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Articles 1 - 21 of 21
Full-Text Articles in Education
Adding Soft-Skills To The Hard Target Of Adequacy: The Case For Rearticulation Based On A Multifocal Analysis, Robert C. Knoeppel, Curtis A. Brewer, Jane Clark Lindle, Patricia F. First
Adding Soft-Skills To The Hard Target Of Adequacy: The Case For Rearticulation Based On A Multifocal Analysis, Robert C. Knoeppel, Curtis A. Brewer, Jane Clark Lindle, Patricia F. First
Jane Clark Lindle
The purpose of this study is to expand the definition of adequacy by adding soft skills as a measure of school productivity. The singular focus on academic standards inherent in education policy has prevented scholars from seeing the concept of adequacy through myriad perspectives and has contributed to a resegregation of schools. Education policy includes legal, historical, and political perspectives; research inquiries must accommodate these multiple foci. This study made use of multifocal analysis to investigate the development of the concept of adequacy in South Carolina. Conclusions suggest an expanded definition of adequacy has potential for addressing school financing policy, …
Boundaries Of Trust And Confidence: Negotiating Evaluation And Research Constraints In The Context Of Kentucky's Systemic Reform, Lois Adams-Rodgers, Jane Lindle
Boundaries Of Trust And Confidence: Negotiating Evaluation And Research Constraints In The Context Of Kentucky's Systemic Reform, Lois Adams-Rodgers, Jane Lindle
Jane Clark Lindle
Kentucky's systemic reform initiative has been heralded as one of the more comprehensive and well-sustained reforms in recent history. To evaluate the course of this reform, the challenges associated with researching and evaluating a statewide systemic reform effort are detailed here. By using a description of the politics of evaluating systemic policy at the state level, the paper attempts to fill the gap between the investigation of how policy works and the investigation of how policy is evaluated. An embedded, single-case design was used to study the program over a 3-month period. Examination of the system suggests that the political …
Confronting Persistent Challenges Through Research-Based Programming For Experienced School Leaders, Jane Clark Lindle, Kenyae L. Reese, Matthew Della Sala, Hans W. Klar, Robert C. Knoeppel
Confronting Persistent Challenges Through Research-Based Programming For Experienced School Leaders, Jane Clark Lindle, Kenyae L. Reese, Matthew Della Sala, Hans W. Klar, Robert C. Knoeppel
Jane Clark Lindle
This paper’s thesis of human agency derived from the South Carolina Successful School Principalship Project’s (SCSSPP) findings. In these schools, principals had leveraged a variety of schoolwide initiatives to enact the vision that all students would be successful despite their rurality and poverty. These findings were the underlying design for two regional cross-district pilot programs. Known as Leadership 2.0 and Leadership 3.0, the development of agency was constructed through cognitive coaching and based on principals of adult learning. Initial evaluation of participants' first year reactions show consistently high perceptions of all aspects of the principals used for their professional learning.
Item Disaggregation For: Student Behavior From Phone Interviews Public Education Engagement South Carolinians Speak Out, Jane Clark Lindle, James Witte, Robert Knoeppel
Item Disaggregation For: Student Behavior From Phone Interviews Public Education Engagement South Carolinians Speak Out, Jane Clark Lindle, James Witte, Robert Knoeppel
Jane Clark Lindle
No abstract provided.
