equity and excellence are a reality for all students (Brown, 2007; Dean, 2002; Gay, 2000; Johnson, 2007). One very notable shift in the United States has been the dramatic enrollment increase of English Learner (EL) students. Supporting ELs’ achievement on standardized testing and increasing their graduation rates have been particular challenges, the meeting of which has required school districts to think differently. Culturally responsive school leadership (CRSL) has been one solution, through the application of which districts can focus on teacher preparation, culturally responsive curricula, school inclusiveness and the engagement of students and parents in community contexts. This study is part of a larger study that examined leadership practices that foster equity, included twenty semi-structured interviews of district leaders, school leaders, and teachers. Findings from this study indicate that school leaders have enacted and supported culturally responsive behaviors to educate ELs and suggest how leaders might employ CRSL behaviors for the dual purpose of supporting ELs’ achievement on standardized testing and increasing their graduation rates. / Thesis (EdD) — Boston College, 2020. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Thesis advisor: Martin Scanlan / As the populations of public schools in the United States grow increasingly more diverse, it is critical for district and school leaders to understand how educators make sense of their responsibility to improve outcomes for historically marginalized students. Culturally responsive practice (CRP) is a framework of beliefs and practices to enhance these students’ success. Additionally, it is well established that family engagement in schools also supports student achievement. This qualitative case study explores the intersection of CRP and family engagement by focusing on two research questions: (1) How do educators understand CRP in efforts to engage families of marginalized students and (2) How do educators enact that understanding in practice? It is part of a larger case study examining understanding and enactment of CRP in a diverse Massachusetts school district. Along with Mapp’s (2013) Dual Capacity Building Framework of family engagement, I apply Maitlis’ (2005) organizational sensemaking theory to data collected from semi-structured interviews, document review and an online survey. Findings reveal that educators understood CRP in regards to family engagement as the need to know students and families and recognize differences in their cultures. Also, educator understanding emanates from both personal and professional experiences including learning from colleagues, students and families. However, educators lack a common definition or understanding of CRP in regards to family engagement. Consequently, family engagement practices vary and tend to be more traditional versus reflective of CRP. This study revealed the need for stronger district direction and support for CRP and family engagement. / Thesis (EdD) — Boston College, 2020. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

No description available.

No description available.

What are the implications of digitalization on the role of architecture and our understanding of space? The digital experience is one that is highly customizable, responsive, and interactive. Physical buildings strive to become more connected to their environments and their users, by incorporating these same qualities. Traditional building methods and design principles produce static structures with a defined function and program, an approach which is in conflict with virtual space where functions which once were separated now easily flow and merge into one another. Buildings have the potential to become even more situated within their local by incorporating ideas of interactivity and responsiveness as they become uniquely shaped by their users and local climates. Digitalization therefore has ironically brought the design industries closer to the fields of biology and chemistry as information is seen to be at the core of everything. My proposal is for a public innovation space situated in the new innovation district in downtown Springfield, and will explore issues of privacy, openness, materiality, transparency, and the integration of technology with architecture such that the space itself becomes an interface for exchange.

京都大学 / 新制・課程博士 / 博士(工学) / 甲第23231号 / 工博第4875号 / 新制||工||1761(附属図書館) / 京都大学大学院工学研究科合成・生物化学専攻 / (主査)教授 浜地 格, 教授 松田 建児, 教授 生越 友樹 / 学位規則第4条第1項該当 / Doctor of Philosophy (Engineering) / Kyoto University / DGAM

No description available.