Date of Award
4-2022
Document Type
Dissertation
Selected Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Degree Name
Doctor of Education (Ed.D.) in Educational Leadership for Diverse Learning Communities
Department
Education
School
School of Education and Human Services
Abstract
A dominant narrative of school quality currently exists based on race, Euro-centric school quality frameworks, economics, and test scores. This qualitative case study aimed to redefine school quality for diverse communities by sharing the counter-story of stakeholders in a diverse school district on Long Island, New York. This study utilized the theoretical frameworks of critical race theory, community cultural wealth, culturally responsive leadership, and Schneider’s framework for school quality, to elevate the voices of stakeholders in a diverse school district on Long Island and gain their perspectives on school quality in terms of teaching, leadership, and family engagement. Findings generated from the analysis of in-depth interviews with 16 school stakeholders revealed the following four findings: (a) Diverse student and staff demographics of the district are assets to school quality rather than challenges to be overcome; (b) The expertise of the teachers, culturally responsive education, and commitment to the students by incorporating diverse program offerings was a vital part of school quality; (c) Leadership’s high expectations, positive attitudes, and culturally responsive leadership were central to school quality; and (d) Non-traditional support and outreach were a central part of school quality.
Related Pillar(s)
Study
Recommended Citation
Watters, Jennifer L., "Reframing Definitions of School Quality Through the Lens of Stakeholders in a Diverse School" (2022). Theses & Dissertations. 251.
https://digitalcommons.molloy.edu/etd/251
