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Full-Text Articles in Education

Superintendents And Professional Development: Voices From The Field, Juan M. Nino, Mike Boone, Israel Aguilar, Dessynie Edwards Nov 2018

Superintendents And Professional Development: Voices From The Field, Juan M. Nino, Mike Boone, Israel Aguilar, Dessynie Edwards

School Leadership Review

The primary task of the educational leader is to assure high quality learning environments for all students. Research (Gordon, 2004; Sparks, 2007) supports the proposition that effective professional development contributes to instructional improvement by building educator capacity. Much of the research on professional development focuses in principal leadership in improving instruction (Blase & Blase, 2004). But district level administrators, especially the superintendent of schools, also have a role to play in school improvement. Standards for the preparation of school leaders specify competencies for superintendents that include the design and implementation of professional development programs based on sound research, best practices, district-and school-level data, and other contextual information (National Policy Board, 2002). The National Staff Development Council's Standards (2001) also describe a comprehensive set of activities to improve student learning that apply to both campus and district level personnel. But while the research on the instructional leadership role of principals is extensive, comparatively little is said about how superintendents meet their own responsibilities in this area (Dufour, 2000; Hirsch, 2009; Firestone, Manquin, & Martinez, 2005).


Professional Development For Educational Leaders In The Era Of Performance Evaluation Reform, Kelly H. Summers, Todd D. Reeves, David A. Walker, J. Schwartz Nov 2018

Professional Development For Educational Leaders In The Era Of Performance Evaluation Reform, Kelly H. Summers, Todd D. Reeves, David A. Walker, J. Schwartz

School Leadership Review

The word “accountability” has become a mantra in public education. Arguably, this one word, and the movement it has produced, has shaped the direction of our field in the past decade more than any other (Harris, 2011). This movement has led to many positive changes including an examination of gaps in student achievement, the types of assessments used in schools, and the strength of the performance evaluation systems for principals and teachers. Many large urban school districts, as well as entire states, have revamped the way public school principals and teachers are evaluated. In fact many, including the State of ...


Pursuing The Principalship: Factors In Assistant Principals’ Decisions, Amy Ellis, Casey Graham Brown Nov 2018

Pursuing The Principalship: Factors In Assistant Principals’ Decisions, Amy Ellis, Casey Graham Brown

School Leadership Review

School administrators who are hired to lead and guide schools and districts must possess a number of characteristics that allow them to become successful leaders. The presence or absence of a strong educational leader can make all the difference in school climate and student achievement (Kelley, Thornton, & Daugherty, 2005). Educational leaders need to be cognizant of what constitutes an effective leader and which characteristics have the most effective impact on student achievement. Alford et al. (2011) stated, "while principals are engaged in the managerial tasks of the school, securing the building for safety, ensuring bus routes, student schedules, and the ...


Considering An Overhaul To The New Principal Preparation Program, Vance Vaughn, Yanira Oliveras-Ortiz Nov 2018

Considering An Overhaul To The New Principal Preparation Program, Vance Vaughn, Yanira Oliveras-Ortiz

School Leadership Review

Levine (2005) argued that university principal preparation programs for educational leaders are failing to provide a suitable curriculum to prepare aspiring principals to demonstrate the skills and competencies necessary to meet the challenges inherent in the increasingly complex demands of their school leadership roles. Teitel (2006) suggested that colleges and universities offer curricula that are neither coherent nor relevant. According to Candidates, Doctoral Cohort; Coleman, J. Craig; and Alford, Betty J. (2007), it is “a grave disservice [that] is done to university program graduates who enter leadership positions woefully unprepared for the awaiting firestorm” (p. 39).


The Augmentation Of Bilingual/Bicultural Courses In Educational Administration Core Requirements, Ava J. Munoz Nov 2018

The Augmentation Of Bilingual/Bicultural Courses In Educational Administration Core Requirements, Ava J. Munoz

School Leadership Review

"Cultural competence should be a fundamental aspect of school principals' preparation and practice" (Hernandez & Kose, 2012, p. 513). However, educational leadership programs have been remiss, and somewhat lackadaisical, in exploring and including bilingual/bicultural curricular content in their principal leadership programs (Hernandez & Kose, 2012). Presently, few or minute advances in increasing bilingual/bicultural knowledge in the curricular content of educational leadership course requirements is the norm. Moreover, "when these topics are introduced, they are often special topics courses or seminars that are not part of the core curriculum of leadership preparation" (L6pez, 2003, p. 70).


