Academic literature on the topic 'School superintendents – united states – case studies'
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Journal articles on the topic "School superintendents – united states – case studies"
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Demitchell, Todd A., and Thomas Carroll. "Mandatory Drug Testing of Student Athletes: A Policy Response to Vernonia School District, 47J v. Acton." Journal of School Leadership 7, no. 1 (January 1997): 50–68. http://dx.doi.org/10.1177/105268469700700103.
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The prevalence of drugs on the campuses of our nation's schools is of great concern to parents, educators, and society in general. To combat the rising tide of drug use a school district in Vernonia, Oregon passed a mandatory random drug testing policy which was later upheld by the United States Supreme Court. This research studied the response to this court case by surveying randomly selected superintendents in five geographic regions of the nation. The data sought to ascertain if any policy actions would be taken in response to the United States Supreme Court decision and whether superintendents believe that suspicionless, random drug testing of student athletes is effective in combating drug use in our schools.
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Coviello, James, and David E. DeMatthews. "Knowing your audience: understanding urban superintendents' process of framing equitable change." Journal of Educational Administration 59, no. 5 (June 16, 2021): 582–97. http://dx.doi.org/10.1108/jea-07-2020-0164.
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PurposeThe purpose of this study is to understand how superintendents leading large, high-profile and politically complex urban districts make sense of their district–community context and advocate for issues of equity.Design/methodology/approachThis qualitative multi-case study took place over the 2017–18 school year and involved superintendents leading large urban districts in the United States, with data derived from semi-structured interviews, observations of school board and other public meetings and document collection.FindingsThis article describes how superintendents' sensemaking around equity was situated within the context of interactions with district board members and other stakeholder groups within their communities and influenced by their sense of professional vulnerability of public advocacy. Leaders often felt the need to attenuate their personal sense of equity and act strategically when framing related policies or practices. This study highlights examples by which superintendents were forced to confront instances when community support and prioritization of equity issues did not match their own and subsequently struggled to make sense of how to frame issues that were not in alignment.Originality/valueDespite their positional authority, relatively little attention has been paid to the experience of school district superintendents in fostering equity. This study provides practical examples of superintendents making sense of complex leadership scenarios and taking strategic action to promote equity in authentic circumstances and has important implications for research and practice.
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Bredeson, Paul V., Hans W. Klar, and Olof Johansson. "Context-Responsive Leadership: Examining Superintendent Leadership in Context." education policy analysis archives 19 (June 29, 2011): 18. http://dx.doi.org/10.14507/epaa.v19n18.2011.
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It is widely acknowledged that context matters, that it affects leadership practices. A large body of descriptive studies documents common elements in the work of school superintendents. What is less well known is how superintendents’ leadership may be expressed very differently given the varying contexts in which they work. The purpose of this cross-national study was to identify the specific variations in context which influence superintendents’ leadership, and to examine how superintendents respond to these variations in context. Structured, in-depth interviews were conducted with 12 superintendents- six from across Sweden and six from Wisconsin, in the United States. The findings illustrate that the work of superintendents is paradoxically similar but different. Superintendents described common primary work priorities, challenges and contextual variations which influenced their practice. Yet, differences in district size, organizational culture, community characteristics, and geographic location significantly influenced their leadership practices. Despite their challenges, all superintendents responded to and shaped the context of their work. The study provides illustrative examples of superintendent leadership in situ, and supports the argument that leadership is both embedded in and influenced by context. The study also furthers the authors’ emerging theory of context-responsive leadership.
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Johnson, Lauri, and Yoon Pak. "Leadership for Democracy in Challenging Times: Historical Case Studies in the United States and Canada." Educational Administration Quarterly 54, no. 3 (February 20, 2018): 439–69. http://dx.doi.org/10.1177/0013161x18761345.
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Purpose: This article focuses on the role of school and district leadership in the development and implementation of reform aimed at increasing racial and religious tolerance. It chronicles the rise of intercultural and democratic citizenship curriculum in three North American sites—Springfield, Massachusetts, Kirkland Lake, Ontario, and San Diego, California—during the 1940s. Research Method: Parallel historical case studies were conducted using traditional historical research methods through the analysis of archival documents, school district memos, school board minutes, and contextualization through relevant secondary source literature. Findings: School and district leaders supported curriculum innovation aimed at prejudice reduction and propaganda analysis, networked and collaborated with community organizations, and used foundation funding to support curriculum and professional development for racial and religious inclusion. Implications: These cases highlight the critical role of leadership to support democracy in the development of partnerships between school and district personnel, community activists, and civic foundations; the establishment of advocacy networks across borders; and the “borrowing” of diversity policies from other school districts, which were adapted to their unique community contexts. This historical study has implications for how current school leaders might “lead for democracy” in challenging times.
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Cunniff, Daniel T. "Due Process And Teacher/Administrator Responsibilities In The United States." College Teaching Methods & Styles Journal (CTMS) 3, no. 4 (August 4, 2011): 55. http://dx.doi.org/10.19030/ctms.v3i4.5587.
