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- Formal Observation (3)
- Opportunity Gap (3)
- Race (3)
- Reflective Practice (3)
- Teacher Evaluation (3)
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- Videotaped Observations (3)
- Achievement Gap (2)
- Black-White Gap (2)
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- School Social Work (2)
- Social Emotional Learning (2)
- Trauma (2)
- Urban Schools (2)
- 23 Illinois Administrative Code 50 (1)
- Black-White Achievement Gap (1)
- Building Level Leadership (1)
- Educational Policy (1)
- Intensive Support (1)
- Poverty (1)
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Articles 1 - 12 of 12
Full-Text Articles in Education
Educational Policy Development For Closing The Black And White Achievement Gap, Markisha Mitchell
Educational Policy Development For Closing The Black And White Achievement Gap, Markisha Mitchell
Dissertations
Abstract
Across the United States in almost every city, every suburb, and every rural area, there is a gap between the achievements of Black and White students. The term “achievement gap” has become an accepted label in situations where Black students severely underperform relative to their White counterparts. Many school districts have discretely avoided discussing and/or addressing this gap for decades. School District Z, located in an urban suburb of a large Midwestern city, is the focus of this research as they attempt to address the gap. Approximately two-thirds of District Z is composed of students of color, yet the …
Supports Provided To Improve Schools In Need Of Intensive Supports In Chicago Public Schools (Cps) Evaluation, Jeffrey Alstadt
Supports Provided To Improve Schools In Need Of Intensive Supports In Chicago Public Schools (Cps) Evaluation, Jeffrey Alstadt
Dissertations
The program evaluation examined systems provided to schools in the city of Chicago which needed intensive supports. This was done by evaluating qualitative and quantitative data. Much of the qualitative data was derived from interviews, while the majority of the quantitative data was compiled through Chicago Public Schools’ publically accessible data system. There were many advantages to looking at only the schools needing intensive supports. There were many similarities in these schools which helped strengthen and align with the qualitative data produced from the individuals interviewed. There were also publically released studies that validated the qualitative data from this study. …
Teacher Evaluation: The Change We Wish To See; Improving The Formal Observation Process To Improve Student Learning, Merryl B. Brownlow
Teacher Evaluation: The Change We Wish To See; Improving The Formal Observation Process To Improve Student Learning, Merryl B. Brownlow
Dissertations
Teacher evaluation is a formal construct for improving instruction and student learning. Formal observations are a central component of that process. This change model explores the option of a videotaped observation model as an alternative to the current Illinois state-mandated in-person formal observation to increase teacher ownership, promote reflective practice and improve instructional practices. The evaluation process is a vehicle that promotes collaboration among building leaders and staff. The Illinois shift to a professional practice model provides a construct for a culture and climate that encourages reflection and promotes professional growth (Danielson, 2011; Darling-Hammond, 2013; Jay, 2003; Stuhlman, Hamre, Downer, …
Organizational Change Plan For Closing The Black And White Achievement Gap, Markisha Mitchell
Organizational Change Plan For Closing The Black And White Achievement Gap, Markisha Mitchell
Dissertations
Abstract
Across the United States in almost every city, every suburb and every rural area there is a gap between the achievements of Black and White students. The term “achievement gap” has become an accepted label in situations where Black students severely underperform relative to their White counterparts. Many school Districts have discretely avoided discussing and or addressing this gap for decades. School District Z, located in an urban suburb just outside of a large midwestern city, is the focus of this research as they attempt to address the gap. Approximately two-thirds of District Z is composed of students of …
Increasing The Buy-In And Effectiveness Of A Social And Emotional Learning Class Program In A Single Sex, Urban And Charter High School: Social And Emotional Learning Specialists And Student Perceptions Of Its Implementation., Kizawanda A. Olowe
Dissertations
Social-emotional learning has yet to be implemented in many schools in America. Without adequate social and emotional skills, students struggle to navigate their academic and social environments. Students attending a single-sex, urban charter school participated in focus groups and completed surveys about their perceptions of a social-emotional learning program that was implemented during the 2015–2016 school year. Social-emotional learning facilitators completed surveys and participated in focus groups to ascertain the strengths and weaknesses of the program. Graphs and themes based on the information gathered from the surveys, open-ended questions, and focus groups were used to analyze the data. Both students …
The Role Of The Formal Observation In Promoting Reflective Practice, Merryl B. Brownlow
The Role Of The Formal Observation In Promoting Reflective Practice, Merryl B. Brownlow
Dissertations
Acheson and Gall (2011) wrote about the tension between teacher evaluation and clinical supervision. In their research they discuss the intent of clinical supervision to be a model for coaching and supporting professional growth as compared to more traditional models of teacher evaluation that were often associated with fear as a motivator. This program evaluation examines the nature of the formal observation in the teacher evaluation process and seeks to explore its role in developing reflective practitioners and promoting professional growth. This study involved researching the perspectives of teachers and administrators regarding their perceptions of the value of the formal …
