CReLES Project
Permanent URI for this communityhttps://repositorio.grial.eu/handle/grial/2688
Supporting Culturally Responsive Leadership and Evaluation in Schools
https://creles.eu/
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Item Supporting Culturally Responsive Leadership and Evaluation in Schools – The Austrian questionnaire(CReLES consortium, 2021) Austrian CReLES teamThe CReLES project focuses on the support and strategies needed in all levels of school leadership in order to facilitate the needs of a diverse multicultural classroom and a diverse multicultural school. As part of this research initiative, we are keen to receive feedback from school leaders on strategies, supports, and challenges to leadership in school environments that have students with a migration background. The survey consists of 4 short sections and will take the average respondent approximately 15 - 20 minutes to complete. Section 1 is for the purpose of providing an outline profile of schools. Section 2 is for the purpose of providing an outline profile of school leaders. Section 3 is for the purpose of exploring culturally responsive practices in schools. Section 4 is for the purpose of exploring culturally responsive challenges and supports in schools.Item Supporting Culturally Responsive Leadership and Evaluation in Schools – Training Programme_German version(CReLES consortium, 2021) CReLES consortiumA School Leaders Training Module for Creating and Evaluating Culturally Responsive Environments in School.Item Supporting Culturally Responsive Leadership and Evaluation in Schools – Training Programme_Spanish version(CReLES consortium, 2021) CReLES consortiumA School Leaders Training Module for Creating and Evaluating Culturally Responsive Environments in SchoolItem Supporting Culturally Responsive Leadership and Evaluation in Schools – Training Programme(CReLES consortium, 2021) CReLES consortiumA School Leaders Training Module for Creating and Evaluating Culturally Responsive Environments in School.Item Supporting Culturally Responsive Leadership and Evaluation in Schools –Evaluation Framework_Spanish version(CReLES consortium, 2021) Spanish CReLES consortiumThis evaluation framework is constructed to highlight attitudes and behaviours that constitute culturally responsive leadership and practices that create a culturally responsive climate in the school. Furthermore, the Framework of quality indicators is designed for a shared understanding of cultural responsivity in schools and will ensure consistency in evaluations carried out by schools themselves or the inspectors. This Framework can be used exclusively for thematic inspections or in conjunction with the overall quality framework.Item Supporting Culturally Responsive Leadership and Evaluation in Schools – Evaluation Framework_German version(CReLES consortium, 2021) Austrian CReLES teamThis evaluation framework is constructed to highlight attitudes and behaviours that constitute culturally responsive leadership and practices that create a culturally responsive climate in the school. Furthermore, the Framework of quality indicators is designed for a shared understanding of cultural responsivity in schools and will ensure consistency in evaluations carried out by schools themselves or the inspectors. This Framework can be used exclusively for thematic inspections or in conjunction with the overall quality framework.Item Supporting Culturally Responsive Leadership and Evaluation in Schools – Evaluation Framework(CReLES consortium, 2021) Irish CReLES consortiumThis evaluation framework is constructed to highlight attitudes and behaviours that constitute culturally responsive leadership and practices that create a culturally responsive climate in the school. Furthermore, the Framework of quality indicators is designed for a shared understanding of cultural responsivity in schools and will ensure consistency in evaluations carried out by schools themselves or the inspectors. This Framework can be used exclusively for thematic inspections or in conjunction with the overall quality framework.Item Supporting Culturally Responsive Leadership and Evaluation in Schools – The Spanish questionnaire(CReLES consortium, 2021) Spanish CReLES consortiumThe CReLES project focuses on the support and strategies needed in all levels of school leadership in order to facilitate the needs of a diverse multicultural classroom and a diverse multicultural school. As part of this research initiative, we are keen to receive feedback from school leaders on strategies, supports, and challenges to leadership in school environments that have students with a migration background. The survey consists of 4 short sections and will take the average respondent approximately 15 - 20 minutes to complete. Section 1 is for the purpose of providing an outline profile of schools. Section 2 is for the purpose of providing an outline profile of school leaders. Section 3 is for the purpose of exploring culturally responsive practices in schools. Section 4 is for the purpose of exploring culturally responsive challenges and supports in schools.Item Supporting Culturally Responsive Leadership and Evaluation in Schools – The Irish questionnaire(CReLES consortium, 2021) Irish CReLES consortiumThe CReLES project focuses on the support and strategies needed in all levels of school leadership in order to facilitate the needs of a diverse multicultural classroom and a diverse multicultural school. As part of this research initiative, we are keen to receive feedback from school leaders on strategies, supports, and challenges to leadership in school environments that have students with a migration background. The survey consists of 4 short sections and will take the average respondent approximately 15 - 20 minutes to complete. Section 1 is for the purpose of providing an outline profile of schools. Section 2 is for the purpose of providing an outline profile of school leaders. Section 3 is for the purpose of exploring culturally responsive practices in schools. Section 4 is for the purpose of exploring culturally responsive challenges and supports in schools.Item Culturally responsive Leadership and Evaluation in Schools – Conceptual Map(CReLES consortium, 2021) CReLES consortiumThe guiding idea of the project is: Under the conditions of cultural diversity school leaders (as a role or function, not as an individual or position) by virtue of their specific leadership activities can contribute to a climate and practice of cultural responsivity in a school which will enhance learning and wellbeing of all students. However, they are not acting alone, but there is a number of other contextual and in-school influences. The document provides the definition of key concepts like culture, teaching, learning, schooling and school leadership in culturally responsive contexts.
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