Emerging Issues With The Predictive Applications Of The Gre In Educational Administration Programs: One Doctoral Program's Experience, Jane Clark Lindle, James S. Rinehart
Emerging Issues With The Predictive Applications Of The Gre In Educational Administration Programs: One Doctoral Program's Experience, Jane Clark Lindle, James S. Rinehart
Jane Clark Lindle
Little information exists as to the efficacy of using the Graduate Record Examination (GRE) as a predictor of success for nontraditional students' graduate studies. Since many students in doctoral education programs are nontraditional matriculants, an investigation of the relationship between GRE scores and student success in one such program is discussed. Records of 74 doctoral students enrolled in educational administration since 1992 were obtained to examine the independent variables. A questionnaire was used to collect faculty perceptions of student scholarship (potential) as the dependent variable. The results indicated three significant predictors of student scholarship potential: grade point average, analytic score …
How Does A Principal Use Kentucky's High Stakes Assessment To Monitor And Improve Student Learning?, Ora Cobb, Jane Lindle, James Rinehart
How Does A Principal Use Kentucky's High Stakes Assessment To Monitor And Improve Student Learning?, Ora Cobb, Jane Lindle, James Rinehart
Jane Clark Lindle
This paper explores Kentucky's Education Reform Act (KERA) for improving at-risk students' scores to see if the strategies in one middle school improved standardized and state-performance-based assessment results. The study encompasses two purposes: to use a forced-entry regression model to detect which independent variables were predictors of success for "at-risk" students on the Kentucky Instructional Results Information System (KIRIS), and to offer an analytic model for principals to use in examining the impact of specific school reform initiatives and selected intervention strategies. The paper offers a literature review that discusses Effective Schools research, explains the background for KERA and KIRIS, …
Item Disaggregation For: Student Behavior From Web Survey Public Education Engagement South Carolinians Speak Out, Jane Clark Lindle, James Witte, Robert Knoeppel
Item Disaggregation For: Student Behavior From Web Survey Public Education Engagement South Carolinians Speak Out, Jane Clark Lindle, James Witte, Robert Knoeppel
Jane Clark Lindle
No abstract provided.
Schools On Probation In The States Of Maryland And Kentucky. Technical Report. Volumes I-Iv, Heinrich Mintrop, James Cibulka, Jane Clark Lindle
Schools On Probation In The States Of Maryland And Kentucky. Technical Report. Volumes I-Iv, Heinrich Mintrop, James Cibulka, Jane Clark Lindle
Jane Clark Lindle
This study on accountability designs for underperforming schools focuses on probation as a tool for policy. Findings are based on the analysis of state performance data, the reading of approximately 100 school improvement plans, and the study of 11 focal schools in Maryland and Kentucky. Test-score data from Maryland show that probation is associated with an initial reversal of decline in the worst performing schools that fades out in subsequent years. Teachers in the 11 schools fundamentally do not buy into the accountability system. Low job commitment diminishes the threat of low-performance penalties. Many teachers were skeptical about the goals, …
Accountability Policy At The Street Level In Kentucky: Teachers And Administrators Debate The Fairness Of Continuous Improvement Versus Relative Standing, Jane Lindle
Jane Clark Lindle
While scholars of educational accountability policy will not be surprised at the power of local implementers in modifying accountability efforts, Kentucky's street-level debate splits two constituencies in defining a fair system. Advocates for the education of all children including the poor and minorities support the continuous improvement model, while elite advocates support recognition of relative standing of schools. This paper includes data from teachers and administrators in four schools identified as eligible for state assistance under Kentucky's testing and accountability system. Of particular interest are the perceptions of accountability held by teachers and administrators in one school that had received …
"Hasn't Anyone Else Done This Right?" A Field Note On The Political Realities And Perceptions In Modifying Kentucky's High Stakes Accountability System, Jane Clark Lindle
"Hasn't Anyone Else Done This Right?" A Field Note On The Political Realities And Perceptions In Modifying Kentucky's High Stakes Accountability System, Jane Clark Lindle
Jane Clark Lindle
This paper is a case study of Kentucky's attempt to fix not only failing schools but a failing public school system. It reports on the policy making and implementation conundrums of the debate over Kentucky's high stakes accountability system. As a political policy analysis, the study relies on documents, media reports, and interviews with key players to expand understanding of the issues. The paper reports primary and secondary focus group and interview data from a variety of professional educators and parents. The combined frameworks of political culture and authentic policy perspectives are useful for depicting the story of Kentucky's debate …
