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1
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?
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Sturtevant, Elizabeth G. "Lifetime Influences on the Literacy-Related Instructional Beliefs of Experienced High School History Teachers: Two Comparative Case Studies." Journal of Literacy Research 28, no. 2 (June 1996): 227–57. http://dx.doi.org/10.1080/10862969609547920.
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This paper presents and compares case studies of the literacy-related instructional beliefs of two high school history teachers who had been teaching for over 20 years in the same urban, highly multicultural high school in the eastern United States. Data were collected through extended autobiographical interviews with teachers, 20 sequential days of classroom observation, classroom and district documents, and shorter interviews with students and supervisors. The teachers' beliefs about including literacy-related activities in their instruction are described, and past and recent influences on these beliefs are analyzed and compared. Results include that the teachers' beliefs were strongly affected by personal relationships with trusted school colleagues, other teacher-friends, early role models, and students. Implications for teacher development programs and research are suggested.
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Purgason, Lucy L., Robyn Honer, and Ian Gaul. "Capitalizing on Cultural Assets: Community Cultural Wealth and Immigrant-Origin Students." Professional School Counseling 24, no. 1 (January 1, 2020): 2156759X2097365. http://dx.doi.org/10.1177/2156759x20973651.
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Nearly one of four students enrolled in public school in the United States is of immigrant origin. School counselors are poised to support immigrant-origin students with academic, college and career, and social/emotional needs. This article introduces how community cultural wealth (CCW), a social capital concept focusing on the strengths of immigrant-origin students, brings a culturally responsive lens to multitiered system of supports interventions identified in the school counseling literature. We present case studies highlighting the implementation of CCW and discuss implications and future directions for school counseling practice.
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Gann, Courtney, and Dan Carpenter. "STEM Teaching and Learning Strategies of High School Parents With Homeschool Students." Education and Urban Society 50, no. 5 (June 22, 2017): 461–82. http://dx.doi.org/10.1177/0013124517713250.
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The purpose of this research study was to investigate the teaching and learning strategies used by homeschool parents with high school students. A qualitative case study was used which began with the administration of an open-ended questionnaire to a homeschool community in the southern United States. Twenty-nine parents completed the questionnaire, and 10 of those volunteered to participate in the follow-up procedures, which included interviews, observations, and document collection. Results indicate that parents use a variety of teaching and learning strategies including individualized instruction, mastery learning, self-directed study, collaboration with peers and adults, and application and connection of information.
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Asempapa, Bridget. "Mentoring and Supervising International Students in School Counseling Programs." Journal of International Students 9, no. 3 (August 15, 2019): 912–28. http://dx.doi.org/10.32674/jis.v9i3.746.
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Graduate counseling programs in the United States have increased their population of international students. However, limited studies have addressed the challenges of international students, specifically in school counseling programs. Considering the cultural disparities that exist for international school counseling students and the challenges associated with being an international student in general, this article identifies and delineates a culturally appropriate mentoring and supervision model that has the potential to shape the experiences of international students in school counseling training programs. The model presented through a case study argues that intentional mentoring and supervision for international school counseling students enhance productivity during students’ field experiences in U.S. school systems.
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Wiggan, Greg, and Marcia J. Watson-Vandiver. "Urban School Success: Lessons From a High-Achieving Urban School, and Students’ Reactions to Ferguson, Missouri." Education and Urban Society 51, no. 8 (January 20, 2018): 1074–105. http://dx.doi.org/10.1177/0013124517751721.
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Due to the recent racially motivated killings in Ferguson, Missouri (2014); Staten Island, New York (2014); Cleveland, Ohio (2014); Charleston, South Carolina (2015); Baton Rouge, Louisiana (2016); and Dallas, Texas (2016), racial and ethnic tensions have heightened across the United States. Whereas schools would seem like optimal spaces for racial inquiry and promoting understanding, most classroom lessons have been standardized to avoid critical race discussions. Thus, the transformative power of education is restricted when conversations about real issues in society are avoided. This qualitative case study examines Fannie Lou Hamer Academy (FLHA)—pseudonym, a high-performing urban school that utilizes critical antiracism education. The findings suggest that multicultural curriculum helps students develop “self-knowledge,” meaning a personal awareness of their race and identity. Participants describe how self-knowledge provides corrective history, a response to negative media portrayals of minorities, and helps students understand current events such as the racial unrest in Ferguson, Missouri. The implications of these findings reveal the central role of the curriculum in shaping positive student identities and helping to mediate social conflicts.