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This paper addressed the need for continued awareness on the part of Educational Administrators as to their legal responsibilities as instructional leaders and custodians of the students under their supervision. Research revealed that school administrators unknowingly are violating the law everyday. Courts are keeping a close eye on school districts, which ignore the fact that they are acting in place of students parents and cannot overstep their bounds. The author stressed the fact that it is up to school officials to educate themselves as to their legal responsibilities. The study covered key issues including due process, suspension and expulsion, student searches, and sexual harassment. Case studies were cited and suggestions for litigation avoidance offered.
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Koyama, Jill, and Adnan Turan. "Coloniality and Refugee Education in the United States." Social Sciences 13, no. 6 (June 13, 2024): 314. http://dx.doi.org/10.3390/socsci13060314.
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In this paper, we demonstrate the ways in which the schooling of refugee youth in the United States reflects ongoing coloniality in education. Drawing on data collected in a case study, conducted between 2013 and 2016, as part of a larger ongoing ethnography of a Southwest United States District school’s response to refugee students, we show how the enactment of policies, pedagogies, and practices within schools reinforce the government’s control over refugee students and their families. In schools, the students are kept out of certain school spaces, marginalized in remedial courses, and denied academic opportunities and integrated support services. Using empirical data, we demonstrate how the restriction of the students’ movement in and around schools is embedded within the larger limitations embedded in coloniality and assimilation. We situate our analysis within the tensions and interactions between coloniality, assimilation, and neoliberalism as articulated in studies within anthropology and sociology, migration studies, critical refugee studies, and cultural studies. We conclude with a call for the decolonization of education and offer a practical starting point in refugee education.
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Drysdale, Lawrie, Jeffrey Bennett, Elizabeth T. Murakami, Olof Johansson, and David Gurr. "Heroic leadership in Australia, Sweden, and the United States." International Journal of Educational Management 28, no. 7 (September 2, 2014): 785–97. http://dx.doi.org/10.1108/ijem-08-2013-0128.
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Purpose – The purpose of this paper is to draw from data collected as part of the International Successful School Principalship Project (ISSPP) and present cases of democratic and heroic leadership from three countries, discussing to what extent successful school principals in each of their research sites (Melbourne, Australia; Umeå, Sweden; Arizona and Texas in the USA) carry old and new perspectives of heroism in their leadership. In particular the paper explores two questions: first, how do school principals describe aspects of heroic and post-heroic leadership in their practices? and second, how do these heroic and post-heroic leadership practices meet contemporary demands such as accountability standards and build inclusive and collaborative school communities in challenging contexts? Design/methodology/approach – Multiple-perspective case studies involving semi-structured individual and group interviews with principals, teachers, students, parents and school board members were used to understand the contribution of principals and other leadership to school success. Findings – The definitions of heroic and post-heroic leadership are inadequate in defining successful principal leadership. The Australian, Swedish and American principals showed characteristics of both heroic and post-heroic leadership. They showed heroic qualities such as: inspiring and motivating others; challenging the status quo; showing integrity in conflicting situations; putting duty before self; taking risks to champion a better way; showing courage to stand up to those in authority; advocating for students in struggling neighbourhoods under the scrutiny of both district and public expectations; and, showing uncommon commitment. Yet our principals showed post-heroic leadership such as involving others in decision making and recognising that school success depended on collective effort, and being sensitive to community needs through a deep respect for the local culture. Originality/value – The research shows that we may need to redefine and recast our images of who school principals are today, and what they do to generate academic success for students. Both heroic and post-heroic images of leadership are needed to explain successful school leadership.
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Green, Terrance L. "School as Community, Community as School: Examining Principal Leadership for Urban School Reform and Community Development." Education and Urban Society 50, no. 2 (December 21, 2016): 111–35. http://dx.doi.org/10.1177/0013124516683997.
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For decades, reform has been a persistent issue in urban schools. Research suggests that urban school reforms that are connected to equitable community development efforts are more sustainable, and that principals play a pivot role in leading such efforts. Yet, limited research has explored how urban school principals connect school reform with community improvement. This study examines principal leadership at a high school in the Southeastern United States where school reform was linked to improving community conditions. Using the case study method, this study draws on interviews and document data. Concepts from social capital theory are used to guide the analysis. Findings indicate that the principal’s actions to support urban school reform and community improvement included the following: positioned the school as a social broker in the community, linked school culture to community revitalization projects, and connected instruction to community realities. The study concludes with implications for practice and future research.
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Weitzman, Michael, Joel J. Alpert, Lorraine V. Klerman, Herbert Kayne, George A. Lamb, Karen Roth Geromini, Karen T. Kane, and Lynda Rose. "High-Risk Youth and Health: The Case of Excessive School Absence." Pediatrics 78, no. 2 (August 1, 1986): 313–22. http://dx.doi.org/10.1542/peds.78.2.313.
