Educational Leadership and School Counseling
For this qualitative case study (Patton, 2003), we used narrative inquiry (Erlandson, Harris, Skipper, & Allen, 1993) and sought to analyze extended interviews and field notes based on interactions with three rural superintendents working in high-needs, public PK-12 school districts in Texas. We collected data with regard to these superintendents’ perceptions of themselves as social justice/equity oriented change agents based on the Equity Oriented Change Agent or EOCA framework developed by Skrla, McKenzie, and Scheurich (2009). Our goal with this study was to glean greater insight into the work of these rural school leaders as potential equity oriented change agents. Additionally, we sought to ascertain any additional EOCA characteristics through analysis of the participants’ perceptions. The data revealed themes that aligned with the Skrla et al., (2009) framework as well as some emergent data beyond those EOCA characteristics. These themes afforded us a better understanding of the work of these three rural superintendents as equity oriented change agents and how they perceive their work.
The Qualitative Report
Maxwell, G. M., Locke, L. A., & Scheurich, J. J. (2013). Case study of three rural Texas superintendents as equity oriented change agents. The Qualitative Report, 18(Art. 22), 1-23.