Academic Journal
Perceptions of Formal and Nonformal Leaders on Cultural Proficiency in Educational Practice and Organizational Change
| العنوان: | Perceptions of Formal and Nonformal Leaders on Cultural Proficiency in Educational Practice and Organizational Change |
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| اللغة: | English |
| المؤلفون: | Brooke Soles, Jaime E. Welborn, Baramee Peper Anan |
| المصدر: | Journal of Leadership, Equity, and Research. 2024 10(1):4-21. |
| الاتاحة: | Center for Leadership, Equity, and Research. 5821 East Rancho Drive, Fresno, CA 93727. Tel: 559-346-8728; Web site: https://journals.sfu.ca/cvj/index.php/cvj/index |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Descriptors: | Assistant Principals, Superintendents, Language Teachers, Participant Satisfaction, Program Implementation, Program Evaluation, Barriers, Organizational Change, Educational Practices, Competency Based Education, Cultural Awareness, Leadership Qualities, Leadership Training |
| تدمد: | 2330-6459 |
| مستخلص: | When it comes to equity and access through culturally proficient practices, what schools intend to do versus what they actually do can be incongruous by defaulting to traditional accountability metrics over change and innovation. Utilizing the Conceptual Framework for Culturally Proficient Practices, the purpose of this study was to investigate formal and nonformal educational leaders' perceptions regarding the barriers and next steps of Cultural Proficiency implementation following a 10-day Cultural Proficiency training. Findings indicated variations based on individual identity, position in the school system, and external socio-political factors that influence how individuals perceive the implementation, advancement, and/or limitations of Cultural Proficiency work. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الانضمام: | EJ1423665 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2330-6459 |
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