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Wednesday, November 16 • 1:10pm - 2:15pm
GSS Session 2 - Reshaping Dominant Structures within Schools

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Participants: Persevering for “Our Kids”: Three African American Women Counternarratives Osly Flores, University of Pittsburgh For this paper, I situate the narrative of three African American female school principals and their leadership practices toward equity using a critical race theory framework. These three school leaders discuss educational issues that affect students of color and of low-socioeconomic status (SES). In addition, these three school leaders share the toll that occurs in working toward social justice. A Case Study of Intersection between Structure and Agency in Indonesia Asih Asikin-Garmager, University of Iowa The purpose of this study is to develop a theory on the relationship between existing structure and the principals’ leadership practices through the use of case study research for theory development. The overarching research question guiding this study is how does structure influence principals’ leadership practices? Preliminary data analysis indicate that government regulations and expectations delimit the leadership practices of the principal at Setia Budi school, leaving her little room to express her agency. Race in Elementary Science Classrooms: Implications for School Leaders Stefanie Marshall, Michigan State University This study utilizes Critical Race Theory (CRT) as a framework for analysis, provides insights concerning how one teacher engages with race in his elementary science classroom, aspects of the current educational policy scene that may contribute to the practices observed, as well as inform ways by which school leaders can support the capacity of teachers to address race in science classrooms. Revolutionizing Data Use in Schools: Student Use of Data in Personalized Learning Environments Alan Arthur Barnicle, University of Wisconsin-Madison Can the leadership tasks of data-driven instructional decision-making be shared with students? This paper presents evidence that school leaders and teachers are designing “personalized learning” environments to scaffold students in assuming these tasks – tasks which have traditionally been reserved for school leaders. Conferring between teachers and students emerges as an essential routine which, when paired with tools selected for collecting and making sense of data, builds student capacity to use data to inform instructional decisions. Facilitator: Colleen L. Larson, New York University


Wednesday November 16, 2016 1:10pm - 2:15pm
Detroit Marriott at the Renaissance Center: Floor 5 - Duluth A

Attendees (10)