Education Commons^™

The Sound Of Silence: The Educator’S Perspective On Silence During Staff Meetings, Anne Zito Edd, Karen H. Larwin Phd

Journal of Organizational & Educational Leadership

Staff meetings are a regular occurrence in schools, yet both teachers and principals typically report dissatisfaction with these meetings. The current investigation seeks to understand the viewpoints of public-school teachers on silence during staff meetings. This was the first known investigation on the topic using Q methodology. Data analysis extracted three distinct viewpoints: Get the Party Started, I Don’t Care Anymore, and Don’t Stop Believin’. This study provides the results of data analysis, responds to research questions, and makes recommendations for meeting design and facilitation. The findings indicate how the principal facilitates the meeting seems to have …

Reducing Food Scarcity: The Benefits Of Urban Farming, S.A. Claudell, Emilio Mejia

Journal of Nonprofit Innovation

Urban farming can enhance the lives of communities and help reduce food scarcity. This paper presents a conceptual prototype of an efficient urban farming community that can be scaled for a single apartment building or an entire community across all global geoeconomics regions, including densely populated cities and rural, developing towns and communities. When deployed in coordination with smart crop choices, local farm support, and efficient transportation then the result isn’t just sustainability, but also increasing fresh produce accessibility, optimizing nutritional value, eliminating the use of ‘forever chemicals’, reducing transportation costs, and fostering global environmental benefits.

Imagine Doris, who is …

When Leadership Meets A Vision Of Love And Justice: The Art Of Leading For Social Justice, Aaliyah Baker

The Journal of Values-Based Leadership

No abstract provided.

Teacher Retention: Retaining Teachers In High-Needs, Urban Secondary Schools In A Midwest State Post-Pandemic, Christopher K. Schmit, Erin Lehmann, David Swank, Sue Alborn-Yilek, Tasha Dannenbring

Journal of Educational Leadership in Action

Teacher retention has been a challenge for most schools for several years. High-needs schools have been known to have twice the trouble with teacher retention as schools not considered high-needs. The purpose of this study was to identify effective practices school principals can implement to retain teachers at high-needs, urban secondary schools. This quantitative study called on teachers from high-needs schools in Iowa to complete a survey identifying principal qualities related to retention, perceived reasons for teacher attrition, and reasons they continue to teach at their current school. Three hundred eighty-five teachers from five different Iowa school districts participated in …

Implementing Transformative Education With Participatory Action Research: A Review, Niroj Dahal

The Qualitative Report

I write this review of the book, Implementing Transformative Education with Participatory Action Research, for readers, writers, and novice and veteran researchers in various social sciences disciplines and educational landscapes. The book explores using Participatory Action Research (PAR) to implement transformative education. The book argues that PAR can be used to create contextualized, sustainable, and student-centered learning environments. It offers invaluable insights from experts who have actively worked on innovative approaches to school transformation. The book also provides practical guidance and research-based strategies to help scholars effectively navigate challenges and implement transformative education. Overall, the book is a valuable …

Book Review It Takes An Ecosystem: Understanding The People, Places, And Possibilities Of Learning And Development Across Settings, Denise Montgomery

Journal of Youth Development

It Takes an Ecosystem: Understanding the People, Places, and Possibilities of Learning and Development Across Settings, edited by Thomas Akiva and Kimberly H. Robinson, is a call to take a holistic and dynamic ecosystem approach to thinking about, designing, developing, and investing in the allied youth fields to more equitably and effectively support young people’s learning and development. Published in 2022, the volume outlines a vision for out-of-school time programs and systems, schools, community-based organizations, and the public sector to move beyond focusing separately on individual systems to a learning and development ecosystem approach that more accurately and inclusively reflects …

Can A Modified Model Un Support Civic Empowerment?, Leora Mincer, Jennifer Leger, Lucy Wilson

SPACE: Student Perspectives About Civic Engagement

No abstract provided.

Branches In The Pipeline: Status-Seeking In Principal Licensure Candidates, Madhu Narayanan

Northwest Journal of Teacher Education

This paper investigates the reasons and motivations that people pursue administrative licenses. Questions such as who enrolls, why they choose to seek an administrative license, and what are their future goals, are all relevant to address challenges of principal attrition and turnover. With calls for the development of quality, equity-focused leaders, it is important to understand how motivations of entrants align with those of school districts and policy makers. This paper contributes to the research on the so-called “principal pipeline” by analyzing the reflections of candidates from an institutional perspective. This view considers modern schools to be social structures governed …

An Exploration Of The Relationship Between Leaders’ Cultural Competence And Academic Outcomes In Texas Public Schools, Summer Pannell, Brian Uriegas, Juliann Sergi Mcbrayer

Journal of Organizational & Educational Leadership

This study explored the cultural knowledge (CK) and cultural skills (CS) levels of Texas school leaders to determine if there was a relationship between cultural knowledge and cultural skill as well as between principals’ CK and CS levels and school academic outcomes. In comparing within-group scores, the results indicated CK scores were higher than CS scores in all participant groups. Between-group analysis revealed participants in non-Title I schools scored higher in CK, but Title I school leaders scored higher in CS. Results further indicated school leaders who identified as a member of a marginalized group scored higher in CS but …

About The Contributors

Impact: A Journal of Community and Cultural Inquiry in Education

No abstract provided.

