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Design: Situated in the Midwest, the study uses a comparative case study of four district leaders and analyzes data through the Culturally Responsive School Leadership framework. Data: Focus group and follow-up interviews plus leader-provided artifacts/documents. Findings: Emphasize district leadership responsibility, relationship-building with educators, and districtwide teacher retention efforts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/promoting-district-level-culturally-responsive-practices-article/602164/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/promoting-district-level-culturally-responsive-practices-article/602164.png","ImageObject",300,407,{"name":92,"@type":93},"acoobca","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"The study examines how four district leaders promoted culturally responsive practices across their districts, focusing on district- and system-level policies that support sustainability.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research designed and analyzed?",{"text":117,"@type":113},"Using a comparative case study in the Midwest, the study collected focus group and follow-up interviews plus artifacts/documents and analyzed them with the Culturally Responsive School Leadership analytical framework.",{"name":119,"@type":110,"acceptedAnswer":120},"What key findings are highlighted in the discussion?",{"text":121,"@type":113},"Results focus on district leadership responsibility for CRPs, leaders’ ability to build trusting relationships with educators, and districtwide efforts to support purposeful teacher retention practices.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602164,1792159555,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747870733,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Promoting District-Level Culturally Responsive Practices  \nEducational Administration Quarterly 2023, Vol. 59(3) 471–506 © The Author(s) 2023  \nArticle reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)DOI: 10.1177/0013161X231161041 [journals.sagepub.com/home/eaq](journals.sagepub.com/home/eaq)  \nDavid Aguayo 1 , Madeline W. Good2, Sarah Diem2, Keith C. Herman 1,3, Julia Burke4,*, Trinity Davis5,*,  \nKaren Hall6,*, Carla London7,*, and Wendy M. Reinke 1,3  \nAbstract  \nPurpose: For culturally responsive practices (CRPs) in schools to be successful, educational leaders must look outside of the school and consider school, district, and system-level policies and practices that influence the sustainability of culturally responsive classrooms. The purpose of our study was to conduct a comparative case study and explore how four district leaders promoted CRPs throughout each of their districts. Research Design: Situated in the Midwest, we used a comparative case study to explore the  \n1 Missouri Prevention Science Institute, University of Missouri, Columbia, Missouri, USA 2Educational Leadership and Policy Analysis, University of Missouri, Columbia, Missouri, USA 3Educational, School, and Counseling Psychology, University of Missouri, Columbia, Missouri, USA  \n4Educational, School, and Counseling Psychology, University of Missouri System, Columbia, Missouri, USA  \n5Teachers Like Me, Kansas City, Missouri, USA  \n6School of Education, Saint Louis University, Saint Louis, Missouri, USA 7Columbia Public Schools, Columbia, Missouri, USA  \n*These authors contributed equally to this work.  \nCorresponding Author:  \nDavid Aguayo, Missouri Prevention Science Institute, College of Education & Human Development, University of Missouri, Hill Hall Rm 218, P.O. Box 800782, Columbia, MO, 65211, USA.  \nEmail: [aguayod@missouri.edu](aguayod@missouri.edu)  \napproaches of four Black women school district leaders. Data included a focus group interview with the leaders; four individual, follow-up interviews; and artifacts or documents provided by the leaders. The data collected was analyzed using the Culturally Responsive School Leadership analytical framework. Results and Discussion: Findings discuss school district leadership’s responsibility to promote CRPs; district leaders’ ability to foster trusting relationships with educators; and district-wide efforts to engage in purposeful teacher retention practices. A discussion and conclusion include implications considering how district leadership can influence the implementation of CRPs in schools and classrooms.  \nKeywords  \neducational leadership, culturally responsive leadership, school district leadership, culturally responsive practices, culturally responsive school leadership  \nIntroduction  \nU.S. schools today are undeniably diverse. In 2019, over 50% of children aged 16 years and younger identified as coming from a racially or ethnically minoritized 1 population (Frey, 2020) . The teacher workforce in the U. S. has similarly diversified at an overall faster rate than students since the late 1980s (Ingersoll, et al., 2021) . Even with this progress, the teacher workforce does not align with students’ rate of diversification (Chapman & Brown, 2020) . There is a persistent and stark contrast between students that fill U.S. classrooms and the educators who teach them, with 79% of teachers being identified as white in the 2017-2018 school year (NCES, 2021) . Concerns about teacher and student demographic disparity stems from research that has found racially and ethnically minoritized students to benefit from having teachers that have similar racial and ethnic identities to themselves (Redding, 2019) . While attempting to recruit and retain teachers of color more effectively is one important approach often used to address these concerns (La Salle et al., 2020), an additional strategy focuses on improving the classroom practices of the tea","cbCaidGY8MNvHitU","https://ap.wps.com/l/cbCaidGY8MNvHitU","pdf",414289,36,"English","# Abstract\n## Purpose\n## Research Design\n## Data and Analysis\n## Results and Discussion\n# Keywords\n# Introduction","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study examines how four district leaders promoted culturally responsive practices across their districts, focusing on district- and system-level policies that support sustainability.\"},{\"question\":\"How was the research designed and analyzed?\",\"answer\":\"Using a comparative case study in the Midwest, the study collected focus group and follow-up interviews plus artifacts/documents and analyzed them with the Culturally Responsive School Leadership analytical framework.\"},{\"question\":\"What key findings are highlighted in the discussion?\",\"answer\":\"Results focus on district leadership responsibility for CRPs, leaders’ ability to build trusting relationships with educators, and districtwide efforts to support purposeful teacher retention practices.\"}]","Promoting District-Level Culturally Responsive Practices - Article | PDF",1792094145,91]