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Excessive school absence is a major educational and social problem in the United States, yet very little is known about its etiology or how to prevent or ameliorate it. This paper reports results from a series of related studies conducted in seven Boston middle schools (grades 6, 7, and 8) to test the hypotheses that (1) health problems and unmet health needs are major characteristics distinguishing excessively absent students from regular attenders and (2) that a health-oriented approach using medically mediated interventions is effective in reducing absences among excessively absent students. There were no significant differences between regular attenders and excessively absent students on multiple measures of student and family health status, health habits, and health service utilization patterns in a casecontrol study. The intervention program was not associated with a significant decrease in absence school-wide or for participating students. We conclude that demographic and educational characteristics of students exert a greater effect on their behavior in regard to absence from school than do health status or receipt of health services and that a health-oriented approach, such as the one used here, will not have a major impact on what remains one of the most profound educational and social problems involving children in the United States today.
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DeMatthews, David E., and Elena Izquierdo. "Supporting Mexican American Immigrant Students on the Border: A Case Study of Culturally Responsive Leadership in a Dual Language Elementary School." Urban Education 55, no. 3 (February 15, 2018): 362–93. http://dx.doi.org/10.1177/0042085918756715.
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Mexican American students constitute the largest group of Latina/os in the United States and have been subjected to a number of educational and social injustices, particularly with relation to how their cultural and linguistic assets are viewed within public schools. This qualitative case study considers culturally responsive leadership in a Mexican American immigrant community and examines two primary research questions: (a) What principal actions support creating a culturally responsive school partly through dual language education; and (b) What leadership challenges arise in the development of a more culturally responsive school?
Dissertations / Theses on the topic "School superintendents – united states – case studies"
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Kent, Betty Atchinson. "The superintendent as instructional leader: A case study of mechanisms of control in an urban school district." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184618.
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This study examined the effects of a superintendent's use of mechanisms of control over principals in an urban school district. The study used the framework of Peterson's (1983) six mechanisms of control as a template to analyze the effects of a superintendent's use of these controls during an eight year period of time in one school district. A review of the literature discussed models of educational organizations, the evolution of the role of the superintendent, change theory, the superintendent as instructional leader and mechanisms of control. The research questions were: (a) Did this superintendent's mechanisms of control correspond with the theoretical framework proposed by Peterson; (b) how did the superintendent's use of controls mechanism impact the implementation of changes in the district; (c) how did the superintendent's use of mechanisms of control crystallize coalitions within the organization; (d) what were the perceived effects of the superintendent's mechanisms of control; and, (e) what changes have remained a part of the formal and informal structure of the organization during the year following the superintendent's departure? Verification of conclusions was reached through the process of triangulation. Based upon the findings of interview data, document analysis and participant observation, conclusions emerged which confirmed the correspondence between Peterson's (1983) mechanisms of control and this superintendent's use, with the superintendent in this study using tighter controls in three specific areas. The use of mechanisms of control provided the structure for successful organizational change to occur. The process used resulted in organizational and personal stress and led to coalitions which suspended one major change effort. The majority of the curriculum and instructional changes which this superintendent instituted have remained in place after his departure. Recommendations are suggested for continued study in the process and effects of the use of mechanisms of control; to conduct further study into the effects of controls on the use of principals' time and student achievement as Peterson has proposed; and the applicability of applying research findings to training of present and future superintendents.
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Patrick, Diane Porter. "The Response of a Public School District to Charter School Competition: An Examination of Free-Market Effects." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2434/.
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The purpose of this study was to examine a school district's responses to charter schools operating within its boundaries. The selected district was the only one in the state with two large academically competitive charter schools for at least two years. Four questions guided the research: In terms of instruction, finance, communication, and leadership, how has the traditional district been impacted due to charter school existence? The exploratory research was timely since charter schools are proliferating as tax-supported public choice schools. While many have speculated about free-market effects of charter school competition on systemic educational reform, the debate has been chiefly along ideological lines; therefore, little empirical research addresses this issue. Quantitative and qualitative methodologies were used to present a comprehensive case study. Twenty-six school officials and teachers were interviewed; 159 teachers and 1576 parents were surveyed. District, community, and state education department documents were analyzed. Since charter schools have existed in the district, numerous activities have taken place. Instructional initiatives included a high school academy, expanded technology, gifted and talented, tutoring, and dropout prevention. All elementary and middle schools required uniforms. The district's state accountability rating improved from acceptable to recognized. A leadership void was perceived due to students leaving to attend charter schools initially. The district was perceived as making efforts to improve communication with the community. The financial impact of charter schools was neutralized due to the district's student population increase, property wealth, and state charter funding structure. The data supported all of the hypotheses in terms of the impact of charter schools in the district on these activities: free-market effects of charter school competition were not established as the primary reason for internal organizational changes that occurred in the district. Anecdotal evidence suggested that charter schools may have played some role, but primarily they seemed to reinforce trends already occurring in the district.
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Bertie-Holthe, Michelle, and University of Lethbridge Faculty of Education. "A school shooting : bullying, violence and an institution's response." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2003, 2003. http://hdl.handle.net/10133/153.