Meaning Making, Labeling, And Self In Symbolic Interactionism: Teacher Identity And Everyday Life, Melissa Brooks-Yip

Impact: A Journal of Community and Cultural Inquiry in Education

Symbolic interactionism helps explain the meaning of labels in education and how this impacts teacher identity and professionalism. This article will explore elements of the symbolic interactionism theoretical framework: everyday life actions and interactions, meaning-making, language, labeling and symbols, identity, and teachers' self. Implications will follow.

Grounded School Choice In Uganda: Community Building From The Bottom To The Top, Jennifer Bennett, Joe Bishop, Shima Tondar

Impact: A Journal of Community and Cultural Inquiry in Education

The non-profit organization, From the Bottom to the Top, has been working with the people of west-central Uganda to rebuild the education system, develop increased access to sustainable schools, and promote community involvement in school decisions. This study aimed to explore the perceptions and experiences of students, parents, teachers, and community members related to their choice of specific schools in a rural area of Uganda, which have been working in cooperation with From the Bottom to the Top. Interviews focused on students and families’ motivations to choose the school their children attend and observations of sustainable development efforts in their …

Front Matter

Impact: A Journal of Community and Cultural Inquiry in Education

No abstract provided.

Tracking The Legacy Of "Inner-City" Catholic Schools: An Analysis Of U.S. Elementary Catholic School Organizational And Demographic Data, Andrew F. Miller, Annie Smith, Kierstin M. Giunco, Audrey A. Friedman, Myra Rosen-Reynoso, Charles T. Cownie Iii

Journal of Catholic Education

Over the past twenty years, Catholic elementary schools that self identify as “inner-city” have closed at a higher rate than Catholic schools in other locations. These schools have also long been associated with a legacy of effectively serving low-income students, students of color, and recent immigrant students, suggesting that the persistent closure of these schools may have a negative impact on these communities. In this paper, we set out to assess the extent to which there have been demographic or organizational changes over the past twenty years in these “inner-city” schools. We found that while these schools do still serve …

A Case Study Of A Low-Income African American Career Academy’S Approach To Student Services, Victor Hernandez-Gantes, Edward C. Fletcher Jr.

Journal of Research in Technical Careers

The provision of support services has been found critical for meeting the needs of students and their families, but related research in predominantly low-income, African American/Black communities, is limited. Thus, through a case study we explored how a school, located in a low-income area with a predominantly African American/Black population, adopted and enacted support services. The setting was an urban high school with an enrollment of 700 students who are predominantly African American (98%) and 100% low-income. We conducted interviews with district, school, and community stakeholders; and we followed a thematic approach for the analysis. A major finding was that …

Call For Manuscripts

Impact: A Journal of Community and Cultural Inquiry in Education

No abstract provided.

About The Contributors

Impact: A Journal of Community and Cultural Inquiry in Education

No abstract provided.

Taking A Hard Left: Civic Learning, Radical Politics, And Hardcore Punk In The 1980s, Paul J. Ramsey

Impact: A Journal of Community and Cultural Inquiry in Education

This article examines the political dimensions of the art, literature, “zines,” music, and activism of the American punk movement in the 1980s. The scene was dominated by far-Left views, which were both taught and learned and, thus, served as an informal civic education for many young people in the subculture.

Teacher Versus Parent Perceptions Of Children's Imaginative (Pretend) Play As An Avenue For Learning And The Implication Of Digital Media Use, Christine Snyder

Impact: A Journal of Community and Cultural Inquiry in Education

This study explores teacher and parent perceptions of children’s imaginative (pretend) play as an avenue for learning and the implication of digital media use. In this study, 100 teachers and 130 parents (n = 230) of one- to five-year-olds completed a survey expressing their views on play, children’s exposure to digital media, and observations of children’s learning and development. Observations of children’s learning and development focused specifically on creativity, executive function skills, problem solving, and social interactions. Findings indicate that generally parents and teachers value play, children have greater exposure to digital media at home (versus school), and observations of …

