ABSTRACT This single-case study examines leadership practices at an English language-of-instruction community school with over 70% Latino student population. We collected multiple data sources over a twelve-month period and used an asset-grounded theoretical framework to inform our data analysis and interpretation. Our findings describe how parents took on voice and agency in response to conditions cultivated by the principal and the community school coordinator. Students took on leadership roles when school leaders created opportunities for civic engagement across grade levels. This case reveals how school leaders grounded in cultural values and principles support Latino children and families in a community school.

中文翻译：

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培养与拉丁裔儿童和家庭的接触：检查社区学校的做法

摘要 这项单一案例研究考察了英语教学社区学校的领导力实践，该学校拥有超过 70% 的拉丁裔学生。我们在十二个月的时间里收集了多个数据源，并使用以资产为基础的理论框架来为我们的数据分析和解释提供信息。我们的研究结果描述了家长如何在校长和社区学校协调员培养的条件下采取发言和代理。当学校领导为跨年级的公民参与创造机会时，学生就扮演了领导角色。这个案例揭示了基于文化价值观和原则的学校领导如何支持社区学校的拉丁裔儿童和家庭。