Peer reviewed
Download full textERIC Number: EJ1356229
Record Type: Journal
Publication Date: 2022
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1559-4998
EISSN: N/A
Cultivating CRSL Capacity for Marginalized Students and Student Groups
Palmer, Dusty L.; Almager, Irma L.; Valle, Fernando
School Leadership Review, v16 n2 Article 5 Spr-Sum 2022
The purpose of this qualitative content analysis was to explore the impact of the instructional coaching model that was conducted over three years during a job-embedded principal preparation residency program. This study revealed how instructional coaching relationships used culturally responsive leadership to improve teaching practices and advance student outcomes for marginalized students and student groups, specifically addressing English Language Learners and Special Education students.
Descriptors: Capacity Building, Principals, Administrator Education, Disadvantaged, English Language Learners, Special Education, Culturally Relevant Education, Teaching Methods, Outcomes of Education, Content Analysis, Kindergarten, Elementary Secondary Education, Program Design, State Standards, National Standards, Educational Policy, Educational Legislation, Theory Practice Relationship, Communities of Practice, Equal Education, Audits (Verification), Administrator Attitudes, Metacognition, Teacher Administrator Relationship, Faculty Development, Academic Achievement, Parent School Relationship, School Community Relationship
Texas Council of Professors of Educational Administration. Web site: https://scholarworks.sfasu.edu/slr/
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: N/A