Passing The Mic: Teachers' Conceptions Of Student Voice In Urban Classrooms, Sharon E. Hopkins

Impact: A Journal of Community and Cultural Inquiry in Education

In education there have been many reforms over the years that have asked teachers to be self-reflexive about their pedagogical practices as well as to develop their own articulation of the true purpose of education. One such reform has been centered around the term “student voice.” While there are many different theoretical interpretations and practical implementations of the term, this study sought to identify how teachers in an urban setting conceive of the term, as well as how they described their own facilitation in practice. This is particularly important for traditionally marginalized students who often feel disempowered in school. Using …

Editors' Introduction, Melissa Brooks-Yip, Christine Snyder

Impact: A Journal of Community and Cultural Inquiry in Education

No abstract provided.

Front Matter

Impact: A Journal of Community and Cultural Inquiry in Education

No abstract provided.

West Town, Christian Ramsey

Impact: A Journal of Community and Cultural Inquiry in Education

No abstract provided.

Full Issue (Vol. 1, No. 1)

Impact: A Journal of Community and Cultural Inquiry in Education

No abstract provided.

Is The Early Promise Of Money Enough? Examining High School Students’ College Knowledge And Choice In A Promise Scholarship Program, Tangela Reavis

Journal of Student Financial Aid

This study is part of a randomized control trial examining the results of a promise scholarship program, the Degree Project (TDP). Half of the ninth graders in one Midwestern urban school district were notified about a $12,000 promise scholarship offer if they met certain GPA and attendance requirements (2.5 GPA and 90% attendance). This analysis draws on interview data to understand students’ financial knowledge over four years (grades 9-12). The study examined how treatment students (those who were offered the scholarship) and control students (those who were not offered the scholarship) explained and understood the methods they intended to use …

Reimagining The Humanistic Tradition: Using Isocratic Philosophy, Ignatian Pedagogy, And Civic Engagement To Journey With Youth And Walk With The Excluded, Allen Brizee

Jesuit Higher Education: A Journal

The world is in a perilous place. Challenged by zealots, autocrats, a pandemic, and now a war in Europe, elected officials and their constituents no longer exchange ideas in a functioning public sphere, once a hallmark of the humanistic tradition. The timeliness of the Universal Apostolic Preferences (UAPs), therefore, is profound as they provide beacons of light for dark times. In this article, I trace Isocratic philosophy through Ignatian pedagogy and contemporary civic engagement to argue that we can use these three models to help us Journey with Youth and Walk with the Excluded. Key to this approach is a …

Mathematics Mobility In The Middle Grades: Tracking The Odds Of Completing Calculus, Kristian Edosomwan, Jamaal Young, Jemimah Young, Alana Tholen

Middle Grades Review

High school calculus has become indispensable for students seeking a college degree in a STEM field. However, in the present study, we argue that the mathematics opportunities that students seize (when afforded) in middle grades are the key to earning calculus credit in high school. To take calculus in high school, students usually need to take advanced mathematics in middle school to take the prerequisite courses. We analyzed the probability of earning credit in calculus based on a sample of (n =17,765) students and their eighth-grade mathematics courses. Using descriptive statistics and odds ratio effect sizes we found that …

From A Bag Lunch To A Buffet: A Case Study Of A Low-Income African American Academy’S Vision Of Promoting College And Career Readiness In The United States, Edward C. Fletcher Jr., Erik M. Hines, Donna Y. Ford, James L. Moore Iii

Journal of College Access

The purpose of this research study was to examine the ways in which stakeholders at a low-income, predominantly African American STEAM academy implement initiatives that support the college and career readiness of their students. We found that a shift in leadership efforts to ensure that academy students were prepared to be both college and career ready provided equity and access to a quality and individualized curriculum through the implementation of career academies. As a result, stakeholders believed that students were more included, valued, and engaged in the school.

Rethinking The Hispanic Teacher Shortage: Dual Language Schools As Identity-Affirming Organizations, Elena Sada, Katie Ward

Journal of Catholic Education

Research has established the connection between the academic success of culturally and linguistically diverse students, and their schools’ ability to recruit and retain teachers that reflect such diversity (Shirrell et al., 2019). Studies have also highlighted the criticality of the students’ home language use as a way to enhance academic growth and develop their sociocultural competence and well-being (Feinauer & Howard, 2014). There is no research, however, addressing the differences between the experiences of Hispanic teachers in bilingual Catholic education compared to those in monolingual English Catholic education. This article highlights the differences captured by a recent study, and discusses …

Introductory Pages, Laura Owen, Christopher W. Tremblay, Diana Camilo, Patrick J. O'Connor Phd

Journal of College Access

No abstract provided.