Content Validity Of The Interstate School Leaders Licensure Consortium's (Isllc) Standards For School Leaders: To What Extent Do Isllc Skill Indicators Describe School Leaders' Instructional Leadership Work?, Jane Clark Lindle, Nancy Stalion, Lu Young
Content Validity Of The Interstate School Leaders Licensure Consortium's (Isllc) Standards For School Leaders: To What Extent Do Isllc Skill Indicators Describe School Leaders' Instructional Leadership Work?, Jane Clark Lindle, Nancy Stalion, Lu Young
Jane Clark Lindle
Most validity studies of ISLLC standards and indicators rely heavily on focus groups and perceptual surveys. This study included self-report and observational data on principals’ use of time. A content analysis tested ISLLC’s descriptions of instructional leadership with a related set of Kentucky’s Standards and Indicators for School Improvement (SISI) as well as across the observational job analyses of two sets of principals: (a) five elementary and secondary principals in a typical rural district and (b) five matched for school characteristics from high performing schools on Kentucky’s assessment system. Results reinforce early studies revealing the intense and fragmented nature of …
Are School Boards An Effective Means Of School Governance? A Micropolitical Perspective, Jane Lindle
Are School Boards An Effective Means Of School Governance? A Micropolitical Perspective, Jane Lindle
Jane Clark Lindle
Kentucky has witnessed many changes in educational administration. An assessment of those changes, with a focus on school boards, was done. School boards are not efficient bodies and this is not a problem. If efficiency was the top concern, then minimizing time and costs would be dominant and schools would suffer. School boards are not particularly elite or expert forums and but this is preferable since such boards are forums for public interest. Finally, school boards are regarded as democratic, but by no means are they apolitical. Boards are the middle ground between public and private interests; the focus on …
Innovative Public Engagement Practices And Partnerships: Lifting Stakeholder Voices In Education Accountability Policy, Monica Wills, Curtis Brewer, Robert Knoeppel, James Witte, Roy Pargas, Jane Clark Lindle
Innovative Public Engagement Practices And Partnerships: Lifting Stakeholder Voices In Education Accountability Policy, Monica Wills, Curtis Brewer, Robert Knoeppel, James Witte, Roy Pargas, Jane Clark Lindle
Jane Clark Lindle
In 2008, due to increasing stakeholder dissatisfaction with assessment results and school report cards, South Carolina revised its 1998 Educational Accountability Act and required public engagement with stakeholders including parents/guardians, educators, business and community leaders, and taxpayers. The legislation created partnerships between SC‟s Education Oversight Committee (EOC) and Clemson University. The project also brought together within the university the fields of Applied Sociology, Computer Science, and Educational Leadership. The project involved mixed methods using phone/web surveys with focus groups eliciting perceptions from key stakeholders and under-represented voices in the surveys.
Can State Reform Shape The Culture And Definition Of Professionalism In Schools?, Jane Clark Lindle
Can State Reform Shape The Culture And Definition Of Professionalism In Schools?, Jane Clark Lindle
Jane Clark Lindle
When Kentucky established a comprehensive reform of its schools in 1990, it targeted the nature of professional culture, norms, and activities in education. To explain this reform movement, a narrative analysis of research reports targeting various aspects of the 1990 Kentucky Education Reform Act is reported here. The focus is on identified elements of professionalism: a requisite knowledge base, performance of a social service, broad powers of discretion in performance of a job, and collegial controls on admittance and retention in the profession. The research employed a form of narrative analysis and represents the first step in a synthesis of …
Overview Of Results From 1994 & 1995 School-Based Decision Making Surveys, Jane Clark Lindle, Bruce S. Gale, Brenda Curry-White
Overview Of Results From 1994 & 1995 School-Based Decision Making Surveys, Jane Clark Lindle, Bruce S. Gale, Brenda Curry-White
Jane Clark Lindle
The 1994 and 1995 School-Based Decision Making (SBDM) Surveys were conducted in the fall of each of those years for the Study of Education Policy. This report compares the 1994 and 1995 responses to three questions: (1) What do people think of the effectiveness of SBDM? (2) Who is involved in the SBDM decisions? and (3) What are councils doing? The discussion focuses on school and district effectiveness, the barriers to SBDM, SBDM trainers' network, parent involvement, efforts to involve minorities and women, council productivity, improvement strategies, and the budget process. Findings show that most people rate SBDM as good …
Challenges And Successes With Including Kentucky's Parents In School-Based Decision Making: Pilot Year School Councils Respond, Jane Clark Lindle
