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Full-Text Articles in Education

An Explanation Of The Supervisory Model Used By Elementary Principal Supervisors In The State Of Missouri, David J. Hvidston, Bret Range, J Anderson, Brady Quirk Mar 2919

An Explanation Of The Supervisory Model Used By Elementary Principal Supervisors In The State Of Missouri, David J. Hvidston, Bret Range, J Anderson, Brady Quirk

School Leadership Review

The goal for this paper was to discuss the efforts a school district has taken to utilize elementary principal supervisors to build and develop principals’ leadership capacities. The question considered was: (1) How are principals supervised and evaluated in one district? Attempting to answer this question is an important step in operationalizing guiding principles that can be shared with principal supervisors. The discussion included the importance of standards, the modeling of instructional supervision by principal supervisors, the reliance of guiding questions and potential data sources. Additional critical factors included coaching with two-way communication based on a trusting, reflective relationship. As ...


Stuart Beal Apr 2020

Stuart Beal

Barrio Writers

No abstract provided.


Shyla Driver Apr 2020

Shyla Driver

Barrio Writers

No abstract provided.


Shaelyn Westbrook Apr 2020

Shaelyn Westbrook

Barrio Writers

No abstract provided.


Scarlett Allen Apr 2020

Scarlett Allen

Barrio Writers

No abstract provided.


Ryleigh Swann Apr 2020

Ryleigh Swann

Barrio Writers

No abstract provided.


Noble Peck Apr 2020

Noble Peck

Barrio Writers

No abstract provided.


Jietian Ren Apr 2020

Jietian Ren

Barrio Writers

No abstract provided.


Daniel Gomez Apr 2020

Daniel Gomez

Barrio Writers

No abstract provided.


Cameron Daniels Apr 2020

Cameron Daniels

Barrio Writers

No abstract provided.


Briann Allen Apr 2020

Briann Allen

Barrio Writers

No abstract provided.


Armani Scott Apr 2020

Armani Scott

Barrio Writers

No abstract provided.


Culturally And Linguistically Responsive Noticing And Wondering: An Equity-Inducing Yet Accessible Teaching Practice, M. Garrett Delavan, Anthony Matranga Mar 2020

Culturally And Linguistically Responsive Noticing And Wondering: An Equity-Inducing Yet Accessible Teaching Practice, M. Garrett Delavan, Anthony Matranga

Journal of Multicultural Affairs

Noticing and Wondering is a promising practice with an emerging research base in mathematics education for helping move teachers to a more contemporary paradigm of learning where culturally and linguistically diverse students have more equitable opportunities for academic success. This paper documents and extends this emerging research of Noticing and Wondering to fill a gap in the literature by (1) conceptualizing six reasons for the value of Noticing and Wondering and (2) discussing its potential to support English learners, such as by providing teachers easy access to students’ cultural assets. We document application of Noticing and Wondering beyond mathematics and ...


Fostering Emotional Engineers: Revisiting Constructive Thinking In Engineering Education, Andrea Arce-Trigatti Mar 2020

Fostering Emotional Engineers: Revisiting Constructive Thinking In Engineering Education, Andrea Arce-Trigatti

Journal of Multicultural Affairs

For the past decade, engineering education efforts at the postsecondary level have sought to create a more holistic type of critical thinker (Felder & Brent, 2015; Grasso & Burkins, 2010). As part of this initiative, engineers are encouraged to develop skills associated with constructive thinking—a pedagogical concept rooted in the belief that knowledge is constructed through continual interaction with peers and the environment (Anderson, 2013; Driscoll, 2005; Shayer, 2003). However, despite the positive ramifications linked with this pedagogical shift, studies have demonstrated that the increased use of collaborative aspects associated with constructivist teaching practices may be negatively impacting female students (Rosser, 2009; Tonso, 1996; Wolfe & Powell, 2009a, 2009b). Taking a primarily philosophical approach, the contribution of emotions to constructive thinking is explored utilizing Thayer-Bacon’s (2000) conceptualization of the concept to argue that the pedagogical shift within engineering has not fully incorporated a holistic approach to learning. The results of recent studies in engineering education are analyzed to highlight the negative consequences associated with overlooking emotions as contributors to constructive thinking primarily for female students in the field (Jones et al., 2013; Tonso, 1996, 2006; Wolfe & Powell, 2006). To conclude, the value of emotions for the engineering discipline is underscored by using work by Jaggar (1992, 1998) to explore its historical association with female thought and its overall ...