Superintendent Transitioning: When Is The Right Time To Make A Move?, Karon Radford, Kerry L. Roberts, Pauline M. Sampson, Wesley Vinson, Ralph Marshall Nov 2018

Superintendent Transitioning: When Is The Right Time To Make A Move?, Karon Radford, Kerry L. Roberts, Pauline M. Sampson, Wesley Vinson, Ralph Marshall

School Leadership Review

Leadership preparation programs prepare superintendents every year to enter the profession. One aspect that needs to be incorporated into this learning is the understanding of when it's the right time to leave as many superintendents leave their current position every year for one reason or another. These reasons can range from being fired to career advancements to leaving the profession. Leaving at the right time is crucial for your career and the district. Lashway (2002) posited that almost a quarter of the superintendents serve less than three years, there are many superintendents leaving positions.


Examining How Campus Contextual Factors Correlate To Teacher Morale In A Secondary Setting, Scott Bailey, Allison Marz Nov 2018

Examining How Campus Contextual Factors Correlate To Teacher Morale In A Secondary Setting, Scott Bailey, Allison Marz

School Leadership Review

Far too often in education the term "burnout" is used to describe a teacher who has been disenchanted with education and seems to be waiting till the day retirement becomes available. A teacher suffering from burnout exhibits signs of low morale for teaching, involvement with staff and involvement in the school and community. There is no specific clue or symptom that leads to burnout, and there isn't a specific amount of years leading to teacher burnout. Interestingly enough, new teachers suffer burnout in aggressive numbers similar to experienced teachers. Alliance for Excellent Education (2005) found that 14% of new ...


Selection Process For Educational Leaders Does Make A Difference, Virginia Leiker, Theresa M. Campos Nov 2018

Selection Process For Educational Leaders Does Make A Difference, Virginia Leiker, Theresa M. Campos

School Leadership Review

Traditional principal preparation programs, those bound by a university degree, are sometimes viewed as theory-based and have little to do with the real world in which school leaders work. Even the licensing exam in some states, such as in Texas, asks the candidates to view each scenario as the ideal situation when selecting responses. Traditional preparation programs frequently meet the standards for national accreditation that indicates that the curriculum and assessments in these programs are subjected to rigorous scrutiny for quality control. The question remains, what should universities do to improve their programs or change the perception that the graduates ...


Who Is Preparing School Leaders To Transition Into The Job Of Urban School Principal? Analyzing The Impact Of A Regional Principal Readiness Education Program On Principal Self-Efficacy, W. Sean Kearney, Nathern Okilwa, Jeff Goldhorn Nov 2018

Who Is Preparing School Leaders To Transition Into The Job Of Urban School Principal? Analyzing The Impact Of A Regional Principal Readiness Education Program On Principal Self-Efficacy, W. Sean Kearney, Nathern Okilwa, Jeff Goldhorn

School Leadership Review

Preparing junior administrators to step into the role of school principal is a challenge many urban school districts face. Typically a large school district will leverage an existing pool of experienced assistant principals and vice principals to fill principal positions. At a minimum this ensures the candidates are familiar with internal structures, district culture, policies and procedures, and the community which the school district serves. However, unless addressed in a strategic manner, the assistant and vice principal role lacks many of the critical components which are required of the principal position. While the majority of these individuals will have completed ...