Chicago Public Schools (Cps) Systems To Support Administrators Plan, Jeffrey Alstadt
Chicago Public Schools (Cps) Systems To Support Administrators Plan, Jeffrey Alstadt
Dissertations
Wagner et al.’s (2010) change leadership model was used to assess culture, context, conditions, and competencies of a large, diverse urban school district to create a systemic plan for supporting building level administrators. Interviews were conducted with former building level administrators, teachers, and staff who worked with building level administrators within the district. Results indicated overwhelming support for the building level administrators in the district. Strategies for implementation included: creating professional learning communities, leading adult learning, and developing leadership capacity. To achieve the much-needed changes, CPS personnel must be ready for a complete change in thinking, and it will take …
Program Evaluation For Assessing The Effectiveness Of Tracking The Academic Growth And Attendance Of Black Students In Closing The Black And White Achievement Gap, Markisha Mitchell
Program Evaluation For Assessing The Effectiveness Of Tracking The Academic Growth And Attendance Of Black Students In Closing The Black And White Achievement Gap, Markisha Mitchell
Dissertations
Across the United States in almost every city, every suburb, and every rural area there is a gap between the achievements of Black and White students. The term “achievement gap” has become an accepted label in situations where Black students severely underperform relative to their White counterparts. Many school districts have discretely avoided discussing and or addressing the gap for decades. School District Z, located in an urban suburb just outside of a large midwestern city, is the focus of this research as they attempt to address the gap. District Z is composed of approximately two-thirds students of color, yet …
23 Illinois Administrative Code 50: Redefining The Formal Observation In Teacher Evaluation; A Policy Advocacy Document, Merryl B. Brownlow
23 Illinois Administrative Code 50: Redefining The Formal Observation In Teacher Evaluation; A Policy Advocacy Document, Merryl B. Brownlow
Dissertations
This document explores how a change in the definition of the formal observation may improve the teacher evaluation system in the state of Illinois. Currently, the formal observation must be conducted in person as defined by administrative code. In an effort to increase the value and impact of the formal observation as a tool for reflection and professional growth, this paper advocates for a videotaped alternative as an option in addition to the current in-person model. The intent of including a videotaped option is to empower the teacher in the process and increase ownership for building skills as a reflective …
Evaluating The Effectiveness Of A Character Education Program In A Single-Sex, Urban Charter High School: Learning From Teacher And Student Perceptions Of Its Implementation., Kizawanda A. Olowe
Evaluating The Effectiveness Of A Character Education Program In A Single-Sex, Urban Charter High School: Learning From Teacher And Student Perceptions Of Its Implementation., Kizawanda A. Olowe
Dissertations
Students who are taught the Illinois State Board of Education’s social and emotional learning standards are granted skills that help them make positive contributions to society. Well-rounded individuals have acquired abilities that allow them to make sound decisions, interact with others, and develop self-awareness skills. Adept individuals who have the skills to teach students strategies that help them to develop an emotional intelligence should implement character education programs using evidence-based strategies. Students who attended a single-sex charter school in an urban area participated in a program evaluation to determine if it was being implemented with fidelity. Students and program implementers …
Examining And Expanding The Impact Of Practice-Based Teacher Education At National Louis University Faculty Research Residency Final Report 2017-18, Ryan Mccarty, Sophie Degener
Examining And Expanding The Impact Of Practice-Based Teacher Education At National Louis University Faculty Research Residency Final Report 2017-18, Ryan Mccarty, Sophie Degener
NCE Research Residencies
This study investigated the perceptions about literacy preparation of recent graduates from NLU’s multiple teacher preparation programs. Specifically, the researchers surveyed NLU students who graduated between 2014-17 to determine which literacy concepts/practices they felt were most important in their first year of teaching and how well prepared they were to teach those concepts/practices. In addition, graduates were asked to consider the instructional practices they encountered during their NLU coursework and whether these practices were helpful in learning to teach literacy. Graduates were also asked to consider how well prepared they were to teach literacy in general. Initial analysis of data …
Investigating Nce Preservice Candidates And Graduates’ Visual Literacy Practices In Middle And High School Science And Social Studies Classrooms, Xiaoning Chen, Mark Newman, Vito M. Dipinto
Investigating Nce Preservice Candidates And Graduates’ Visual Literacy Practices In Middle And High School Science And Social Studies Classrooms, Xiaoning Chen, Mark Newman, Vito M. Dipinto
NCE Research Residencies
The study investigates whether secondary education science and social studies candidates transferred what they learned about visual literacy in their teacher preparation program to their practicum/student teaching classrooms. The study included qualitative and quantitative methods to document the candidates’ visual literacy knowledge and practices. The findings indicate that the candidates did employ visual literacy strategies as visuals had already been regularly used in their classrooms. But, they had limited success in implementing the strategies learned in their methods courses. In addition, they showed a good working knowledge of what visual literacy is and acknowledged its value in the classroom. They …