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Superintendents’ Perceptions of Strategies for Implementing Social Justice Leadership for Diverse Student Populations
No full textThe purpose of this qualitative study was to explore superintendents’ perceptions of implementing social justice leadership strategies within their K-12 school systems. The study sought to identify how superintendents leveraged the components of social justice leadership in the pursuit of equity for diverse student populations. The researcher conducted the study using interpretive phenomenological analysis methodology to examine the lived experiences of eight Texas superintendents with experience leading equity-focused agendas in their respective districts. The study’s participants included superintendents with experience ranging from 18 months to 16 years, representing districts from small rural areas to major suburban regions. Each participant engaged in a semistructured interview that included seven open-ended questions aligned to the research focus. The researcher conducted a data analysis to interpret recurring themes reflected in participants’ responses. The themes were (a) disparate resource allocation and financial constraints; (b) learning to navigate the terrain with a moral compass; (c) gaps in preparation program training and real-world practice; (d) the fight for fairness for all; (e) launching strategic, data-driven initiatives for inclusive education; (f) empower through accountability; and (g) fostering a culture of continuous improvement and ownership. The study’s findings identified key strategies superintendents use to advance equity agendas but did not provide a comprehensive or definitive set of solutions for educational practitioners
A Comparison of the WhyTry Curriculum and Aggression Replacement Training in Adolescents at Risk for Family Breakdown
Get PDFThe Prevention and Early Intervention (PEI) division of the Texas Department of Family and Protective Services seeks to provide evidence-based programs to prevent family breakdown. Evidence-based programs are defined as programs that have qualitative and quantitative support of positive outcomes by peer-reviewed articles. Family and Youth Success (FAYS) is a PEI program that seeks to promote resilience in families and youth by offering one-on-one skills-based counseling and group-based learning for children and parents. FAYS utilizes the WhyTry Program and Aggression Replacement Training (ART) as social skills training programs that seek to decrease social problems and aggression and increase social skills. This systematic review and meta-analysis seek to determine the effectiveness of the WhyTry Program and ART for youth who are at risk for family breakdown. Ten articles met the search criteria for this meta-analysis, with five for each program. Though neither program meets the criteria for the definition of an evidence-based program, both programs have small but significant effects on the improvement of aggression, social problems, and social skills. There was not a significant difference found between the effectiveness of the two programs
