How Conceptions of Equity Inform Principal Data Use
A Purposeful Examination of Principals From Four School Districts
Bibliographic Data
| ID | 21313629 |
|---|---|
| Authors | Rachel Roegman (0000-0002-4181-2502, University of Illinois, Urbana-Champaign, Champaign, IL, USA, corresponding author), Ruqayyah Perkins-Williams (University of Illinois, Urbana-Champaign, Champaign, IL, USA), Matt Budzyn (University of Illinois, Urbana-Champaign, Champaign, IL, USA), Olivia Killian-Tarr (University of Illinois, Urbana-Champaign, Champaign, IL, USA), David Allen (0000-0002-0712-9603, College of Staten Island, City University of New York, NY, USA) |
| Year | 2022 |
| Volume | 58 |
| Issue | 2 |
| Pages | 183-222 |
| Publication date | 2022-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Administration Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0013-161X • E-ISSN: 1552-3519 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013161x211056084 |
| OpenAlex | W3215630423 |
| Language | EN |
| Citations received | 7 |
| References cited | 58 |
In this study, we examine principals’ data use within four districts are engaged in district-level professional learning around equity. Drawing on Gutierrez's framework for dimensions of equity, we consider how principals engage in data use in light of the dimensions of access, achievement, identity, and power. Findings suggest each district had its own definition of equity and engaged in work at advancing equity based on this unique definition. We conclude with implications for policy, preparation, and practice related to these different understandings of equity
Academic achievement · Equity (law) · Pedagogy · Political science · School district · Sociology · Educational Assessment and Improvement · Psychology
Beyond Learning Loss
Promises and Pitfalls of Crafting Coherence Around a District-Wide Vision for Equity-Centered Instruction
Working toward transformation
Exploring principals’ process of gathering, reflecting upon and implementing feedback from their teachers
Making the Data Visible
Professional Identity as an Analytic Lens for Principal Learning in Contexts of Transformation
Equity Logics in Networked Improvement Communities
Data-based decision-making for school improvement
Discretion and Disproportionality
Achieving Equity in Special Education
A Framework for Rethinking Educational Leadership in the Margins
Research Commentary
Rethinking Instructional Leadership, a Review
The Adult Literacy Process as Cultural Action for Freedom
Central office foci and principal data use
Thinking about data
Ethnic and Urban Intersections in the Classroom
Investing in Administrator Efficacy
Technology‐Supported Involvement of Entire Faculties in Examination of Student Data for Instructional Improvement
The Centralizing Role of Terminology
Learning to Learn From Data
Conceptions of Equity
Negotiating the Contested Terrain of Equity-Focused Change Efforts in Schools
Racism? Administrative and Community Perspectives in Data-Driven Decision Making
Undermining Racism and a Whiteness Ideology
Achievement Gap” Language Affects Teachers’ Issue Prioritization
Equity, Equality, and Standardization
Increasing Achievement by Focusing Grade-Level Teams on Improving Classroom Learning
Teachers’ Sensemaking of Data and Implications for Equity
From the Achievement Gap to the Education Debt
Culturally Responsive School Leadership
Culturally Responsive Leadership for Community Empowerment
Thematic Analysis
Restorative Justice in School Communities
| Unique citing works | 7 |
|---|---|
| Citations per year | 2,33 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 7 |