CReLES Project
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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 Irish case studies(CReLES consortium, 2021) Irish CReLES consortiumReport on the results of the CReLES sub-project on case studies (CS) in Irish 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 – 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 – Training Programme(CReLES consortium, 2021) CReLES consortiumA School Leaders Training Module for Creating and Evaluating Culturally Responsive Environments in School.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.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 Analysis of culturally responsive practices in Austrian schools(CReLES consortium, 2021) Austrian CReLES teamThe first phase of CReLES that forms the basis for this report includes an exploratory survey and analysis of the extent to which schools currently engage in Culturally Responsive Leadership, the challenges they have encountered, and the leadership supports that are required. This phase of the study is divided into three stages. This report presents a descriptive analysis of results derived from stage 2 of the Austrian data set.Item Challenges and opportunities for culturally responsive leadership in schools: Evidence from Four European countries(Sage Publishing, 2021) Brown, Martin; Altrichter, Herbert; Shiyan, Irina; Rodr´ıguez Conde, María José; McNamara, Jerry; Herzog-Punzenberger, Barbara; Vorobyeva, Irina; Zangrando, Valentina; Gardezi, Sarah; O'Hara, Joe; Postlbauer, Alexandra; Milyaeva, Daria; Sergeevna, Natalia; Fulterer, Sieglinde; Gamazo Garc´ıa, Adriana; Sancho Otero, LourdesWhether voluntary or enforced, increasing patterns of migration have significantly impacted schools by making them linguistically, culturally, religiously and ethnically more diverse than ever before. This increasing diversity requires school leaders to put in place mechanisms to ensure equity of participation for migration background students. Dimmock and Walker (2005) believe that school leaders need to play a vital role in promoting and sustaining an environment that embraces diversity and, by association, contributes to solving the macro problems of society. To accomplish this emerging role, there is a need for ‘new approaches to educational leadership in which leaders exhibit culturally responsive organisational practices, behaviours and competencies’ (Madhlangobe and Gordon, 2012: p. 177). This is all well and good in theory, but the current and historical context inwhich school leaders operate, together with the training and supports that are provided, influences, to a significant extent, how culturally responsive leadership can operate in practice. This study, which is part of a European Commission Erasmus+ funded project entitled Supporting Culturally Responsive Leadership and Evaluation in Schools (CReLES), examines these assumptions by mapping out the factors and actors that can hinder and facilitate the flourishing of such practices in four European countries, Austria, Ireland, Russia and Spain.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 – 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 – The Austrian case studies(CReLES consortium, 2021) Austrian CReLES teamReport on the results of the CReLES sub-project on case studies (CS) in Austrian schools.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 – The Spanish case studies(CReLES consortium, 2021) Spanish CReLES consortiumReport on the results of the CReLES sub-project on case studies (CS) in Spanish schools.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 Analysis of culturally responsive practices in Spanish schools(CReLES consortium, 2021) Spanish CReLES consortiumThe first phase of CReLES that forms the basis for this report includes an exploratory survey and analysis of the extent to which schools currently engage in Culturally Responsive Leadership, the challenges they have encountered, and the leadership supports that are required. This phase of the study is divided into three stages. This report presents a descriptive analysis of results derived from stage 2 of the Spanish data set.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 Analysis of culturally responsive practices in Irish schools(CReLES consortium, 2021) Irish CReLLES consortiumThe first phase of CReLES that forms the basis for this report includes an exploratory survey and analysis of the extent to which schools currently engage in Culturally Responsive Leadership, the challenges they have encountered, and the leadership supports that are required. This phase of the study is divided into three stages. This report presents a descriptive analysis of results derived from stage 2 of the Irish data set.