Challenges And Successes With Including Kentucky's Parents In School-Based Decision Making: Pilot Year School Councils Respond, Jane Clark Lindle
Jane Clark Lindle
The 1990 Kentucky Education Reform Act (KERA) provided, among other measures, a new governance body for schools called "School Councils." These school-based, decision-making councils are composed of parents and teachers and headed by principals. This paper presents findings of a study that explored the effects of KERA's provision for school councils on parent involvement. Data were gathered from a survey of a nonrandom sample of 1991-92 pilot school councils (n=66). Most school councils reported that they used only two or three ways to notify parents of meetings, and only one or two methods to apprise parents of school decisions. Some …
Developing School Based Decision Making Capacities In Kentucky: Communication Satisfaction After The Pilot Year, Jane Clark Lindle
Developing School Based Decision Making Capacities In Kentucky: Communication Satisfaction After The Pilot Year, Jane Clark Lindle
Jane Clark Lindle
Among several innovations in public school curriculum and financing, the 1990 Kentucky Education Reform Act (KERA) also included a school-governance provision. School-Based Decision Making (SBDM) Councils include administrators, teachers, and parents in addressing school-level curriculum and instructional issues. These groups have not had a history of collaboration. This paper presents findings of a study that described the developing relationships among these constituent groups at the end of the pilot year. Data were derived from a survey that asked 385 pilot-year School Council members to rate their satisfaction with council communication on a Likert-type inventory. Usable responses were received from 211 …
Take Creative Action With Data! Two Pilot Programs Lead The Way, Kenyae Reese, Jane Lindle, Hans Klar, Rob Knoeppel
Take Creative Action With Data! Two Pilot Programs Lead The Way, Kenyae Reese, Jane Lindle, Hans Klar, Rob Knoeppel
Jane Clark Lindle
Assessments! Standards! Formative Feedback! Value-added! Such jargon creates swarms of "EduSpeak" related to school data. Common Core Standards (CCS) along with the recently adopted South Carolina Elementary and Secondary Education Act (ESEA) waivers add yet more jargon to the list. Do any of these terms lead to better teaching and learning?
School Leadership And Educational Reform: Parent Involvment, The Education For Handicapped Children Act, And The Principal, Jane Clark Lindle
School Leadership And Educational Reform: Parent Involvment, The Education For Handicapped Children Act, And The Principal, Jane Clark Lindle
Jane Clark Lindle
Originally passed in 1975, the Education for Handicapped Children Act (EHA or P.L. 94-142) provided an unprecedented legislative definition of parent involvement. Congress mandated that parents be included in the educational decision-making process concerning handicapped children. This paper summarizes parent involvement as defined by the EHA, reviews the literature on implementation of EHA's provision for parent involvement, and offers recommendations for principals' leadership in supporting parent involvement. Principals are advised to create a school climate conducive to parent involvement through parent induction programs and staff development.
Taxation And Education: Using Educational Research To Inform Coherent Policy For The Public Good, Robert Knoeppel, David A. Pitts, Jane Clark Lindle
Taxation And Education: Using Educational Research To Inform Coherent Policy For The Public Good, Robert Knoeppel, David A. Pitts, Jane Clark Lindle
Jane Clark Lindle
In 2006, following a 30-year trend among the US states to remove the property tax from the revenue for public schools, the South Carolina General Assembly enacted Act 388 which replaced the property tax with a one-cent sales tax. The law decreased the budget capacity of school districts thus impacting educational equity and adequacy. This paper describes key policy makers’ and stakeholders’ interpretations of the pressure for property tax relief and highlight the importance of policy coherence in education finance, taxation, and accountability.
Whoever Heard Of Standardized Art? The Complexity Of Using Portfolios For Licensing Principals, Jane Clark Lindle
Whoever Heard Of Standardized Art? The Complexity Of Using Portfolios For Licensing Principals, Jane Clark Lindle
Jane Clark Lindle
One dominant metaphor in the standards-based movement to "professionalize" teaching is that of art and artist. The images of "performance" and "portfolio" are constantly in use, and since these metaphors can lead to interesting insights, pushing them to their logical conclusions is the purpose of this paper. It draws on the extensive literature in art criticism and asks if a portfolio evaluation is an oxymoron. Portfolios have been suggested as desirable evaluation tools because they are open-ended and allow for individual interpretation and reflection. Evaluation, however, requires a common structure and externally imposed, standardized value judgments--conditions that are difficult to …