Date of Award
5-1-2020
Degree Name
Doctor of Philosophy
Department
Educational Administration
First Advisor
Green, Judith
Abstract
The presence and prevalence of educational inequities within public education continue to foster structures that limit student opportunities for specific student subgroups. Such limitations negate the tenets of public education and conflict with a system that should embrace success for all. This study explored district leadership, in the form of school boards and governance teams within the frameworks of Change Theory and Social Justice Advocacy, to identify patterns in approaches that could initiate and sustain systemic reform toward greater educational equity.
COinS
Access
This dissertation is Open Access and may be downloaded by anyone.