'Flipping the Script': Transformational Teamwork for Communicating Equity
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| Title: | 'Flipping the Script': Transformational Teamwork for Communicating Equity |
|---|---|
| Language: | English |
| Authors: | Alonso, Jacob D., Dhaliwal, Tasminda, Santander, Monica A., Bridgeforth, James, Kennedy, Kate, Allbright, Taylor N. |
| Source: | AASA Journal of Scholarship & Practice. Fall 2022 19(3):52-62. |
| Availability: | AASA, The School Superintendent's Association. 1615 Duke Street, Alexandria, VA 22314. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Web Sites, Student Role, Teacher Role, Internet, Computer Mediated Communication, High Schools, Urban Schools, Parent Role, Social Media, Equal Education, Stereotypes, Misconceptions |
| ISSN: | 1550-9850 1931-6569 |
| Abstract: | Online platforms are increasingly the main point of contact between schools and students, families, and the community. In this article, we present a framework, called "Flipping the Script," that we developed while researching how students, teachers, and families were portrayed on school websites. Based on a systematic analysis of nearly 1,000 pages of school websites, we use concepts from institutional theory to identify implicit roles for different groups. We then provide concrete steps leaders can take to help align a vision for equitable schools with messages communicated online. The framework invites exploration within the school community that unearths what messages are being broadcast to students, families, and the wider community, and shows how to collaboratively develop new messaging, practices, and mindsets about roles. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Access URL: | https://www.aasa.org/jsp.aspx |
| Accession Number: | EJ1365444 |
| Database: | ERIC |
| Abstract: | Online platforms are increasingly the main point of contact between schools and students, families, and the community. In this article, we present a framework, called "Flipping the Script," that we developed while researching how students, teachers, and families were portrayed on school websites. Based on a systematic analysis of nearly 1,000 pages of school websites, we use concepts from institutional theory to identify implicit roles for different groups. We then provide concrete steps leaders can take to help align a vision for equitable schools with messages communicated online. The framework invites exploration within the school community that unearths what messages are being broadcast to students, families, and the wider community, and shows how to collaboratively develop new messaging, practices, and mindsets about roles. |
|---|---|
| ISSN: | 1550-9850 1931-6569 |
