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Articles 1 - 7 of 7
Full-Text Articles in Education
Follow-Up, A Key Component Of Successful Professional Development, Peter J. Smith, Diana Casey
Follow-Up, A Key Component Of Successful Professional Development, Peter J. Smith, Diana Casey
Educational Leadership Faculty Publications
Inexperienced teachers' perceived classroom effectiveness of their planning and preparation, classroom environment, instruction, and professional responsibilities domains were analyzed to determine the effects of active follow-up compared to information-based follow-up of classroom management training (N = 50). Inexperienced teachers enrolled in I Can Do It Classroom Management Training were randomly assigned to active follow-up to the training (n = 24) or information-based follow-up to the training (n = 26). As reflected by the pretest and posttest evaluation form measuring their perceived effectiveness in the domains of planning and preparation, classroom environment, instruction, and professional responsibilities, teachers participating in active follow-up …
Public-Private Partnerships, Civic Engagement, And School Reform, Theodore J. Kowalski
Public-Private Partnerships, Civic Engagement, And School Reform, Theodore J. Kowalski
Educational Leadership Faculty Publications
The number of partnerships between public schools and private organizations increased dramatically after the National Commission on Excellence in Education (1983) issued its report "A Nation at Risk." ... In this essay, I propose an uncommon perspective of public-private partnerships in the United States—one that calls for direct citizen involvement to ensure that collaboration is linked to and compatible with reform efforts carried out at the local (school district) level. The need for a new conceptualization is framed by three convictions: public-private partnerships have been largely ineffective in terms of improving instruction and student learning; democratic deficits in these ventures …
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 …
Faith-Based Charter Schools: An Idea Whose Time Is Unlikely To Come, Charles J. Russo, Gerald M. Cattaro
Faith-Based Charter Schools: An Idea Whose Time Is Unlikely To Come, Charles J. Russo, Gerald M. Cattaro
Educational Leadership Faculty Publications
In light of the legal and educational issues surrounding the status of religious charter schools, this article is divided into two parts. The first section reviews key litigation addressing the parameters of public aid to religiously affiliated nonpublic schools because these cases provide the necessary background should judicial challenges arise to faith-based charter schools. This first part of the paper also briefly reviews Supreme Court cases that forbid prayer and/or religious activities in school, an essential part of daily activities in religiously affiliated nonpublic schools that cannot continue in faith-based charter schools. The second part reviews educational and policy considerations …
Must Economics Always Determine Academic Destiny? Achievement Across Time In Two Academically Equivalent But Socioeconomically Diverse Same City Catholic Schools, Roseanne L. Williby, John W. Hill
Must Economics Always Determine Academic Destiny? Achievement Across Time In Two Academically Equivalent But Socioeconomically Diverse Same City Catholic Schools, Roseanne L. Williby, John W. Hill
Educational Leadership Faculty Publications
The study analyzed the pretest-posttest results of high stakes test scores, absence frequencies, and high school eligibility cut scores of students who completed fourth-grade through eighth-grades in two academically equivalent but socioeconomically diverse same city Catholic schools. Study outcomes were compared for a naturally formed group of students (n = 28) who had completed fourth-grade through eighth-grades in an urban Catholic school representing fewer family socioeconomic advantages and 40% eligibility for free and reduced price lunch program participation and tuition assistance and a randomly selected group of students (n = 28) completing fourth-grade through eighth-grades in a suburban Catholic school …
Peer Mentoring And Collaboration In The Clinical Setting: A Case Study In Dental Hygiene, Paul T. Parkinson
Peer Mentoring And Collaboration In The Clinical Setting: A Case Study In Dental Hygiene, Paul T. Parkinson
Educational Leadership Faculty Publications
Evaluation of professional conversational opportunities experienced by pre‐profession majors in Dental Hygiene indicates significant reflective development through dialogue and participation in the experienced curriculum. A case study was conducted to evaluate the impact of a Peer Coaching strategy on pre‐professional students’ dispositional and technical preparation. Utilizing an elicitation methodology, researchers identified benefits to peer focused collaborative pedagogy. The purpose of this qualitative study was to uncover whether or not collaborative work in practicum would have value for the development of quality workplace habits. The study explored the impact of peer coaching on pre‐professionals’ self‐efficacy and their professional dispositions following practicum …
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 …