부산대학교 도서관

Online platforms are increasingly the main point of contact between schools and students, families, and the community. In this article, we present a framework, called Flipping the Script, that we developed while researching how students, teachers, and families were portrayed on school websites. Based on a systematic analysis of nearly 1,000 pages of school websites, we use concepts from institutional theory to identify implicit roles for different groups. We then provide concrete steps leaders can take to help align a vision for equitable schools with messages communicated online. The framework invites exploration within the school community that unearths what messages are being broadcast to students, families, and the wider community, and shows how to collaboratively develop new messaging, practices, and mindsets about roles. [ABSTRACT FROM AUTHOR]