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Reflecting on innovative practices and partnerships: An interdisciplinary doctoral program in educational leadership with the potential of closing the achievement gap

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Abstract:

In the South Bay region of Los Angeles a university faculty, in partnership with local school leaders, has designed a new doctoral program that addresses regional needs. Of the students enrolled in the 18 districts in the geographic area, 71% are ethnic minorities, 52% receive free or reduced meals, and nearly 40% are English learners. Students and schools in this area are historically over-crowded and under-achieving on standardized test scores, high school completion rates, and college going rates. Changing this pattern requires educational leaders who are responsive to the challenges experienced by diverse learners in urban schools and communities, knowledgeable about effective instruction, and successful collaborative leaders.
This paper documents the development of this interdisciplinary Ed.D. aimed at preparing such leaders who are capable of closing the achievement gap in some of the nation’s highest need schools. Key features of the program include interdisciplinary faculty collaboration, student cohorts, laboratories of practice, and thematic dissertations. The program is built upon rigorous standards for developing interdisciplinary school leaders who can lead school and district reform, build professional learning communities that support culturally, socially and linguistically diverse learners, promote the use of critical pedagogy, and involve community-based partners in developing and supporting needed policies and school/community reform. Of grave significance and aligned with UCEA’s theme of “leading for learning” this paper documents the interdependent relationship of leadership and learning for both academics and practitioners (CPEC, 2000; CSU, 2001; Murphy, 2006; Schulman, 2004) in creating innovative leadership practices and partnerships needed for the 21st century schools in California and beyond.
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Association:
Name: UCEA Annual Convention
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http://www.ucea.org


Citation:
URL: http://citation.allacademic.com/meta/p378280_index.html
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MLA Citation:

Normore, Anthony. and Cook, Lynne. "Reflecting on innovative practices and partnerships: An interdisciplinary doctoral program in educational leadership with the potential of closing the achievement gap" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p378280_index.html>

APA Citation:

Normore, A. H. and Cook, L. "Reflecting on innovative practices and partnerships: An interdisciplinary doctoral program in educational leadership with the potential of closing the achievement gap" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California <Not Available>. 2014-11-28 from http://citation.allacademic.com/meta/p378280_index.html

Publication Type: Symposium Paper
Abstract: In the South Bay region of Los Angeles a university faculty, in partnership with local school leaders, has designed a new doctoral program that addresses regional needs. Of the students enrolled in the 18 districts in the geographic area, 71% are ethnic minorities, 52% receive free or reduced meals, and nearly 40% are English learners. Students and schools in this area are historically over-crowded and under-achieving on standardized test scores, high school completion rates, and college going rates. Changing this pattern requires educational leaders who are responsive to the challenges experienced by diverse learners in urban schools and communities, knowledgeable about effective instruction, and successful collaborative leaders.
This paper documents the development of this interdisciplinary Ed.D. aimed at preparing such leaders who are capable of closing the achievement gap in some of the nation’s highest need schools. Key features of the program include interdisciplinary faculty collaboration, student cohorts, laboratories of practice, and thematic dissertations. The program is built upon rigorous standards for developing interdisciplinary school leaders who can lead school and district reform, build professional learning communities that support culturally, socially and linguistically diverse learners, promote the use of critical pedagogy, and involve community-based partners in developing and supporting needed policies and school/community reform. Of grave significance and aligned with UCEA’s theme of “leading for learning” this paper documents the interdependent relationship of leadership and learning for both academics and practitioners (CPEC, 2000; CSU, 2001; Murphy, 2006; Schulman, 2004) in creating innovative leadership practices and partnerships needed for the 21st century schools in California and beyond.


Similar Titles:
Hybrid Online Doctoral Program: Innovative Practices and Partnerships

Connecting leadership and sustainability in a large scale school improvement program:Reflecting on innovative practices and partnerships

Innovative Features of a Doctor of Education Leadership Program


 
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