Education Commons^™

Education Access For Unaccompanied Immigrant Children, Deidra Coleman, Adam Avrushin

Center for the Human Rights of Children

No abstract provided.

A Systematic Reveiw Of Student Self-Report Instruments That Assess Student-Teacher Relationships, Kate L. Phillippo, Jerusha Conner, Shannon Davidson, Denise Pope

Education: School of Education Faculty Publications and Other Works

Background: A large body of survey-based research asserts that the quality and strength of student-teacher relationships (STRs) predict a host of academic and nonacademic outcomes; however, advances in survey design research have led some to question existing survey instruments’ psychometric soundness. Concurrently, qualitative research on STRs has identified important developmental and sociocultural variation in the ways students define, understand, and react to relationships with their teachers. The questions raised by survey methodologists, together with the conceptual elaboration of STRs, suggest that survey instruments used to assess STRs are due for a systematic review.

Purpose/Research Questions: This review of survey instruments …

An Examination Of Multicultural Competence And Racial Colorblindness Among School Psychologists, Sandy D. Flores

Dissertations

The field of school psychology has developed a strong commitment to culturally competent practice. However, there is a lack of literature examining multicultural competence among school psychologists. The present study sought to address this need using a two-pronged approach. First, the study expanded the research base for a self-report multicultural competence scale by administering the measure to a sample of practicing school psychologists. Second, the study investigated the relationship between racial colorblindness and self-perceived multicultural competence among school psychologists by administering an additional racial colorblindness measure. Given that similar fields have identified the negative impact of racial colorblindness on multicultural …

Creating An Edd Structure, Program And Process Fulfilling The Needs Of Doctoral Candidates And The Communities They Will Serve: Applying Lessons Learned From The Redesign Of A Principal Preparation Program, Marla Susman Israel, Felicia P. Stewart, Susan Sostak, Ahlam Bazzi-Moughania

Education: School of Education Faculty Publications and Other Works

This chapter describes the program redesign, development and essential components of Loyola University Chicago’s EdD principal preparation program for the Chicago Leadership Collaborative (CLC) providing a pipeline of candidates to be transformational principals within the Chicago Public Schools. This redesigned EdD focuses on creating communities of positive practice comprised of scholar- practitioners who create disciplines of inquiry that positively impact student, faculty, parent, and community outcomes while contributing to the knowledge base of preparing future educational leaders. In its third year of implementation with 30 candidates in the program, lessons learned from this program redesign will be detailed. Using the …