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This thesis is an inquiry that examines how those who are marked different in school are also marked "wrong" and marginalized and how that marking often leads to bullying. It examines the significance that those markings have on those who are marked, on those who mark and on those who are witnesses. This is an analysis of bullying and a critique of an institution's response to bullying and its deleterious effects. The writing offers a connection between the particular and the universal. It tells of my personal experience while I was a teacher at a small town high school before, during and immediately after a violent incident that resulted in a death, against a backdrop feminist, critical, poststructural and postmodern theory, and academic dialogue that has helped me come to some understanding of the dominant discourses at play within this story. The writing is not merely the mode of telling the writing is the way to understanding, which must always precede the telling. Finally this thesis is a search for a healing home in which home-ness means a place open to being, rather than a place that defines the "right" way of being.xii, 134 leaves : ill. ; 28 cm.
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Ambrose, Janet Kathryn Buczek. "Case studies of learning disabled high school completers in a Maryland school district." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-07282008-134652/.
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Thomas, Peggy Davis. "A case study of leadership behaviors exhibited by the principal and others in a collaborative school environment." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-05042006-164539/.
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West, Martha M. (Martha Myrick). "Mothers' Perceptions and Preschoolers' Experiences: Cultural Perspectives of Early Childhood Education." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278495/.
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In this qualitative investigation, the ways in which four ethnically diverse mothers' perceptions of early childhood education combined with the school experiences of their children were examined. Research tools included audiotaped interviews with Mexican-American, Korean-American, African-American, and Anglo mothers; videotaped school experiences; and a video message with a viewing guide requesting written reaction.
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Taylor, Rita Neville. "Teachers' perceptions of the effects of their collaborative involvement in the school operating plan : a descriptive case study of three schools /." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-10042006-143847/.
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Kellersohn, Keith B. "Other Identities As Assumed: Job Descriptions Among Classified Employees in a Public School System." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804914/.
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The aim of this thesis is to investigate the current status of job descriptions at a Public School System, in [City], [State], USA, and to make recommendations for improvement in terms of job description content, format, and the creation and updated processes. This work covers job descriptions among classified employees and does not cover job descriptions for instructional staff (teachers, principals, etc.) or Executive Administrative Staff. The work begins by introducing the reader to the client and the current status of the client's job descriptions. The demographics of the subject population are discussed as well as the research methodologies. Findings are presented in light of research data and analyzed using Social Identity Theory, as well as business leadership principals. Finally deliverables are provided and recommendations are made. The thesis argues that application of Social Identity Theory and business leadership principals will support the ongoing job description processes by engaging employees in the process with supervisors leading the process
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Casas, Martha. "Viva Emiliano Zapata! Viva Benito Juarez! Helping Mexican and Chicano Middle School Students Develop a Chicano Consciousness via Critical Pedagogy and Latino/Latina Critical Race Theory." University of Arizona, Mexican American Studies and Research Center, 2006. http://hdl.handle.net/10150/219198.
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This article describes how an anti-racist curriculum constructed on Critical Race Theory (CRT) and Latino Critical Pedagogy
(LatCrit) helped Mexican and Chicano middle school students enrolled in an alternative education program to alter their
attitudes toward the use of English, and to change their forms of self-identification resulting in the development of a Chicano
consciousness. In the beginning of this fourteen-month study, 9.6% of the students identified with the Chicano label.
However, at the end of the study, 77% of the class selected the Chicano label for self-identification. Moreover, this
investigation bridges the theoretical concepts of Critical Pedagogy to everyday practice in a middle school classroom. In short, the tenets of this theoretical framework were applied in the design and the implementation of the curriculum.
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Velez, Rene. "Perceptions of School Performance Measures: A Study of Principals in the United States and Head Teachers in the United Kingdom Using Q Methodology." UNF Digital Commons, 2006. http://digitalcommons.unf.edu/etd/275.
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Performance measures have been used throughout the business sector as a means to assess productivity, allocate resources, and increase profitability. More recently, they have been utilized to answer increasing calls for accountability in public education. Legislation has been passed in both the United Kingdom and the United States that implements performance measures as a means to measure student achievement and assess school performance. This study, conducted both in the United States and the United Kingdom, examined the perceptions of 15 primary and 15 elementary school leaders with regard to the transnational issue of school performance measures.
Q methodology was used to examine the opinions and perceptions of these leaders for the purpose of providing insight for stakeholders and identifying future areas of research. The data from the participants revealed patterns of opinion within the head teacher group, the principal group, and the participants as a whole. Common opinions included the balanced use of performance measures, the political nature of school performance measures, the appropriate use of standardized test scores, and the consideration of economic and social factors. This study also demonstrated the use of Q methodology in qualitative educational research by both obtaining and analyzing rich and insightful participant data.
Books on the topic "School superintendents – united states – case studies"
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Craig, Cheryl J. Narrative inquiries of school reform: Storied lives, storied landscapes, storied metaphors. Greenwich, Conn: Information Age Pub., 2003.