Meta-Analysis Of Asian Students’ Acculturative Stress In U.S. Higher Education, Chi Yun Moon, Patricia Larke Mar 2020

Meta-Analysis Of Asian Students’ Acculturative Stress In U.S. Higher Education, Chi Yun Moon, Patricia Larke

Journal of Multicultural Affairs

Most studies examining acculturative stress have found that students of Asian decent experience higher levels of acculturative stress in American higher education institutions than do students of European decent, but effect sizes have ranged widely, and the results of comparisons between Asians and other ethnic groups are inconsistent. To obtain estimates of the magnitude of cultural group differences in acculturative stress, meta-analyses were conducted. Meta-analytic review of 13 studies exploring Asian students’ acculturative stress in higher education during the past two decades revealed that students of Asian decent experienced a higher level of acculturative stress when compared to students of ...


Interdistrict Choice And Teacher Beliefs: Implications For Educational Expectations, Equity, And Policymaking, Eric P. Ambroso, Erin Rotheram-Fuller, Daniel D. Liou Mar 2020

Interdistrict Choice And Teacher Beliefs: Implications For Educational Expectations, Equity, And Policymaking, Eric P. Ambroso, Erin Rotheram-Fuller, Daniel D. Liou

Journal of Multicultural Affairs

Interdistrict choice, which allows families to choose between schools outside of their districts of residence, is currently serving more students than any other choice program in the United States. Yet, despite this popularity, there is a pressing need for more research on how interdistrict choice may affect educational equity within U.S. public schools. Drawing on the analytic framework of educational racial contract, this study examines the issue of teacher beliefs in the context of interdistrict choice at a large, urban high school in Arizona, where market-based school choice programs have been continually expanded for nearly three decades. Data were ...


“The Feeling Of Fear Was Not From My Student, But From Myself”: A Pre-Service Teacher’S Shift From Traditional To Problem-Posing Second Language Pedagogy In A Mexican Youth Prison, G. Sue Kasun, Abigail Santos, Gyewon Jang, Zurisaray Espinosa Mar 2020

“The Feeling Of Fear Was Not From My Student, But From Myself”: A Pre-Service Teacher’S Shift From Traditional To Problem-Posing Second Language Pedagogy In A Mexican Youth Prison, G. Sue Kasun, Abigail Santos, Gyewon Jang, Zurisaray Espinosa

Journal of Multicultural Affairs

This era of globalization, capitalism, and economic progress has given rise to mass incarceration, as a considerable number of youths in developing and developed countries live behind bars in detention facilities without appropriate educational support. Educators in these facilities deposit knowledge, through traditional pedagogical approaches, under systemic oppression and surveillance deemed necessary for safety and security. This study investigated implementations of Freire’s (2000) problem-posing pedagogy using a participatory action research (PAR) approach through the lens of critical theory. Two of the co-authors helped develop a Freirean language teaching program in an urban youth prison in Mexico, centering student teachers ...


Using Data To Inform An Educational Staff Training Manual: Pilot Study, Jillian Dawes, John Lum, Jennifer Silber Carr, Nathan Lambright, Stephanie Child Feb 2020

Using Data To Inform An Educational Staff Training Manual: Pilot Study, Jillian Dawes, John Lum, Jennifer Silber Carr, Nathan Lambright, Stephanie Child

Journal of Human Services: Training, Research, and Practice

Evidence-based staff training in education is limited in the research literature. While several targeted components of staff training exist, no prior research has combined evidence-based procedures into a multi-component staff training manual. The purpose of the current pilot study was to improve training for new staff in a special education setting. A needs assessment indicated social validity in developing and implementing programs for behavior support plan training and phasing-in staff during training. Based on this data, a manual was developed to include comprehensive training procedures. While the amount of data was limited, results indicate some initial support for the manualized ...


Autism: A Function Of Neurodiversity?, Jan Murdock Feb 2020

Autism: A Function Of Neurodiversity?, Jan Murdock

Journal of Human Services: Training, Research, and Practice

In a culture filled with changes and challenges, there is a need to support groups of people with differences. Neurodiversity is a concept where neurological differences are to be recognized and respected as any other human variation. It is truly a “brain thang”. This “brain thang” means that there are differences in the brain that cause a student to behave, respond, or react differently than a student who appears to function normally. Education should not be compartments in which one has only a mindset of “these are special education students” and “these are not special education students”. The mindset must ...


