¡Vamos! How School Leaders Promote Equity and Excellence for Bilingual Students

Martin Scanlan, Francesca López

Research output: Research - peer-reviewArticle

  • 24 Citations

Abstract

Background: Focusing on culturally and linguistically diverse students, this article presents a narrative synthesis of empirical evidence guiding school leaders to promote educational equity and excellence. Research Design: This study employs a tripartite theoretical model that emphasizes cultivating language proficiency, providing access to high-quality curriculum, and promoting sociocultural integration. Using this as an organizing framework, the article presents a review of 79 empirical articles published from 2000 to 2010. Findings: The article explains how school leaders can use research literature to craft effective and integrated service delivery for their culturally and linguistically diverse students.

LanguageEnglish (US)
Pages583-625
Number of pages43
JournalEducational Administration Quarterly
Volume48
Issue number4
DOIs
StatePublished - Oct 2012
Externally publishedYes

Fingerprint

equity
leader
school
student
research planning
narrative
curriculum
language
evidence
literature

Keywords

  • bilingual
  • cultural diversity
  • linguistic diversity
  • school leadership
  • service delivery

ASJC Scopus subject areas

  • Education
  • Public Administration

Cite this

¡Vamos! How School Leaders Promote Equity and Excellence for Bilingual Students. / Scanlan, Martin; López, Francesca.

In: Educational Administration Quarterly, Vol. 48, No. 4, 10.2012, p. 583-625.

Research output: Research - peer-reviewArticle

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