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Hepburn, Claudia Rebanks. The case for school choice: Models from the United States, New Zealand, Denmark, and Sweden. Vancouver, B.C: Fraser Institute, 1999.
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Clements, Ann Callistro. Alternative approaches in music education: Case studies from the field. Lanham, Md: Rowman & Littlefield Education, 2010.
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Fowler, Frances C. Policy studies for educational leaders: An introduction. 3rd ed. Boston: Allyn & Bacon/Pearson., 2009.
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Randi, Stone, ed. More best practices for middle school classrooms: What award-winning teachers do. Thousand Oaks, Calif: Corwin Press, 2010.
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Sara, Armstrong, Chen Milton, and George Lucas Educational Foundation, eds. Edutopia: Success stories for learning in the digital age. San Francisco: Jossey-Bass, 2002.
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Wilcox, Kristen C. Best practices from high-performing middle schools: How successful schools remove obstacles and create pathways to learning. New York: Teachers College Press, 2009.
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Duke, Daniel Linden. The little school system that could: Transforming a city school district. Albany, NY: State University of New York Press, 2008.
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Carlson, Dennis. Teachers and crisis: Urban school reform and teachers' work culture. New York: Routledge, 1992.
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Gerald, Ponder, and Strahan David B, eds. Deep change: Cases and commentary on reform in high stakes states. Greenwich, CT: IAP, 2005.
Find full textBook chapters on the topic "School superintendents – united states – case studies"
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Morgan-Ellis, Esther M., and Alan L. Spurgeon. "Community Singing in Flint and Baltimore, 1917–1920." In The Oxford Handbook of Community Singing, 522–40. Oxford University Press, 2024. http://dx.doi.org/10.1093/oxfordhb/9780197612460.013.27.
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Abstract This chapter presents two case studies of community singing activity during the Great War, during which community singing was promoted as a wholesome pastime and patriotic activity not only in US Army and Navy training camps but in civilian communities large and small. By the end of the war, community singing had become a mainstream activity. In Flint, Michigan, George Oscar Bowen (1872–1957) was hired by the Community Music Association (CMA) to develop programming in support of its aims. Flint was a prosperous automobile manufacturing city of around 110,000 inhabitants, and many of the plant workers, most of whom came from Eastern Europe, were new immigrants to the United States. The CMA was founded, in part, to help instill patriotism among these new Americans. As director, Bowen led large group sings in the high school stadium as well as smaller noontime sing-alongs in the factories during the workers’ lunch hour. In Baltimore, community singing activities were spearheaded by May Garrettson Evans (1866–1947), founder and superintendent of the Peabody Preparatory Division, and music educator Henrietta Baker Low (1869–1960). During the Great War, Evans and Low left public singing activities to the men of the city but maintained an active singing program within the walls of the Prep. By considering the activities of these organizers in parallel, we gain insight into the gendered spheres of wartime community singing.
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"Radical Legislated School Reform in the United States: An Examination of Chicago and Kentucky: Betty E. Steffy and Fenwick W. English." In Case Studies In Educational Change, 37–51. Routledge, 2012. http://dx.doi.org/10.4324/9780203046401-8.
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Saxena, Adity, Monique Darrisaw Akil, and Pavani Ayinampudi. "Women in School Leadership in India and the United States." In Global Leadership Perspectives on Industry, Society, and Government in an Era of Uncertainty, 69–91. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-8257-5.ch005.
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Women's representation in school leadership positions in India, and of Black women in the United States, remains unexplored. This chapter addresses the realities and complexities of women leaders in school education and develops a narrative based on current trends and anticipated challenges for the future. Existing research in educational leadership in schools, case studies, and interviews tend to focus on developing a coherent understanding of the topic. The representation of women in the school, from teachers to leaders, is an inverted pyramid. This chapter aims to provide an overview of how women school leaders from India and the USA manage crises, navigate politics, establish policies and budgets, and where the constraints lie at the school board and family level. Finally, using the grounded theory framework, the authors will present a pattern of women's leadership similarities, differences, and uniqueness in the context of both countries.
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Veblen, Kari K. "Toward School and Community Musical Engagements." In General Music, 172–91. Oxford University PressNew York, 2022. http://dx.doi.org/10.1093/oso/9780197509012.003.0010.
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Abstract Although research in the field of general music education has customarily focused on school-based music making, it is increasingly apparent that there is value in considering the variety of ways in which music is learned, practiced, and valued in the world outside the classroom. This chapter explores musical engagements, intersections, and interfaces of community and schools in North America. The author investigates community music as culturally prescribed, context sensitive, dynamic, and adaptable. Central to the chapter is a descriptive typology of contexts that may be part of a young person’s musical world in the United States and Canada. Indeed, the impetus for considering school-community links frequently arises from the demographics of a given classroom and the desire to promote relevant and significant musical opportunities. Vignettes and case studies are interwoven with current research to illustrate diverse strategies for school and community engagements.
