rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Leading schools of excellence and equity
    sub title: closing achievement gaps via academic optimism : exploring best practices and documenting effective strategies
  name:
    name part: Brown, Kathleen M.
    role:
      role term: editor.
  type of resource: text
  genre: bibliography
  genre: elektronické knihy
  genre: electronic books
  origin info:
    place:
      place term: enk
    date issued: 2010
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: remote
    extent: 1 online resource (vii, 120 pages)
  abstract: The purpose of this empirical inquiry of state-recognized "Honor Schools of Excellence" was to explore how these schools of distinction are (or are not) promoting and supporting both academic excellence and systemic equity for all students. In Phase One, quantitative data were collected through equity audits to scan for and then document systemic patterns of equity and inequity across multiple domains of student learning and activities within 24 schools. In Phase Two, the 24 schools were ranked, based solely on minority achievement, and then separated into two types of schools, small gap (SG) schools and large gap (LG) schools. Through site visits (n=16) and the use of semi-structured interviews with principals, assistant principals, teachers, and parent leaders (n=80), qualitative data were then collected to document best practices and effective strategies that principals use to confront and change past practices anchored in open and residual racism and class discrimination. The data were analyzed through the theoretical framework of academic optimism.Three differences between the SG schools and the LG schools were found (encouraging academic achievement, offering instructional feedback, and expecting excellence). To truly honor excellence, we need to embrace equity. As such, in schools where principals support, model, and monitor a teamwork approach, a balanced approach, a strong sense of purpose, and an insistent disposition to assure that all students are served well and that all are encouraged to perform at their highest level, the outcomes of interest are better.
  table of contents: Part I. Closing achievement gaps via academic optimism: Supporting research -- Chapter 1 -- Introduction -- Chapter 2. The importance of systemic equity -- Chapter 3. Leadership for excellence and equity -- Chapter 4. Academic optimism -- Part II. Honoring excellence by embracing equity: A research study -- Chapter 5. Equity audits -- Chapter 6. Similarities in "achieving excellence" -- Chapter 7. Significant differences in "honoring excellence" -- Chapter 8 -- Conclusion -- Appendix a: Semistructured interview protocol -- Appendix b: Study limitations -- Appendix c: Additional resources -- References -- About the author -- Index.
  note: Kathleen M. Brown ... [and others].
  note: Plný text je dostupný pouze z IP adres počítačů Univerzity Tomáše Bati ve Zlíně nebo vzdáleným přístupem pro zaměstnance a studenty
  note: Includes bibliographical references and index.
  subject:
    geographic code: n-us---
  subject:
    topic: School improvement programs
    geographic: United States
  subject:
    topic: Elementary school principals
    geographic: United States
  subject:
    topic: Educational equalization
    geographic: United States
  subject:
    topic: Education
    topic: Leadership
  subject:
    topic: Educational administration and organization
  subject:
    topic: Educational strategies and policy
  classification: 371.2/07
  classification: 37.01
  identifier: 9781806616930
  identifier: https://proxy.k.utb.cz/login
  access condition: Plný text je dostupný pouze z IP adres počítačů Univerzity Tomáše Bati ve Zlíně nebo vzdáleným přístupem pro zaměstnance a studenty
  record info:
    record content source: DLC
    record creation date: 100811
    record change date: 20250607040125.3
    record identifier: em-9781806616930
    language of cataloging:
      language term: eng