Leveraging University Partnerships To Build Capacity In Rural Schools: A Case Study, Wesley D. Hickey, Ross Sherman, Cody Mize, Michael Donley Dec 2019

Leveraging University Partnerships To Build Capacity In Rural Schools: A Case Study, Wesley D. Hickey, Ross Sherman, Cody Mize, Michael Donley

School Leadership Review

University partnerships provide an avenue to increase capacity within K-12 schools. This case study reviews and successful partnership and the steps taken to make it work.


Using Equity Audits To Create A Support System For Marginalized Students, Dusty L. Palmer, Irma L. Almager, Fernando Valle, Cathy Gabro, Vanessa Deleon Dec 2019

Using Equity Audits To Create A Support System For Marginalized Students, Dusty L. Palmer, Irma L. Almager, Fernando Valle, Cathy Gabro, Vanessa Deleon

School Leadership Review

This qualitative content analysis study examined the framing of equity audits and the Texas Accountability Intervention System (TAIS) plans implemented by aspiring principal fellows to develop a support system for marginalized students. The purpose of this study was to demonstrate how a principal preparation program leverages equity-driven data to support the learning and engagement of all students, with an emphasis on supporting English Language Learners (ELL)s and Special Education (SPED) students. The findings revealed that using equity-driven data and progress monitoring quarterly goals did impact student learning, specifically with the ELL and SPED population


Designing Our Principal Pipeline From A Job-Embedded Residency, Dusty L. Palmer, Irma L. Almager, Fernando Valle Dec 2019

Designing Our Principal Pipeline From A Job-Embedded Residency, Dusty L. Palmer, Irma L. Almager, Fernando Valle

School Leadership Review

This qualitative case study explores the impact of job-embedded principal preparation residency programs through the lens of a school district’s administrator.  The school-university partnership provided an innovative way to prepare aspiring school leaders.  The job-embedded structure provided an authentic, contextual base experience where aspiring principals served as interns over a 15-month period in their current school district.  The praxis of the study positions principal interns to impact teacher growth and improve student achievement during their job-embedded placement.  Overall, the school district invested in its own teachers and are now leading their campuses in a principalship  role.


Perceptions Of Rural Superintendents On Factors Influencing Employment Decisions, Heather P. Williams, Kathleen Shoup, Lisa Colon Durham, Ben A. Johnson, Shannon Dunstan, Brittany A. Brady, Carl F. Siebert Dec 2019

Perceptions Of Rural Superintendents On Factors Influencing Employment Decisions, Heather P. Williams, Kathleen Shoup, Lisa Colon Durham, Ben A. Johnson, Shannon Dunstan, Brittany A. Brady, Carl F. Siebert

School Leadership Review

School districts struggle to attract and maintain a sufficient supply of highly capable superintendents. High-needs within rural districts, in particular, often are not able to attract and retain effective leaders. The issue of short superintendent tenure has drawn speculation and concern that revolving leadership may have negative consequences for schools and student achievement. A variety of factors contribute to superintendent turnover including: school board relations, job satisfaction, school district characteristics, and the personal characteristics of superintendents (Grissom & Anderson, 2012; Kamrath & Brunner, 2014; Wood, Finch & Mirecki, 2013). This study provides insight into perceptions of rural superintendents (n=10) and why they stay or leave their ...


Professional Learning In Trauma Informed Positive Education: Moving School Communities From Trauma Affected To Trauma Aware, Helen Stokes, Tom Brunzell Dec 2019

Professional Learning In Trauma Informed Positive Education: Moving School Communities From Trauma Affected To Trauma Aware, Helen Stokes, Tom Brunzell

School Leadership Review

In order to assess and then to identify promising approaches for school leadership within rural communities, it can be helpful to reframe struggling schools as trauma-affected schools. Acknowledging the impacts of childhood trauma on students and their learning allows school leaders to undertake professional learning both with and for their schools to become trauma-aware. Embedded within a rural community located in a region contending with intergenerational disadvantage, the findings reported in this study suggest that when school leaders deliberately implemented trauma-aware practice as a whole-school approach for all staff members, there was growth in student academic outcomes. In addition to ...