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"Case Study Analysis of a Resource Room and Self-Contained Classroom Model With Emotionally Disturbed Students." In Advances in Early Childhood and K-12 Education, 241–69. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8069-0.ch008.
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The chapter focuses on the IDEA disability category of emotional disturbance (ED), which ranks fifth among school-aged students in the United States that have been diagnosed with an exceptionality. ED is a disability that, due to severe behavioral and mental health issues, affects a student's ability to succeed academically in school, which many times leads to the student not finishing high school. The chapter explains that most service delivery models for students who are classified as ED occur in a resource room or self-contained classroom model. Two case studies demonstrate services within such models that have been found to be successful. The chapter also includes a discussion on specific intervention strategies that can assist teachers working with ED students.
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Quinn, Jane. "Building Capacity to Implement Community Schools." In Emerging Perspectives on Community Schools and the Engaged University, 62–79. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0280-8.ch004.
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This chapter outlines the importance of capacity-building assistance in implementing the community school strategy with quality; describes and assesses the work of the nation's oldest and largest community school capacity-building organization—the Children's Aid National Center for Community Schools; and positions that work in the context of community school reform efforts nationally and internationally. The chapter provides case studies of capacity-building efforts with three community school initiatives, two in the United States and one in Europe, and also offers a listing and brief description of other engagements from 2012 to 2018.
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Davis McGaw, Martha Ann. "The Growth of Learning Colleges Including a Case Study from 2008 Revisited in 2015." In Handbook of Research on Applied Learning Theory and Design in Modern Education, 520–44. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9634-1.ch025.
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In 1981, the National Commission on Excellence in Education identified “widespread public perception that something is seriously remiss in our educational system” (Fiske, 2008). Thirty years later, in 2011, Harvard School of Education's Pathways to Prosperity Project states “In an era in which education has never been more important to economic success, the U.S. has fallen behind many other nations in educational attainment and achievement.” Learning-centered learning is not a new concept, with roots dating back to the progressive movement of early 1900's, gaining prominence in post-modern education with Nation at Risk: The Imperative for Educational Reform. A major focus of applied learning theory in post-modern education is preparing learners for a profession, a basis for achieving economic independence. This chapter identifies higher education institutions in the United States, Australia, and Great Britain highlighting methodologies, best practices, challenges. Two community college case studies are reviewed, identifying successes and opportunities of current learning practices.
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"Case Study Analysis of a Team/Collaborative Model With Specific Learning Disabled Students." In Advances in Early Childhood and K-12 Education, 219–40. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8069-0.ch007.
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This chapter focuses on specific learning disabilities (SLDs), which is the most common type of designated disability among school-aged students in the United States. SLD is a disability that can have devastating effects on a student's learning ability, as in the most severe cases, the SLD student may remember little, if anything, about what he or she has learned; may have difficulties focusing on even one thing; may not be able to read above an elementary level; and may live in isolation due to poor social and motivational skills. This chapter discusses the service delivery models for students who have SLD and provides two case studies of models that can be successful if implemented properly. Finally, the chapter presents intervention strategies to assist the general education teacher when working with students with SLD.
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Smrekar, Claire. "From Control to Collaboration." In Jewish Day Schools, Jewish Communities, 52–70. Liverpool University Press, 2009. http://dx.doi.org/10.3828/liverpool/9781904113744.003.0002.
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This chapter explores four different models of school–community relations: co-optation, management, engagement, and coalition. These models are derived from qualitative case studies of public and private schools, including magnet schools, Catholic schools, workplace schools, and neighbourhood schools, located in urban and suburban contexts in the United States. Each model includes four elements that define the nature, quality, and intensity of association between schools and their communities — its goals, functions, relationships, and outcomes — and are reflected in the organizational practices and priorities of the schools. The chapter examines these models to consider how schools' cultures and organizational priorities coalesce to produce particular models of school–community relations. It also considers how these models are mapped on to different kinds of schools and what the implications might be regarding the types of relationships formed between families and schools for Jewish day school education worldwide.
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Schmidt, Veronica. "Learning Agility in Action." In The Age of Agility, 479–556. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190085353.003.0020.
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“Learning Agility in Action” presents a series of 10 real-world case studies examining how organizations have applied learning agility in their talent management and leadership practices. The cases are from a variety of organizations, ranging from school systems to healthcare organizations to Fortune 500 companies such as Procter & Gamble, IBM, and Johnson & Johnson. Organizations are based in the United States as well as in China and Australia. All of the case studies were written by practitioners. They identify how the concept of learning agility was introduced into their organizations, difficulties and pleasant surprises they experienced, and successes and drawbacks they have observed. It is hoped those lessons will provide a road map of best practices for readers in their journeys to implement learning agility in their talent management practices and organizational cultures.
Conference papers on the topic "School superintendents – united states – case studies"
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Peck, Roxy. "Developing statistical reasoning in a “piecemeal” secondary statistics curriculum—the next step." In Next Steps in Statistics Education. IASE international Association for Statistical Education, 2009. http://dx.doi.org/10.52041/srap.09103.