Perceptions Of Beginning Teachers And Mentor Teachers: Case Study Of A Campus Mentor Program, Deborah F. Spoon, Ray Thompson, Paul Tapper Nov 2018

Perceptions Of Beginning Teachers And Mentor Teachers: Case Study Of A Campus Mentor Program, Deborah F. Spoon, Ray Thompson, Paul Tapper

School Leadership Review

Attrition of teachers is a concern for leaders in education; teacher turnover is higher in education compared to many other occupations and professions, especially in the first years on the job (Ingersoll 2003; Ingersoll & Perda, 2010). Nearly half a million teachers leave the education field every year (Alliance for Excellent Education, 2014) while the recruitment and training of teachers is costing the United States about $2 billion each year (Rizga, 2015). The high turnover places a financial burden on districts resulting in decreased resources for books, materials, and staff development of teachers; additionally, replacing teachers can disrupt the instructional process and place restraints on the education system as a whole (Portner, 2008).


Principles And Principals: Leveraging K-12 Principal Training And Evaluation Standards To Support Environmental, Ecological, And Sustainability Education, Rodolfo Rincones-Delgado, Anthony D. Feig Nov 2018

Principles And Principals: Leveraging K-12 Principal Training And Evaluation Standards To Support Environmental, Ecological, And Sustainability Education, Rodolfo Rincones-Delgado, Anthony D. Feig

School Leadership Review

Ecoliteracy is the pedagogical grouping of environmental science, ecology and sustainability studies. This paper is a policy analysis of how principal training and evaluation standards may support a principal’s building-level efforts to establish and sustain an ecoliteracy mission and curriculum in US public K-12 schools. A comparative case study of leadership standards in Texas and Michigan was conducted to support the argument that school administrator training and evaluation standards in both states can lend formal, codified support to a sufficiently determined school leader’s efforts to center the school’s mission on ecoliteracy. The limitations of this support are ...


Educational Leadership Coaching As Professional Development, Beth Ray Nov 2018

Educational Leadership Coaching As Professional Development, Beth Ray

School Leadership Review

As the burden of school leadership continues to increase in complexity, the need for reflective, collaborative leadership surges in tandem. The collaborative approach of educational leadership coaching develops school leaders and teacher leaders into meta-cognitive, reflective practitioners. Shoho, Barnett, and Martinez (2012) posited, "Many school systems are embracing coaching as a way to influence and enhance leaders' skill development, cognitive abilities, and emotional intelligence" (p. 165). These skilled educational leaders can then seek solutions that allow for the complexity of the school systems while generating positive student outcomes, relational trust, and increased teacher efficacy.


Metacognitive Awareness And Mindset In Current And Future Principals, Tara L. Beziat, Yvette Bynum, Erin F. Klash Nov 2018

Metacognitive Awareness And Mindset In Current And Future Principals, Tara L. Beziat, Yvette Bynum, Erin F. Klash

School Leadership Review

Metacognition is a key component in education, yet little is known about whether or not instructional leaders are metacognitively aware. Metacognition is described as thoughts about one's knowledge and control over their own cognitive processes (Flavell, 1979). Kuhn (2000) indicated that metacognition develops from an early age, and asserted that the more explicit metacognitive thinking is, the more effective one would be able to engage in metacognitive thinking and control of their cognitive processes. Some examples of metacognitive strategies include planning, monitoring, and evaluating, and can be used by educators or students (Fathima, Sasikuman, & Roja, 2014). Metacognitive strategies should ...


Preparing Educational Leaders For Social Justice: Reimagining One Educational Leadership Program From The Ground Up, Holly M. Manaseri, Christopher B. Manaseri Nov 2018

Preparing Educational Leaders For Social Justice: Reimagining One Educational Leadership Program From The Ground Up, Holly M. Manaseri, Christopher B. Manaseri

School Leadership Review

Thirty years after the report that started the latest round of educational reform, A Nation at Risk (National Commission on Education Excellence, 1983), the Wallace Foundation began funding a series of studies examining the preparation of school and district leaders. Bringing together findings from four reports, one each by the American Association of Colleges for Teacher Education (AACTE), The School Superintendents Association (AASA), the American Institutes for Research (AIR), and the University Council for Educational Administration (UCEA), the Wallace Foundation issued five key recommendations for university preparation of school leaders. This call to action was sounded at a time when ...


