{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/124285"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/124285","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Intent vs impact: a mixed methods exploratory study of k-12 central office equity leaders","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms","abstract_has_math":false,"creators":["Fields, Tasia"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Hood, Denice","Kang, Hyun-Sook","Lee, Sharon","Span, Christopher"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-05","date_published":"2024-05","updated_at":"2026-07-22T22:25:00Z","subjects":["Diversity","Equity","Inclusion","Leadership","Equity Leadership","Culturally Responsive School Leadership"],"languages":["en","eng"],"rights":["©2024 Tasia Fields"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/124285","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Hood, Denice","Kang, Hyun-Sook","Lee, Sharon","Span, Christopher"]},{"key":"dc:creator","label":"Author","values":["Fields, Tasia"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2024-05","2024-04-15"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Diversity","Equity","Inclusion","Leadership","Equity Leadership","Culturally Responsive School Leadership"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["©2024 Tasia Fields"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/124285"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms","The student, Tasia Fields, accepted the attached license on 2024-04-15 at 13:03.","The student, Tasia Fields, submitted this Dissertation for approval on 2024-04-15 at 13:15.","This Dissertation was approved for publication on 2024-04-15 at 14:01.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20413 on 2024-09-16 at 00:34:21","Diversity, equity, and inclusion, or DEI, have emerged as prominent subjects of discourse in recent years, with evolving implications and definitions over time. Despite extensive efforts in education reform spanning the past three decades, the current educational system appears to be heavily influenced by partisan dominance. This mixed methods exploratory research study investigated the role of PreK–12 Central Office equity leaders by examining their practices, variables defining their roles, and methods for measuring impact. This mixed methods study utilized a concurrent triangulation research design. This study drew upon the Fields Equity Leaders Survey (FELS) (2024), specifically designed to gather quantitative and qualitative data for this study. By addressing these research questions, this study may contribute to a deeper understanding of the roles, practices, and impact assessment strategies of PreK–12 Central Office equity leaders, ultimately informing the structure and supports available to equity leaders. Findings revealed significant insights into the challenges related to structural barriers, belief systems, and resource allocation that hinder equity leaders' ability to drive meaningful change. Moreover, the study uncovered the diverse range of metrics and data utilized by equity leaders to monitor the impact of this work. This dissertation may contribute to a deeper understanding of district-level equity leadership and inform best practices for promoting equitable educational environments."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Intent vs impact: a mixed methods exploratory study of k-12 central office equity leaders"]}]}],"canonical_facts":{"dc:contributor":["Hood, Denice","Kang, Hyun-Sook","Lee, Sharon","Span, Christopher"],"dc:creator":["Fields, Tasia"],"dc:date":["2024-05","2024-04-15"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. 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This mixed methods study utilized a concurrent triangulation research design. This study drew upon the Fields Equity Leaders Survey (FELS) (2024), specifically designed to gather quantitative and qualitative data for this study. By addressing these research questions, this study may contribute to a deeper understanding of the roles, practices, and impact assessment strategies of PreK–12 Central Office equity leaders, ultimately informing the structure and supports available to equity leaders. Findings revealed significant insights into the challenges related to structural barriers, belief systems, and resource allocation that hinder equity leaders' ability to drive meaningful change. Moreover, the study uncovered the diverse range of metrics and data utilized by equity leaders to monitor the impact of this work. 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