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In the last decade, statistics and data analysis have become a more visible component of the secondary school mathematics curriculum in the United States. In most cases, statistics and data analysis topics have been divided up and spread through the mathematics curriculum. However, many important concepts of statistics are not mathematical in nature and are not easily integrated into existing mathematics courses. As a consequence, most students complete their secondary education having seen a number of graphical and numerical statistical methods but having not encountered many key concepts required for mature statistical reasoning. Recognizing that the addition of a separate statistics course to the secondary curriculum is unlikely, an alternate approach is proposed. With support from the American Statistical Association (ASA) and the ASA/NCTM (National Council of Teachers of Mathematics) Joint Committee on Probability and Statistics in the K-12 Curriculum, a capstone experience for secondary students has been designed. Making Sense of Statistical Studies is a coordinated and coherent set of case studies that can be integrated into mathematics courses to provide students with an understanding of the data analysis process and help them develop the conceptual understanding that provides the foundation for statistical reasoning. This paper contributes to the conference topic of curricular materials and tools for improving students’ learning at school level.
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Snyder, Samyel, Diana Bairaktarova, and Ester Giménez Carbó. "Personality dimensions, global and ethical perspectives and engineering students’ ethical decisions." In SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1345.
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Motivation is an important predictor of ethical awareness; however, it is not easy to assess. The goal of our study is to examine the relationship between motivation and ethical awareness in engineering students. We focus on two personality measures: person-thing orientation and spheres of control and test their association with ethical awareness using engineering scenarios that present ethical dilemmas. We predict that engineering students who score higher on the personality dimension of personthing orientation will display more ethical awareness than those who score lower. We also predict that students with a higher level of personal control will also display more ethical awareness. Two groups of students were involved in the study. Group 1 was formed by fifty-three first-year engineering students from University in the United States and Group 2 was represented by sixty-four sophomore engineering students in Engineering School in Spain. Students worked individually on case studies that presenting ethical dilemmas; they were asked to write short essays describing how they would respond to each situation. Then the essays were analyzed using an ethical reasoning and a global awareness rubric. Results revealed that 1) the context/nature of the students’ responses to the case study varied greatly, 2) personality traits and global and ethical perspective, all correlate to students’ ethical decisions as measured by their responses to the case studies scores, 3) there is an alignment between the SOC and the Global Perspective Inventory (GPI) dimensions that merits further exploration.
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Esmaeili, Nooshin, and Dr Brian Robert Sinclair. "Wisdom of Persian Architecture: Exploring the Design of the M.T.O. Sufi Centres in Search for the ‘Spirit of Place’." In 3rd Valencia International Biennial of Research in Architecture, VIBRArch. València: Editorial Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/vibrarch2022.2022.15239.
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The field of architecture and design has changed and been impacted by advanced technology over the past few decades. Our world, which was already experiencing drastic change, has recently encountered accelerated upheaval due to the global pandemic. Enamored by virtual reality (VR), 3D printing, global positioning, and the proliferation of robots, we are arguably too often surrounded by resultant superficial, meaningless, and soulless spaces to which we can neither relate nor connect. The sense of delight, serenity, poetry, and beauty that we inherently desire and yearn for, is becoming increasingly rare -- and at times even lost -- in today’s architecture. It can be argued that contemporary architecture risks becoming more a tool and product than a work of art that mirrors society and self. As architects, we are responsible to humanity through our quest to design spaces that reunite us with our inner selves and foster a sense of being. Considering recent challenges, crises, and catastrophes, designers are continuously researching the well-known traditional and aged architecture of the past for novel approaches that can enlighten future works. Architects are beginning to more assertively seek factors that propel transcendental experience in space. The present paper considers the case of Persian architecture - one of the richest and most eminent architectural styles in the world. Most buildings of this genre were designed by individuals who were most notably spiritual masters, mystics, astronomers, mathematicians, philosophers, and then architects. This paper interrogates architecture to critically delineate Persian architecture’s role in enhancing contemplation and provoking reflection while highlighting spaces that poetically respond to and nurture our soul. Deploying a literature review and analysis of recently built Sufi Centers in the United States, the research then builds an argument for linking the wisdom of Persian architecture with the spirit of place focusing on the encounter of transcendental moments in space. All these Sufi centers are affiliated with the Maktab Tarighat Oveysi (M.T.O.) Shahamaghsoudi School of Islamic Sufism. Analysis of case studies culls out qualities of space that give rise to sacred (non-religious) experiences including connection with self, balance/ harmony, and most important of all, unity, and oneness internally and externally. Persian architecture, as one of history’s most celebrated building traditions, considers the intense relationship between the sacred and profane, between mortal and immortal, and between the physical and the non-physical. The analysis of these exceptional case studies serves as the foundation for an anticipated and thought-provoking guide to ‘transcendental design,’ introducing a novel approach for designers that encourages advancing beyond the physical form to pursue and optimize the vital intersection of wisdom, space, place, and self.
