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The Wisconsin Educator Effectiveness Policy: How Middle School Teachers Leverage the Policy to Decrease Racial Disparities
The Wisconsin Educator Effectiveness Policy: How Middle School Teachers Leverage the Policy to Decrease Racial Disparities
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202105142
- ISBN
- 9798293800773
- DDC
- 371
- 저자명
- Raabe, Alisha K.
- 서명/저자
- The Wisconsin Educator Effectiveness Policy: How Middle School Teachers Leverage the Policy to Decrease Racial Disparities
- 발행사항
- [Sl] : The University of Wisconsin - Madison, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 191 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-03, Section: A.
- 주기사항
- Advisor: Salzman, Tina.
- 학위논문주기
- Thesis (Ph.D.)--The University of Wisconsin - Madison, 2025.
- 초록/해제
- 요약Persistent racial disparities in academic achievement highlight the need to examine how the Educator Effectiveness System can increase teacher effectiveness and decrease racial disparities in schools. This paper presents a qualitative case study approach to investigate how equity-focused Wisconsin educators in two high-performing middle schools leveraged the Educator Effectiveness System to address racial disparities. Guided by the conceptual frameworks of borrowing strength and three core tenets of Critical Race Theory (CRT) - the permanence of racism, race as a social construct, and interest convergence/divergence - data was collected through semi-structured interviews with 11 educators and the review of relevant documents. Thematic analysis revealed three overarching themes: Equity-Centered Leadership, Instructional Agency and Responsiveness, and Organizational Conditions for Improvement. This study contributes to understanding the intersection of the Educator Effectiveness System and equity-driven practice. Findings indicate a need for equity-centered leaders to create structures within the Educator Effectiveness System that enable teachers to implement student-centered instructional practices aimed at reducing educational debt.
- 일반주제명
- Educational leadership
- 일반주제명
- Education policy
- 일반주제명
- Middle school education
- 일반주제명
- Ethnic studies
- 키워드
- Middle schools
- 기타저자
- The University of Wisconsin - Madison Ed Leadership & Policy Analysis
- 기본자료저록
- Dissertations Abstracts International. 87-03A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798293800773
■035 ▼a(MiAaPQ)AAI32240883
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a371
■1001 ▼aRaabe, Alisha K.
■24510▼aThe Wisconsin Educator Effectiveness Policy: How Middle School Teachers Leverage the Policy to Decrease Racial Disparities
■260 ▼a[Sl]▼bThe University of Wisconsin - Madison▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a191 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-03, Section: A.
■500 ▼aAdvisor: Salzman, Tina.
■5021 ▼aThesis (Ph.D.)--The University of Wisconsin - Madison, 2025.
■520 ▼aPersistent racial disparities in academic achievement highlight the need to examine how the Educator Effectiveness System can increase teacher effectiveness and decrease racial disparities in schools. This paper presents a qualitative case study approach to investigate how equity-focused Wisconsin educators in two high-performing middle schools leveraged the Educator Effectiveness System to address racial disparities. Guided by the conceptual frameworks of borrowing strength and three core tenets of Critical Race Theory (CRT) - the permanence of racism, race as a social construct, and interest convergence/divergence - data was collected through semi-structured interviews with 11 educators and the review of relevant documents. Thematic analysis revealed three overarching themes: Equity-Centered Leadership, Instructional Agency and Responsiveness, and Organizational Conditions for Improvement. This study contributes to understanding the intersection of the Educator Effectiveness System and equity-driven practice. Findings indicate a need for equity-centered leaders to create structures within the Educator Effectiveness System that enable teachers to implement student-centered instructional practices aimed at reducing educational debt.
■590 ▼aSchool code: 0262.
■650 4▼aEducational leadership
■650 4▼aEducation policy
■650 4▼aMiddle school education
■650 4▼aEthnic studies
■653 ▼aCritical Race Theory
■653 ▼aEducator Effectiveness System
■653 ▼aWisconsin educators
■653 ▼aMiddle schools
■653 ▼aRacial disparities
■690 ▼a0449
■690 ▼a0631
■690 ▼a0458
■690 ▼a0450
■71020▼aThe University of Wisconsin - Madison▼bEd Leadership & Policy Analysis.
■7730 ▼tDissertations Abstracts International▼g87-03A.
■790 ▼a0262
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17359589▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