Summarizing Instruction In 11th-Grade U.S. History Course, Robin A. Belue, James Martinez, Regina Suriel, Ellice P. Martin Aug 2018

Summarizing Instruction In 11th-Grade U.S. History Course, Robin A. Belue, James Martinez, Regina Suriel, Ellice P. Martin

Journal of Multicultural Affairs

The purpose of this study was to determine the effect of summarizing strategies on students’ academic achievement, attitude, and engagement toward learning. The study involved 59 high school 11th-Grade U.S. History students. One class received direct instruction, while the other received summarizing instruction. Achievement was measured using pre- and posttest scores. Achievement scores for summarizing instruction students were slightly higher than direct instruction students. Students’ attitudes toward U.S. History were measured using a nine-item survey, and results indicated that both groups believed summarizing strategies were sound strategies for learning and remembering new content knowledge. The student ...


Examining The Meaning Of Course Evaluation, Tyesha Stewart Aug 2018

Examining The Meaning Of Course Evaluation, Tyesha Stewart

Electronic Theses and Dissertations

Teaching evaluations significantly influence faculty members’ annual evaluations and progress toward tenure and promotion within academic programs in higher education. Those with consistently strong, positive, teaching evaluations have been deemed effective instructors and often validated with increases in salary, teaching awards, and promotion and tenure. This is especially the case when strong course evaluations are received in addition to documented scholarship and research activities and positively evaluated professional service. However, questions are being raised about the meaningfulness of students' ratings of course instruction. Do these measures effectively assess competence as instructors or do they measure other unknown processes in the ...


Learning Moo-Re About The Dairy: Publishing A Middle Level Place-Based Informational Text, Stephanie M. Lemley Jul 2018

Learning Moo-Re About The Dairy: Publishing A Middle Level Place-Based Informational Text, Stephanie M. Lemley

MLET: The Journal of Middle Level Education in Texas

This manuscript describes the creation of an middle level informational text about the local university dairy. The place-based assignment introduced the elementary education teacher candidates to the everyday workings of the university dairy. The preservice teachers engaged in the writing process throughout the creation of the informational text.


Developmental Mathematics: A Quantitative Investigation Of Instructor Classification As Related To Student Success, Brittany A. Fish May 2018

Developmental Mathematics: A Quantitative Investigation Of Instructor Classification As Related To Student Success, Brittany A. Fish

Electronic Theses and Dissertations

The purpose of this quantitative study was to examine what type of predictive power exists between an instructor’s employment classification, student gender, student race, and first-generation status on a student’s academic success in developmental mathematics, as measured by final semester grades at a regionally comprehensive state university in Texas between fall 2013 and spring 2017. Data were collected from the institution under study and the sample population included 1932 unique student observations. The data collected in this study were analyzed through a binary logistic regression model to determine whether an instructor’s employment classification, student gender, student race ...


Factors Impacting Teacher Turnover In Texas Public School Districts With Fewer Than 500 Students: A Mixed Methods Study, Paige N. Benoy May 2018

Factors Impacting Teacher Turnover In Texas Public School Districts With Fewer Than 500 Students: A Mixed Methods Study, Paige N. Benoy

Electronic Theses and Dissertations

Rural Texas districts experience higher rates in teacher turnover compared to other districts. This explanatory sequential mixed methods study was designed to explore the relationships among district size and the factors that contributed to teacher turnover. Data was collected from Texas public school districts with fewer than 500 students. A simple correlation determined that no relationship existed between district size and teacher turnover rate during the 2016-2017 school year in the 313 districts that had fewer than 500 students. Participating districts came from two different regions. Four superintendents were interviewed about the factors surrounding turnover regarding the teacher turnover in ...


The Challenges Of Newly Adopted Mathematics Curriculum In Title I Schools: A Mixed Methods Study, Carmen Cruz May 2018

The Challenges Of Newly Adopted Mathematics Curriculum In Title I Schools: A Mixed Methods Study, Carmen Cruz

Electronic Theses and Dissertations

The purpose of this mixed methods study was to examine the early impacts of the newly adopted mathematics TEKS (Texas Essential Knowledge Skills) introduced in 2014 by TEA (Texas Education Agency) that detail the curriculum standards for all students across schools in Texas schools, for grades K-12. The study examined the challenges that teachers and administrators have had to overcome to meet federal legislation educational compliance. Additionally the study examined how schools and districts were professionally developing their teachers on new curricular standards. Five Title 1 schools in four school districts were used in the study. Schools were selected from ...