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Goodman-Scott, Emily C., Julia V. Taylor, and Robyn Walsh. "Applying for RAMP Using a Cohort Model: Results of a Multilevel Case Study." Professional School Counseling 26, no. 1 (January 2022): 2156759X2210768. http://dx.doi.org/10.1177/2156759x221076846.
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School counselors across the United States are implementing comprehensive school counseling programs, such as those following the American School Counselor Association (ASCA) National Model. ASCA awards a designation honoring exemplary school counseling programs: Recognized ASCA Model Program (RAMP). Although a growing number of studies have examined RAMP status through survey methods and student outcomes, the need remains to understand RAMP through the lens of each school’s unique context and experience. We present a multilevel, qualitative, participatory, descriptive case study to examine a school counseling cohort preparing over a 2-year period to apply for RAMP, utilizing a district–university partnership. Given the expansive data gleaned from the present study, the results are reported in two articles; this is the first of a two-part study. Results highlight this RAMP cohort process, including the following themes: (a) the push and pull of deciding to participate, (b) collaborative supports, (c) facilitators’ integral and complex role, and (d) next steps.
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Paul, Prantosh Kr, and R. Senthamarai. "I-Schools: A Brief Overview with Special Reference to I-Caucus Foundation and Information Schools in Indian Perspectives." Asian Journal of Information Science and Technology 6, no. 1 (May 5, 2016): 34–39. http://dx.doi.org/10.51983/ajist-2016.6.1.121.
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Here in this article we describe about the matter of I schools or information schools, including its growing demand and popularity. We also describe how information studies today treated as I programme and also about I school; their programme, job opportunities, curriculam nature and also research trends. This article also describes about I School caucus of United States, which is a forum of I Schools and I programme as a case study also about I programme in Indian perspectives emphasizing the courses of study, research trends and job prospects.
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Martinez, Mara Vanina. "Algebra and Proof in High School: The Case of Algebraic Proof as Discovery." Journal of Research in Mathematics Education 3, no. 1 (February 24, 2014): 30–53. http://dx.doi.org/10.4471/redimat.2014.39.
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In the United States, students’ learning experiences around proof is generally concentrated in the domain of high school geometry with a focus on its verification function. Thus, providing students with a limited conception of what proof entails and the role that it plays in performing mathematics. Moreover, there is a lack of U.S.-based studies addressing how to integrate proof into other mathematical domains within the high school curriculum. In this paper, the author reports results from an interview at the end of a teaching experiment which was designed to integrate algebra and proof into the high school curriculum. Algebraic proof was envisioned as the vehicle that would provide high school students the opportunity to learn about proof in a context other than geometry. Results indicate that most students were able to produce an algebraic proof involving variables and a parameter and its multiples. In doing so, students experienced the discovery function of proof.
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Peters-Burton, Erin, Ann House, Ed Han, and Sharon Lynch. "Curriculum and Instruction at Exemplar Inclusive STEM High Schools." Journal of Research in STEM Education 4, no. 2 (December 1, 2018): 193–212. http://dx.doi.org/10.51355/jstem.2018.45.
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In recent years, prominent organizations have released large-scale policy reports on the state of science, technology, engineering, and mathematics (STEM) education in the United States, with particular emphasis on curricula and instructional practices. The purpose of this paper was to examine the curriculum and instruction occurring at high performing STEM-focused high schools that have no academic conditions for student admission. This study conducted a cross-case analysis across eight case studies of contextually different but well-regarded inclusive STEM high school. Common themes that emerged included different hierarchical levels of design and implementation (classroom-level, cross-cutting school level, school-wide) as well as responsive design of curriculum and instruction. Unique contextual differences are discussed as well as implications for replication of inclusive STEM school design.
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Redline, Julie, and James E. Rosenbaum. "School Job Placement: Can it Avoid Reproducing Social Inequalities?" Teachers College Record: The Voice of Scholarship in Education 112, no. 3 (March 2010): 843–75. http://dx.doi.org/10.1177/016146811011200309.
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Background Labor market entry is difficult for two-year college graduates. Job search literature focuses on personal connections, but disadvantaged students often lack useful contacts. Moreover, employers often don't recognize and value two-year college credentials as much as bachelor's degrees. Teacher contacts could help, but studies find that they can be biased against low achievers and minorities. Institutional school placement programs, which have the potential to reduce inequalities and help disadvantaged students in job search, have rarely been studied in the United States. Research Question How does schoolwide institutional job placement operate in a private two-year college with a highly developed program, and is it successful and equitable? Research Design This study uses a mixed-methods approach, including a qualitative case study and quantitative analysis of a single college's administrative records. Findings We find that this college created institutional job links that are different from other programs studied in the United States. It equitably serves most students and is unrelated to achievement or race. Although it does not improve students’ postcollege earnings, it does improve the skill relevance of participants’ postcollege jobs, which is a potentially important indicator of long-term success. Black and Hispanic students who use the program have earnings advantages over Whites, but this is not true for those who find jobs on their own. Conclusions Job placement can and does occur in two-year colleges in the United States. When programs are institutional rather than based on personal teacher contacts, they can serve students equitably and potentially reduce preexisting social inequalities. Colleges can effectively do job matching between the labor market and their students’ qualifications. In so doing, they can provide useful recommendations to employers and place students in skill-relevant jobs.
