Thesis (Ph.D.)--Antioch University, 2008. / Title from PDF t.p. (viewed March 26, 2010). Advisor: Carolyn Kenny, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2008."--from the title page. Includes bibliographical references (p. 147-153).

Thesis (Ed. D.)--Washington State University, May 2009. / Title from PDF title page (viewed on June 11, 2009). "College of Education." Includes bibliographical references (p. 114-121).

Thesis advisor: Lauri Johnson / For students who have experienced trauma, to succeed academically and feel that their social/emotional needs are being met, district and school leaders must create inclusive environments where students feel welcome, taken care of, and safe. This qualitative case study, part of a larger group study of inclusive leadership practices, examined how district and school leaders in a Massachusetts public school district provided an inclusive environment for students who have experienced trauma. The study utilized a qualitative case study design which included 24 semi-structured interviews of district and school leaders and a focus group with six teachers. Findings indicated that district and school leaders help foster a shared vision for inclusive practices by creating structures that can support the needs of students and by providing teachers with the support and training they need to support all students. Inclusive leaders created culture, provided resources, and allowed opportunities for professional development and training that aligned with the framework and cornerstones of social justice leadership (Theoharis, 2009). Implications indicate that district and school leaders have an opportunity to provide equal access, equity, and social justice for all students by assessing current practices in place, identifying areas for growth, and believing in a vision and mission where all students have the right to be educated in an inclusive environment. / Thesis (EdD) — Boston College, 2020. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

English Learner (ELs) are the fastest growing student population in the United States. With this increase of ELs, come many challenges at the federal, state, and local level. Research shows that teachers and administrators are ill-equipped to meet the needs of culturally and linguistically diverse students. English learners face inequities in today's school- lack of qualified and trained teachers and administrators, ineffective language support programs, persistent achievement gaps compared to their non-EL peers, lack of access to advanced courses as well as institutional marginalization, segregation and racism. School administrators are key in ensuring success for all students, particularly for ELs. Administrators who are knowledgeable about issues of equity and marginalization promote social justice in their schools and increase student achievement for marginalized student populations including ELs. The purpose of this quantitative study was to identify principals' and assistant principals' self-reported levels of preparedness to assist instructional staff who work with English Learners in the school setting. The study was conducted in two school divisions in Virginia. This study used a survey of 25 Likert-scale statements. The survey used was adapted and modified from the Hiatt and Fairbairn (2018) study. This study used quantitative analyses techniques to analyze the data, to include descriptive statistics, and comparative analysis using ANOVA. This study yielded nine findings and seven implications. One of the major finding was that there was no difference between principals' and assistant principals' self-reported levels of preparedness based on the percentage of ELs in their schools. One major implication is that school districts ought to provide principals and assistant principals the necessary professional development to equip them to serve ELs as an ever-growing and changing student population. / Doctor of Education / Schools across the United States have experienced an increase of English Learner (ELs) students. Many schools today struggle to meet the needs of ELs. The challenges ELs face as well as the leadership traits and skills necessary for their success were identified in the literature. The purpose of this quantitative study was to identify principal and assistant principal self-reported levels of preparedness to assist instructional staff working with ELs in the school setting. Data were collected using quantitative methodologies. Principals and assistant principals from two school divisions in Virginia were the participants in this study. The study yielded nine findings and seven implications for practice. A suggestion for future study would be conduct the study across the Commonwealth of Virginia in order to gain a better understanding of the self-reported levels of preparedness for principals and assistant principals and to develop a state-wide comprehensive professional development plan to address their needs.