Can We Teach Fake News In The Classroom With Just One Lesson?, Melissa Caruso Apr 2018

Can We Teach Fake News In The Classroom With Just One Lesson?, Melissa Caruso

Undergraduate Research Conference

The purpose of this study is to investigate if teaching one lesson about spotting “fake news” is enough to help improve elementary education majors’ ability to spot fake news.


Pursuing A Common Goal: Measuring The Comfort Level Of Educational Diagnosticians To Manage A Caseload Of Students With Visual Impairments, Jerry Mullins M.Ed., Michael P. Munro M.Ed. Oct 2017

Pursuing A Common Goal: Measuring The Comfort Level Of Educational Diagnosticians To Manage A Caseload Of Students With Visual Impairments, Jerry Mullins M.Ed., Michael P. Munro M.Ed.

Journal of Human Services: Training, Research, and Practice

This study was conducted to measure the level of comfort and knowledge that educational diagnosticians possess regarding the unique learning needs, assistive technology, special accommodations, agencies, required visual impairment related Individual Educational Plan documents, and special evaluation considerations appropriate for students with a vision loss. Teachers of students with visual impairments were surveyed to gauge their perception of educational diagnosticians’ knowledge of the field of visual impairment and diagnosticians were also surveyed to determine their comfort level in the management of a caseload of students with visual impairments. Research question were based on how TVIs rated the comfort level and ...


Examining Pre-Service Teacher Candidates’ Sources And Levels Of Knowledge About Autism Spectrum Disorders, William H. Blackwell Ph.D, Mary E. Sheppard, Donna Lehr, Shuoxi Huang Oct 2017

Examining Pre-Service Teacher Candidates’ Sources And Levels Of Knowledge About Autism Spectrum Disorders, William H. Blackwell Ph.D, Mary E. Sheppard, Donna Lehr, Shuoxi Huang

Journal of Human Services: Training, Research, and Practice

This study was designed to identify what pre-service teacher candidates knew about autism spectrum disorder (ASD) and how they had acquired that knowledge in order to design more effective preparation courses. Teacher candidates (N=87) from three teacher preparation programs completed questionnaires during, or prior to, their first special education course. The findings indicate a relationship between sources of knowledge about ASD and actual levels of knowledge. Based on the findings, the authors argue that there is a need for coursework that focuses on effective intervention strategies and utilizes direct opportunities for teacher candidates to work with students with ASD.


The Impact Of Student Abroad On Intercultural Competence As A Professional Disposition: Narrative Stories From Student Affairs Professionals, Dare Chronister Aug 2017

The Impact Of Student Abroad On Intercultural Competence As A Professional Disposition: Narrative Stories From Student Affairs Professionals, Dare Chronister

Electronic Theses and Dissertations

Student affairs professionals (SAP) have been tasked to educate students and provide opportunities to develop skills to live in a culturally diverse and global society. The shortage of culturally competent SAP could hinder students’ abilities to gain intercultural competence. The purpose of this narrative non-fiction study was to understand how SAP’ study abroad experiences helped them to grow and develop intercultural competence. Furthermore, the study aimed to identify how intercultural competence shaped their practices and strategies to provide students with safe environments to gain knowledge and understanding about different cultures. Data collection included three levels of semi-structured interviews. Identified themes ...


Perceptions Of Effective Pedagogical Practices And Classroom Management Strategies: A Cross-Case Analysis Of Four Middle School Teachers, Igor Gusyakov May 2017

Perceptions Of Effective Pedagogical Practices And Classroom Management Strategies: A Cross-Case Analysis Of Four Middle School Teachers, Igor Gusyakov

Electronic Theses and Dissertations

This study sought to identify and describe the pedagogical practices and classroom management strategies of consistently effective and successful teachers as evidenced by teacher perceptions and observations.

