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Examining the skill set of culturall...

Marwaha, Sushma.

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Examining the skill set of culturally proficient school leadership from an international perspective: A mixed methods approach using Critical Race Theory and multidimensional analysis.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Examining the skill set of culturally proficient school leadership from an international perspective: A mixed methods approach using Critical Race Theory and multidimensional analysis./
Author:	Marwaha, Sushma.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2014,
Description:	352 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.
Contained By:	Dissertation Abstracts International76-07A(E).
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3682535
ISBN:	9781321560978

Examining the skill set of culturally proficient school leadership from an international perspective: A mixed methods approach using Critical Race Theory and multidimensional analysis.
Marwaha, Sushma.

Examining the skill set of culturally proficient school leadership from an international perspective: A mixed methods approach using Critical Race Theory and multidimensional analysis. - Ann Arbor : ProQuest Dissertations & Theses, 2014 - 352 p.

Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.

Thesis (Ph.D.)--Niagara University, 2014.

Purpose: The main focus of this study was to examine the perceptions of aspiring teachers, practicing teachers, and administrations from Canada and the United States regarding the important skill set that culturally proficient school leaders should demonstrate and practice. The key components of this skill set, based on research on cultural proficiency, include assessing culture, valuing diversity, managing the dynamics of differences, adapting to diversity, and institutionalizing culture. Additionally, this study identified the relationships that existed between and among American and Canadian educators based on the following variables: country, age, gender, ethnicity, university programs, role in education, years of experience in their current position, and total years of experience in the field of education.

ISBN: 9781321560978Subjects--Topical Terms:

529436
Educational leadership.

Examining the skill set of culturally proficient school leadership from an international perspective: A mixed methods approach using Critical Race Theory and multidimensional analysis.
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100 1 $a Marwaha, Sushma. $3 3290438
245 1 0 $a Examining the skill set of culturally proficient school leadership from an international perspective: A mixed methods approach using Critical Race Theory and multidimensional analysis.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2014
300 $a 352 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.
500 $a Adviser: Walter Polka.
502 $a Thesis (Ph.D.)--Niagara University, 2014.
520 $a Purpose: The main focus of this study was to examine the perceptions of aspiring teachers, practicing teachers, and administrations from Canada and the United States regarding the important skill set that culturally proficient school leaders should demonstrate and practice. The key components of this skill set, based on research on cultural proficiency, include assessing culture, valuing diversity, managing the dynamics of differences, adapting to diversity, and institutionalizing culture. Additionally, this study identified the relationships that existed between and among American and Canadian educators based on the following variables: country, age, gender, ethnicity, university programs, role in education, years of experience in their current position, and total years of experience in the field of education.
520 $a Methodology: A mixed methods approach was used to collect data for this study. A 40 item survey was developed to identify the important skill set that culturally proficient school leaders possess and practice. A total of 264 aspiring teachers, practicing teachers, and administrators from Canada and the United States participated in the quantitative component of this research study. Additionally, six semi-structured interviews were conducted to gain in depth knowledge of the culturally proficient skill set of school leaders. The resultant qualitative data of this phenomenological study were analyzed using the Critical Race Theory as a lens. Quantitatively, survey data were analyzed using descriptive and inferential analysis.
520 $a Findings: 1) Reconfirmed that the important skills of culturally proficient school leaders are based on assessing culture, valuing diversity, managing the dynamics of differences, and adapting to diversity; 2) The most important specific skills of the culturally proficient skill set are respect, integrity, acceptance, and willingness and an openness to work with diverse students, staff, parents, and community members; and 3) There are significant differences among the educators based on the demographic variables of country (i.e., Canada, United States), age ( i.e., 18-24 years, 25-38 years, 39-52 years, and 53 years and older); and role in education (i.e., aspiring teachers, practicing teachers, and administrators).
520 $a Summary of Quantitative Results: 1) School leaders need a culturally proficient skill set to educate diverse students effectively and appropriately; and 2) Canadians are more adaptive to diversity than Americans.
520 $a Summary of Qualitative Results: Participants in the qualitative studies identified the following results: 1) There is lack of meaningful professional development to promote culturally proficient practices among school leaders; 2) Student demographics should be reflected among the staff of diverse schools; 3) Field placements of aspiring teachers should include more exposure to dealing with diverse students; and 4) An awareness of one's White privileges is beneficial when working with students of color.
520 $a Implications: 1) School districts need to adopt the cultural proficiency framework as a road map to develop culturally proficient practices and skills for school leaders; 2) Higher education institutions that are the hubs of preparing future leaders in education should include this culturally proficient leadership model as part of the Teacher Education and Educational Leadership programs; and 3) Specific professional development activities need to be designed within and around the most important skills of culturally proficient school leaders.
590 $a School code: 0298.
650 4 $a Educational leadership. $3 529436
650 4 $a Educational administration. $3 2122799
650 4 $a Multicultural Education. $3 2122919
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710 2 $a Niagara University. $b Leadership and Policy. $3 2122862
773 0 $t Dissertation Abstracts International $g 76-07A(E).
790 $a 0298
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3682535