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As the number of English learners (ELs) grows in the United States, so does the achievement gap between ELs and non-ELs. Research highlights the effective leadership of school principals who lead with instructional, social justice, and collaborative leadership styles. School leaders can close achievement gaps but the research on the field of school leadership for ELs is limited. The purpose of this qualitative study was to identify the specific leadership practices elementary school principals implement to support the academic and non-academic needs of ELs. The study was conducted in one school division in the Mideastern United States using semi-structured interviews. This study generated nine findings and nine implications. Among the findings, school principals communicated high expectations for ELs prioritizing ELs' access to core content, established structures to support ELs' English language development, used data to guide instructional outcomes, promoted collective teacher efficacy within the context of a collaborative learning team, and provided ongoing professional learning opportunities to staff. In addition, school principals cultivated an environment of inclusion and access and set up structures that increased family engagement, encouraged the collaboration of multiple stakeholders, and supported the socio-emotional needs of ELs. One major implication is for state and national boards of education to consider establishing professional standards that outline specific knowledge and practice expectations for effective leadership and successful outcomes of ELs and for school divisions and principal preparation programs to provide coaching, technical assistance, and support structures to address the identified findings. Other implications included the need for school division leaders to provide professional development for school leaders and instructional staff on effective instructional methods, strategies, and supports for ELs, as well as technical assistance for schools to disaggregate and analyze EL performance in their data discussions in collaborative learning teams, a professional space where the academic needs of ELs can be addressed. Additionally, other implications included for school division leaders to develop systematic processes for equity and access, supporting schools' structures to target socio-emotional needs of ELs, and providing and expanding opportunities for family and community engagement. / Doctor of Education / The achievement gap between English learners (ELs) and non-ELs continues to grow. Effective school leaders can close the achievement gap for ELs but need systematic and explicit guidelines and programs to support the growing numbers of ELs in their schools. The purpose of this qualitative study was to identify the leadership practices elementary school principals implement to address the academic and non-academic needs of ELs. Elementary school principals from a school division in the Mideastern United States were interviewed. This study generated nine findings and nine implications. One suggestion for further research is to replicate this study at the secondary level or with school divisions that have high academic performance of ELs in low incidence schools in order to develop comprehensive K–12 professional standards that outline specific knowledge and practice expectations for effective leadership and successful outcomes of ELs.

Little is known about how school leaders of color implement social justice leadership praxis within the urban public charter school context, especially amid a global pandemic and heightened racial injustice. This study aimed to better understand the phenomenon of being a social justice leader of color, specifically examining how these leaders implemented practices and policies aimed to minimize the marginalizing conditions within their school communities. The dissertation study was qualitative in nature and utilized a phenomenological framework to provide an in depth understanding of the policies, practices, and mindsets of nine school leaders of color (eight principals and one assistant principal). Approximately three, 90-minute semi-structured interviews were used to build rapport with participants and explore their responses so that they could reconstruct their experiences leading for social justice and make meaning from them. The findings were clear: school leaders for social justice engaged in practices that were student-centered, supportive of their staff, and involved community for insight, even amid socio-political challenges. With every decision they made, which was influenced by their lived experiences with oppression, they prioritized and considered the voices and experiences of those who were and are traditionally marginalized to ensure that systems centering Whiteness were not perpetuated within their schools.

There were contradictions from the beginning regarding Jesuit education’s mission of faith, which does justice and supports African American male students. Limited research examined the experiences of African American males attending Jesuit secondary schools and their perceived support from Jesuit school leadership in ensuring they had increased feelings of belonging, inclusion, and culture through social justice efforts. In order to address this gap, this qualitative hermeneutic phenomenological study centers on the lived experiences of African American male alumni in Jesuit secondary schools regarding social justice leadership and how they make meaning of their racialized and gendered experiences while attending a predominantly White Jesuit secondary school. By utilizing African American Male Theory (AAMT) as a theoretical framework (Bush & Bush, 2013), the research informs social justice leadership practices within Jesuit education to create more inclusive learning environments. Through semi-structured interviews, journaling, and examination of artifacts, the research reimagines social justice leadership practices while contributing to a deeper understanding of how Jesuit secondary schools can better support African American males and confront racial injustice within the educational system. Data analysis included thematic analysis. Findings exposed a pervasive presence of racial violence, both physical and psychological, that was deeply rooted and entrenched in the attitude and actions of leadership. Moreover, empirical findings underscored the importance of spaces of fugitivity or Black Fugitive Space for the Black male alumni. Acting as sanctuaries, these Black Fugitive Spaces were constructed in defiance of anti-Black racism, becoming bastions for resilience, reclamation, and love.

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No description available.