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Please use this identifier to cite or link to this item: http://hdl.handle.net/1807/30028

Title: Equity and leadership: Research-based strategies for school leaders
Authors: Ross, John A.
Berger, Marie-Josee
Keywords: Principals
Equity
Equity issues
Justice
Fairness
Student evaluation
Educational strategies
Identification
Special education
Educational practices
Leadership styles
Leadership
Achievement gap
Sexual orientation
Socioeconomic status
Gender differences
Minority groups
Cultural differences
Religious cultural groups
Outcomes of education
Equal education
Special needs students
Academic achievement
Community involvement
Educational equity
Religious minorities
Cultural minorities
Cultural minorities
English Language Learners
First Nations students
School leaders
Equity legislation
Curriculum interpretation
Instructional practices
Assessment
Evaluation
Issue Date: 2009
Publisher: Taylor and Francis
Citation: Ross, J.A. & Berger, M-J. (2009). Equity and leadership: Research-based strategies for school leaders. School Leadership and Management, 29(5), 461-474. doi10.1080/13632430903152310
Abstract: Demographic changes and increased public sensibility to the needs of the disadvantaged demand that school leaders include the equity agenda as a key component of the school’s mission. Educational equity means “raising the achievement of all students while narrowing the gaps between the highest and lowest-performing students; and eliminating the racial predictability and disproportionality of which student groups occupy the highest and lowest achievement categories”(Singleton & Linton, 2006, p.46). In this article we report the results of a literature review that investigated research on equity issues facing five student groups: special needs students; religious, cultural and racial minorities (including First Nations students and ELL -English Language Learners); groups disadvantaged by socio-economic status; gender groups; and students differentiated by their sexual orientations (Lesbians, Gays, Bisexuals, and Transgendered). Our purpose is to generate research-based strategies that school leaders can use to increase equity in their schools. The article begins with a rationale for identifying research-based equity strategies. We provide a brief discussion of leadership styles, emphasizing that principals influence student achievement of disadvantaged groups by creating with staff an inclusive school mission. The next sections identify specific strategies within four domains that provide opportunities for school leaders to enhance equity: (i) curriculum interpretation, (ii) instructional practices, (iii) assessment and evaluation, and (iv) community involvement.
URI: http://hdl.handle.net/1807/30028
ISSN: 1363-2434 [print]
1364-2626 [online]
Appears in Collections:Faculty (CTL)

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