Telling tales out of school: Principals' narratives of the relationship between school literacy and the home literacy practices of a minoritized culture
Notice bibliographique
Résumé
Much of the literature in the area of school leadership pertains to the role of the principal in school improvement – specifically in raising reading and writing scores in large-scale assessments. However, what is less represented is how administrators who are confronted daily with the socially constructed and multiple representations of literacies demonstrated by the English Language Learners in their schools view the focus on reading and writing referred to in the literature as school literacy. This Narrative Inquiry explores administrators’ perspectives of the relationship between school-literacy and home-literacy practices of a minoritized culture taking as its case the Low German-speaking Mennonites (LGM) who reside in particular rural areas of southwestern Ontario and often migrate between Ontario and northern Mexico.\nA Principal Learning Team (PLT) was employed in this study which brought together ten participants from six schools within one school board to share their narratives of reading and writing in school, working with LGM students and their families, and school leadership. The four main findings for discussion included: (i) recognition of a mismatch between the multiliteracies demonstrated by students and the print-literacy model perpetuated by Education Quality and Accountability Office (EQAO) ; (ii) the use of the Low German language as a vehicle to build trust with the LGM community; (iii) recognition by the principals that cultural proficiency within school communities is critical when working with students from a minoritized group; and (iv) the ways in which existing leadership frameworks and checklists constrain principals’ literacy leadership vis-à-vis minoritized cultures.\nThe study recommends that school leaders as literacy leaders adopt a widened view of literacies to encompass both the print literacy of large scale assessments such as EQAO and the daily demonstrations of multiliteracies by the students of minoritized cultures. Further, administrators should be granted greater autonomy by local boards to support school-based resource decisions. Finally, to better reflect the literacies of the students in their schools and to more appropriately assess students from minoritized cultures on large scale assessments, principals require greater latitude to employ accommodation and exemption mechanisms within the EQAO assessment.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,001 |
| Communication savante | 0,000 | 0,005 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».