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Articles 1 - 7 of 7
Full-Text Articles in Education
Adolescent Dating Violence: How Should Schools Respond?, Jeanne L. Surface, David Stader, Thomas Graca, Jerry Lowe
Adolescent Dating Violence: How Should Schools Respond?, Jeanne L. Surface, David Stader, Thomas Graca, Jerry Lowe
Educational Leadership Faculty Publications
Educational leaders have a substantial degree of control over students and generally have a tremendous influence on the decisions that they make. District administrators are already involved in comprehensive efforts to stem sexual harassment, teen violence and bullying; therefore, they may be well positioned to identify and address the problem of teen dating violence. Unfortunately, school district failure to take action is far too common, despite the statutory duty to ensure the safety of all students during school hours and at school sponsored events. School districts can be held liable for student dating violence under Title IX, under 42 U.S.C. …
Explicitly Differentiated Eighth-Grade Reading Instruction In A Rural Middle School Seeking To Reestablish Adequate Yearly Progress Benchmarks, John W. Hill, Sean Dunphy
Explicitly Differentiated Eighth-Grade Reading Instruction In A Rural Middle School Seeking To Reestablish Adequate Yearly Progress Benchmarks, John W. Hill, Sean Dunphy
Educational Leadership Faculty Publications
The purpose of this study was to determine the effect of explicitly differentiated reading instruction on eighth-grade students’ reading comprehension assessment scores and classroom reading grade scores in a rural middle school seeking to reestablish satisfactory No Child Left Behind, Adequate Yearly Progress, benchmarks. After one school year of participation in assessment-based and readiness-focused explicitly differentiated instruction, randomly assigned students across all three reading ability conditions high (n = 25), middle (n = 25), and low (n = 25) had statistically significantly improved pretest-posttest reading comprehension assessment scores and classroom reading grade scores. Furthermore, statistical equipoise was observed for posttest-posttest …
Principal Led In-Class Positive Behavioral Support Intervention, David Lavender, John W. Hill
Principal Led In-Class Positive Behavioral Support Intervention, David Lavender, John W. Hill
Educational Leadership Faculty Publications
Results of this one-year study supported the use of an in-class behavioral intervention program that allowed 8th-grade students to reclaim themselves after verbally disruptive behavioral incidences with direct principal led administrator assistance resulting in student return to differentiated individualized instructional classroom activities. Students involved in a second verbally disruptive incident in the classroom were identified for intervention. Academic and behavioral improvement noted for verbally disruptive students with co-occurring below grade level reading test scores (n = 23) and verbally disruptive students with grade level reading scores (n = 12) suggests continued use of this intervention. All participants were in attendance …
Racial Isolation And Student Achievement, Peter J. Smith
Racial Isolation And Student Achievement, Peter J. Smith
Educational Leadership Faculty Publications
Achievement data of African American, Hispanic American, and Caucasian students from racially segregated and racially integrated settings in an urban, Midwestern school district were analyzed to determine the effect of racial isolation on achievement within each racial group. In the district studied, achievement of students from segregated schools was not significantly different from the achievement of same race students from integrated schools. The study’s results should encourage district officials and instructional leaders to look at those factors that have a positive impact on student achievement regardless of the level of racial isolation.
Walking The Talk: Educational Administration Candidates' Espoused And Observed Dispositions, Kay Anne Keiser, Peter J. Smith
Walking The Talk: Educational Administration Candidates' Espoused And Observed Dispositions, Kay Anne Keiser, Peter J. Smith
Educational Leadership Faculty Publications
Teachers who seek a career as a school administrator envision their leadership will be transformational and charismatic--and are often surprised by the conflict and confrontation that is an inevitable part of school administration (Hall, 2008; Hartzell, Williams, & Nelson, 1995; Sigford, 2005). Just as preservice teachers imagine a future career where all children love learning and respect teachers, only to find a reality that is less utopian (Su, 1992), this disconnect between the ideal of the vision and the reality and the new job often produces disappointment and shock (Senge, et al., 2000). The reality is that successful school leaders …
Crossing Into Uncharted Territory: Developing Thoughtful, Ethical School Administrators, Jeanne L. Surface
Crossing Into Uncharted Territory: Developing Thoughtful, Ethical School Administrators, Jeanne L. Surface
Educational Leadership Faculty Publications
In this distrustful, unstable, and ethically polarized era, there is a need to prepare school administrators to resolve a myriad of moral dilemmas. As professors of school administration, how can we make sure that our future leaders have the capacity to make thoughtful, ethical decisions? How do we prepare these leaders to develop, foster and lead tolerant and democratic schools? What follows is a small action research project aimed at elevating moral and ethical wherewithal among graduate students studying school administration. Ninety-Six percent of the students indicated that learning through dialogue or Socratic questioning, deepened their understanding of the topic. …
The Development And Validation Of The Elementary School Ethical Climate Index, Kay Anne Keiser, Laura E. Schulte
The Development And Validation Of The Elementary School Ethical Climate Index, Kay Anne Keiser, Laura E. Schulte
Educational Leadership Faculty Publications
The purposes of this study were to develop and validate an instrument that measures the ethical climate of elementary schools. To create the Elementary School Ethical Climate Index (ESECI), we adapted the ethical climate index for middle and high schools. The ESECI assesses student and teacher interactions and relationships through the application of five ethical principles: respect for autonomy, nonmaleficence, beneficence, justice, and fidelity (Kitchener, 1984, 1985). To provide evidence of the ESECI’s reliability and validity we distributed the ESECI to the students and teachers/staff at one urban elementary school in a Midwestern city. There was a significant difference in …