Four middle school teachers from two middle schools within the same school district were selected to participate in the study. The teachers were selected based on their effectiveness identified by their supervisor. The teachers were interviewed about their own perceptions as to what effective pedagogical practices are, based on their teaching experience. The teachers were also observed in their classrooms.

The key findings of the study indicated the importance of stablishing classroom procedures ...


The Impact Of Think Through Math© Usage On Middle School Students’ Mathematics Achievement, Laurie A. Sharp, Marc Hamil May 2017

The Impact Of Think Through Math© Usage On Middle School Students’ Mathematics Achievement, Laurie A. Sharp, Marc Hamil

MLET: The Journal of Middle Level Education in Texas

Technology-based resources have become a popular supplement to mathematics instruction within K-12 schools. Recently, the state of Texas provided school districts with access to Think Through Math©, a web-based adaptive technology resource for mathematics instruction in Texas. At the time of this present study, no research independent of the provider of Think Through Math© was available. Guided by concepts that underlie Cognitive Load Theory and its application to technology-based supplemental resources for mathematics, the purpose of this study was to determine the impact of Think Through Math© usage on middle school students’ performance with state-mandated standardized assessments in mathematics. Using ...


Responses Of Education Preparation Program Instructors Toward Mental Health Legislation, Alison Bradford May 2017

Responses Of Education Preparation Program Instructors Toward Mental Health Legislation, Alison Bradford

Electronic Theses and Dissertations

In 2013, Texas State legislature passed Senate Bill 460 which implemented a law that requires the inclusion of knowledge relating to students’ mental health status in teacher preparation curriculum. This requirement is explained in Texas Education Code (TEC) §21.044(b). The purpose of this study is to examine the degree of awareness of the new requirement and the attitudes toward mental health among Education Preparation Program (EPP) instructors. In addition, faculty were asked about their implementation plans for the new requirement.

A survey was developed to address these research questions. Thirty-five public and private universities in Texas were targeted ...


Up From Poverty: A Narrative Non-Fiction Study Of Three Female Superintendents From Poverty, Stephanie L. Johnson May 2017

Up From Poverty: A Narrative Non-Fiction Study Of Three Female Superintendents From Poverty, Stephanie L. Johnson

Electronic Theses and Dissertations

This narrative non-fiction study was designed to investigate the lived experiences of three female superintendents in the state of Texas who have lived in poverty during their youth and early life. The participating female superintendents were contacted by this researcher through email. The information used in this study was collected from participating superintendents through interviews and analyzed to find the common themes that exist between the lived experiences of each female superintendent from poverty as she progressed through the stages of development in life. The information was also analyzed to ascertain how she was able to elevate out of poverty ...


Native Science In Practice: Cases For Broadening Understanding And Engagement Of Science In Education As A Plea For Future Generations, G. Sue Kasun, Dave López May 2017

Native Science In Practice: Cases For Broadening Understanding And Engagement Of Science In Education As A Plea For Future Generations, G. Sue Kasun, Dave López

Journal of Multicultural Affairs

We make a departure from the U.S.’s traditional “science education” in recognition of several stark realities—from the genocidal practices that have eliminated so many indigenous populations in the U.S. to the problems our planet faces, such dire environmental degradation. We are faced daily with a dissonance of knowing our planet needs our respect and care while at the same time bearing witness to “modern” lifestyles based in property rights and individualism. We engage Native science—which encapsulates all of Western science and expands upon it by including the spiritual and emotional realms as well as the ...


What About The Little People?: Empowering Middle School Students To Discard The Great Man Theory, Sarah Straub Apr 2017

What About The Little People?: Empowering Middle School Students To Discard The Great Man Theory, Sarah Straub

MLET: The Journal of Middle Level Education in Texas

This paper attempts to address the promotion of critical thinking in our middle school students as they reflect on the widely-accepted White Eurocentric perspective of history that has been traditionally taught in school. In this article, the incomplete treatment of history is identified as Carlyle’s Great Man Theory. The hope is that educators can be critical of the curriculum they are teaching so as to promote critical perspectives in their own students. History is not just the story of Great Men – it is a collective story of which many of us have a partial understanding. Specifically, this article addresses ...