Advancing Equity through Instructional Leadership Teams: A Theoretical Model
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| Title: | Advancing Equity through Instructional Leadership Teams: A Theoretical Model |
|---|---|
| Language: | English |
| Authors: | Jill Harrison Berg (ORCID |
| Source: | Urban Education. 2025 60(8):2249-2280. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 32 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Equal Education, Urban Schools, Student Diversity, Minority Group Students, Instructional Leadership, Teamwork, Participative Decision Making, Transformational Leadership, Critical Race Theory, Teacher Leadership, Educational Change, Change Strategies, Organizational Learning |
| DOI: | 10.1177/00420859241244757 |
| ISSN: | 0042-0859 1552-8340 |
| Abstract: | While instructional inequity persists throughout U.S. schools, urban schools serving students with a wide array of out-of-school factors that affect their schooling are especially challenged to ensure that Black and Brown students receive what they need to learn as consistently as white students do. Critical race theory helps explain why this inequity exists but does not explain how educators can address it. Drawing upon this theory and our experience with school-based Instructional Leadership Teams (ILTs), we use literature on transformational change, distributed leadership, and organizational learning to propose conditions under which ILTs can be engines for instructional equity. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1474716 |
| Database: | ERIC |
| Abstract: | While instructional inequity persists throughout U.S. schools, urban schools serving students with a wide array of out-of-school factors that affect their schooling are especially challenged to ensure that Black and Brown students receive what they need to learn as consistently as white students do. Critical race theory helps explain why this inequity exists but does not explain how educators can address it. Drawing upon this theory and our experience with school-based Instructional Leadership Teams (ILTs), we use literature on transformational change, distributed leadership, and organizational learning to propose conditions under which ILTs can be engines for instructional equity. |
|---|---|
| ISSN: | 0042-0859 1552-8340 |
| DOI: | 10.1177/00420859241244757 |