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Vlada, Marin, and Adrian Adascalitei. "COMPUTERS: AS DIGITAL FACILITIES FOR SCIENTIFIC RESEARCH AND AS TOOLS FOR ENHANCED LEARNING IN HIGHER EDUCATION." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-138.
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Complexity of learning causes at all stages of development of human society, the search for new methods, new tools, new resources for relevant efficiency in education. Until now developed new theories and methods developed by educators and psychologists were reformed and modernized education systems of the countries have adapted curriculum learning goals were always set new directions in scientific research. Over time, changes in all scientific theories, methods and techniques of investigation of development of human knowledge that influence the overall development of human society. To achieve development and efficiency in life, one must continually adapt to the changes of knowledge. In education, particularly learning and improvement, the emergence of new information and communication technologies (ICT) to improve pedagogical theories and psychological forces pupils / students, teachers, parents and professionals to adapt to these changes. What do pupils and students? What do teachers and parents? What do experts? What are governments? An Example. INTIME Project (1999-2001). "The mission of INTIME is to help educators improve student learning at all levels (PK thru University work) and in all content areas. We work with PK thru 12th grade teachers and university faculty to accomplish this mission. We use contemporary technology, high quality conceptual models, online streaming videos, case studies and probing questions analysis to help educators learn the skills necessary for improving student learning". Technology as Facilitator of Quality Education Model: A Model (by William P. Callahan and Thomas J. Switzer, College of Education, University of Northern): o COMPUTER: means for forming a new vision of education, research and innovation. o TECHNOLOGY: mediator of quality education. o STUDENTS: active participants in their own learning process. Computer Aided Learning Many educational projects that use computer and software are the result of complex ideas and exploratory actions immediately after 2000. Already there were many changes in education by supporting it with systems, programs and applications, including the development of IDD shape (Open Distance Learning). At that time - the transition from Web 1.0 to Web 2.0 technology, the terms "e-Learning" and "Educational Software" appeared more often in various articles, studies, reports, etc.. Today, some experts in e-learning and educational software actually admit that at the time concepts were not clear and do not understand the context of their use in education and training. After 10 years, by following some step-difficult-sometimes even e-Learning products and educational software incorporates not only expertise in informatics and IT professionals, especially teachers and teaching scenarios for learning: IAC (Computer Aided Training). Systemic approach to learning and teaching strategy Computer assisted learning systems approach to training enables a new vision that psycho-pedagogy one theorized in recent years, but which becomes operative when teaching strategy is combined with multimedia technologies. While in training designed as a system can be determined: for the system (training objectives), the processes by which it is achieved for (type of activities, learning situations in which students must participate to achieve the targets) and the results that they want to reach (translated into effective procurement categories of students), educational software design allows even cover the main elements of the system, helping to optimize the learning process. News trends New trends in education highlights the need for a teaching tool that involves both players learning process: teachers and students.Changing the paradigm shift from learning and knowledge acquisition in the development of skills, values and attitudes necessary focus on training activities and voluntary dominant active participation of students to the needs, interests and their learning profiles. Differentiated Instruction and its contextualization is particularly useful support in using computers in the classroom. The Power of Learning "Teaching is more than imparting knowledge, it is inspiring change. Learning is more than absorbing facts, it is acquiring understanding." William Arthur Ward Knowledge and lifelong learning frees you from ignorance and superficiality. Today, technology and software resources help business efficiency and a better job in this regard. "Educational content it should encourage students to create their own knowledge by experiment, not by learning a text by heart." Radu Jugureanu The responsibility for education is nowadays shared: collaborative demarches and adequate commitment from all stakeholders is very much increasing the effects of education as a whole, oriented towards preparing competitive human resources equipped with competences for the 21st Century: cooperation, communication, critical thinking, creativity, innovation. In the United States and also in UNESCO strategies these are referred to as the 21st Century Skills. The European Union in the Lisbon framework outlines eight domains of Key Competences for Lifelong Learning. These 21st Century Skills are critically important to support the challenges of the modern workplace and its dynamic and the rapidly changing knowledge society. There is a growing and widely accepted understanding that a different set of skills need to be developed by our students in our school systems. Highly structured and disciplined schooling systems do not necessarily prepare students well for the dynamics and challenges of the 21st century workplace and society. For Dr. Howard Gardner (American Psychologist and Educator), intelligence is (Building the 21st-Century Mind: www.howardgardner.com, Gardner, 2009): o the ability to create an effective product or offer a service that is valued in a culture; o a set of skills that make it possible for a person to solve problems in life; o the potential for finding or creating solutions for problems, which involves gathering new knowledge. Skills are critically important to support the challenges of the modern workplace and its dynamic and the rapidly changing knowledge society. There is a growing and widely accepted understanding that a different set of skills need to be developed by our students in our school systems. Highly structured and disciplined schooling systems do not necessarily prepare students well for the dynamics and challenges of the 21st century workplace and society. More self-motivated, individualized, group and collaborative learning processes, supported by ICT will contribute significantly to the preparation of a more agile modern workforce (Hamilton, & O'Duffy 2009).