Stories We Don’T Tell: Research’S Limited Accounting Of Rural Schools, Michael Thier, Paul Beach Dec 2019

Stories We Don’T Tell: Research’S Limited Accounting Of Rural Schools, Michael Thier, Paul Beach

School Leadership Review

To help build capacity among PK-12 school leaders and policymakers whose decisions can impact rural settings, often without full understanding of the nuances most salient to rural places, this study asked (1) To what extent do education researchers account for geographic locale in their reporting? (2) Do highly ranked journals account for geographic locale in their reporting more readily than education research in general? Hybridizing three systematic approaches to literature review—rapid, mapping, and scoping—the study examined a population-level dataset of nearly 109,000 school-focused, peer-reviewed articles in ERIC during a 10-year period and dove deeper into 4,001 ...


Emerging Teacher-Leaders For English Learners: A Professional Development Model In Rural Florida, Raisa Ankeny, Nidza Marichal, Maria Coady Dec 2019

Emerging Teacher-Leaders For English Learners: A Professional Development Model In Rural Florida, Raisa Ankeny, Nidza Marichal, Maria Coady

School Leadership Review

This paper describes an ongoing Professional Development (PD) program that aimed to prepare teacher-leaders for rural English learner (EL) students. We delineate the theoretical underpinnings of the PD design and describe the two-year graduate coursework program with onsite coaching in rural schools in detail. We define rurality and the context of ELs in the rural partner school district and describe the PD coursework, which was adapted to meet the local rural educational needs of the participants. At its outset, participants reflected on the overall PD through online discussions, surveys, and focus group interviews. Data revealed that the participants found the ...


Principals As Instructional Leaders: An Embedded Descriptive Case Study Of One Rural School's Effort To Improve Student Outcomes Through Reading Plus, Joshua W. Tremont, Nathan R. Templeton Dec 2019

Principals As Instructional Leaders: An Embedded Descriptive Case Study Of One Rural School's Effort To Improve Student Outcomes Through Reading Plus, Joshua W. Tremont, Nathan R. Templeton

School Leadership Review

The purpose of this descriptive embedded case study is to address a reading literacy problem at a rural school district through a principal’s instructional leadership and to determine whether student outcomes improved. Campus principals are tasked with the responsibility of ensuring every student receives high-quality instruction that aligns with research-driven best practices by implementing current interim assessment cycles to track classroom trends and determine appropriate interventions (Texas Administrative Code [TAC §149.2001.]). However, the manner in which the principal influences student achievement varies based on leader capacity and school setting. While leadership in rural settings is as diverse as ...


Fostering Inclusive Culture Through Partnerships With Nonprofits, Kevin Badgett, John Decman Dec 2019

Fostering Inclusive Culture Through Partnerships With Nonprofits, Kevin Badgett, John Decman

School Leadership Review

NELP Standards place a particular emphasis on “the leaders’ responsibility for the well-being of students and staff as well as their role in working with others to create supportive and inclusive district and school cultures” (Preparing for the National Educational Leadership Preparation (NELP) Program Review: A Companion Guide, 14). This concept, that of working with others to create inclusive district and school cultures, necessarily means that school leaders are required to look at organizations and leaders in the community to foster positive growth. Because of this, there is a fertile ground upon which to investigate the benefits of partnerships with ...


Centering Students In The Community: Building Capacity For School Improvement Efforts Through Community Connections, Wesley Henry Dec 2019

Centering Students In The Community: Building Capacity For School Improvement Efforts Through Community Connections, Wesley Henry

School Leadership Review

This paper explores the efforts of rural administrators to link students with the local community. Previous research on the visibility of rural administrators and rural school-community connections are discussed. Findings indicate that bolstering the prominent role of students within the local community supports rural administrators’ learning improvement agendas by building capacity and buy-in for their improvement efforts, linking students with opportunities that the school alone cannot provide, and securing additional resources.


Megachurches And Economic Development: Pastoral Interpretations Of Internal And External Expectations On Church Behavior, Ashley E. English Dec 2019

Megachurches And Economic Development: Pastoral Interpretations Of Internal And External Expectations On Church Behavior, Ashley E. English

The Journal of Faith, Education, and Community

What sorts of economic development activities do megachurches engage in, and what rationale do leaders give for this behavior? This study provides theoretical guidance for answering this research question through an investigation of megachurches’ extra-role behaviors (ERB) in economic development activities. ERB is a “behavior that attempts to benefit the organization and that goes beyond existing role expectations” (Organ, Podsakoff & MacKenzie, 2006, p. 33). This field study includes an online survey completed by 42 megachurch senior or executive pastors in the Dallas-Fort Worth and Houston-Sugar Land-Baytown Metropolitan Statistical Areas and 23 follow-up telephone interviews. The researcher used these data to ...