English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Zendy Plus

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Zendy Tools

Zendy Open

Leadership skills and the perception of leadership by students and classroom teachers are examined in 10 desegregated elementary schools. The 10 schools were first divided into "high-equity" and "low-equity" schools based on the extent to which they met "integrative" educational criteria, such as multicultural curricula, multiethnic staff, minority parent involvement, and other factors. A random sample of 202 Hispanic and Anglo students participated in a cooperative group task in gender-segregated groups composed of 3 students from each ethnic group. Results indicate that trained observers found gender differences in nonverbal and verbal leadership behaviors among students across the schools, including higher activity rates overall in the high-equity schools. Observers did not find ethnic or gender differences in global leadership scores. Teachers and students rated Hispanic students lower on leadership, and this difference was most marked for Hispanic females in low-equity schools. The article includes a discussion of variation in school desegregation effects, as well as school and community leadership roles for Hispanics.

Effects of Gender, Ethnicity, and School Equity on Students' Leadership Behaviors in a Group Game