TY - JOUR
T1 - How Conceptions of Equity Inform Principal Data Use
T2 - A Purposeful Examination of Principals From Four School Districts
AU - Roegman, Rachel
AU - Perkins-Williams, Ruqayyah
AU - Budzyn, Matt
AU - Killian-Tarr, Olivia
AU - Allen, David
N1 - Publisher Copyright:
© The Author(s) 2021.
PY - 2022/4
Y1 - 2022/4
N2 - In this study, we examine principals’ data use within four districts are engaged in district-level professional learning around equity. Drawing on Gutierrez's framework for dimensions of equity, we consider how principals engage in data use in light of the dimensions of access, achievement, identity, and power. Findings suggest each district had its own definition of equity and engaged in work at advancing equity based on this unique definition. We conclude with implications for policy, preparation, and practice related to these different understandings of equity.
AB - In this study, we examine principals’ data use within four districts are engaged in district-level professional learning around equity. Drawing on Gutierrez's framework for dimensions of equity, we consider how principals engage in data use in light of the dimensions of access, achievement, identity, and power. Findings suggest each district had its own definition of equity and engaged in work at advancing equity based on this unique definition. We conclude with implications for policy, preparation, and practice related to these different understandings of equity.
KW - data use
KW - district context
KW - equity
KW - principal leadership
KW - superintendency
UR - http://www.scopus.com/inward/record.url?scp=85120467892&partnerID=8YFLogxK
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U2 - 10.1177/0013161X211056084
DO - 10.1177/0013161X211056084
M3 - Article
AN - SCOPUS:85120467892
SN - 0013-161X
VL - 58
SP - 183
EP - 222
JO - Educational Administration Quarterly
JF - Educational Administration Quarterly
IS - 2
ER -