Thesis advisor: Vincent Cho / Leading for equity is a challenging endeavor. One leadership practice that fosters equitable learning environments is engaging in dialogue and reflection. When district leaders participate in dialogue and reflection, their discourse helps them derive meaning, and in turn, shapes their understanding of the critical and complex issues related to fostering equity. As part of a group qualitative case study about district leadership practices that foster equity in one diverse Massachusetts school district, the purpose of this individual study was to better understand how district leaders used framing during dialogue and reflection. More specifically it addressed how they used framing processes (Bedford and Snow, 2000) when engaging in equity talk. Utilizing inductive reasoning for data gathered by semi-structured interviews, observations, and document review, this study identified equity talk manifesting as one of three themes: diversity as an asset, decision-making processes, and use of data and feedback. Understanding how and when specific framing processes are used can empower district leaders to be more strategic in impacting stakeholder thinking and language and maintaining an equity focus. / Thesis (EdD) — Boston College, 2020. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.
| Identifer | oai:union.ndltd.org:BOSTON/oai:dlib.bc.edu:bc-ir_108805 |
| Date | January 2020 |
| Creators | Bookis, Deborah Seferiadis |
| Publisher | Boston College |
| Source Sets | Boston College |
| Language | English |
| Detected Language | English |
| Type | Text, thesis |
| Format | electronic, application/pdf |
| Rights | Copyright is held by the author, with all rights reserved, unless otherwise noted. |
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