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Alghorani, Mohammad Adnan. "Knowledge-Practice Measure of Islamic Religiosity (KPMIR): A Case of High School Muslim Students in the United States." Journal of Muslim Mental Health 3, no. 1 (May 22, 2008): 25–36. http://dx.doi.org/10.1080/15564900802035169.
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Thurmon, Tara B., and Lorie L. Schwartz. "Preparing Future Pharmacists for Diabetes Management." Journal of Pharmacy Practice 22, no. 6 (March 20, 2009): 588–90. http://dx.doi.org/10.1177/0897190009333161.
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The Integrated Pharmacy Skills laboratory is a laboratory-based approach to many different aspects of pharmacy education. As diabetes is one of the most common disease states in the United States, it is a primary focus of the educational experience at South University School of Pharmacy. The laboratory experience at South University School of Pharmacy includes the application of diabetes management in a hospital setting, a community setting, and a clinic setting. The class has been developed for the first professional year of a 3-year professional curriculum. Laboratory exercises include calculations, case studies, intravenous preparation, assessment tools, and patient-counseling exercises. The Integrated Pharmacy Skills laboratory provides a practical experience for teaching our future pharmacists about diabetes and diabetes management.
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Kim, So Jung, Su-Jeong Wee, and Soyeon Park. "Exploring multicultural books through predictions and social interactions: A case study with kindergarteners in the United States." Australasian Journal of Early Childhood 44, no. 1 (March 2019): 32–47. http://dx.doi.org/10.1177/1836939119841472.
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Although previous studies have underlined the importance of social interactions, multicultural education, prediction/imagination, and bilingual/bi-literacy learning, the intersection of all these four areas is yet to be explored. This qualitative case study explored how young bilingual readers create meanings and develop literary responses through prediction, imagination, and social interaction while reading multicultural literature. As part of a larger longitudinal study, this study focused on kindergarten-age Korean-English bilingual children at a Korean Language School in a Midwestern city in the United States. The data were collected over five months using audio/video recordings, open-ended interviews, and children’s artifacts. The findings suggest that creative participation and social interactions using two languages help young bilingual readers to engage deeply with the reading and encourage multiple perspectives.
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DeCesare, Michael. "95 Years of Teaching High School Sociology." Teaching Sociology 33, no. 3 (July 2005): 236–51. http://dx.doi.org/10.1177/0092055x0503300301.
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A neglected part of the history of teaching sociology is the history of teaching high school sociology. The American Sociological Association's centennial in 2005 affords sociologists an opportunity to reflect on the teaching of sociology–anywhere and everywhere that it happens. In the spirit of contributing to the history of teaching sociology in the United States, this paper outlines the roughly 95-year history of the teaching of high school sociology. I rely upon published course descriptions written by high school sociology teachers and empirical studies conducted by academic sociologists. They demonstrate that past high school sociology courses have focused primarily on examining social problems and current events, and on promoting citizenship education. This remains the case today. I offer several reasons why the courses have looked as they have over the past 95 years, and conclude with four predictions about the future of teaching high school sociology.
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Pierik, Roland. "On religious and secular exemptions: A case study of childhood vaccination waivers." Ethnicities 17, no. 2 (March 9, 2017): 220–41. http://dx.doi.org/10.1177/1468796817692629.
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This paper analyses exemptions to general law through the prism of vaccine waivers in the United States. All US states legally require the vaccination of children prior to school or daycare entry; however, this obligation is accompanied with a system of medical, religious, and/or philosophical exemptions. Nonmedical exemptions became subject of discussion after the 2015 Disneyland measles outbreak in California, which unequivocally brought to light what had been brewing below the surface for a while: a slow but steady decline in vaccination rates in Western societies, resulting in the reoccurrence of measles outbreaks. This can be traced back to an increasing public questioning of vaccines by a growing anti-vaccination movement. In reaction to the outbreak and the public outrage it generated, several states proposed—and some already passed—bills to eliminate nonmedical exemptions. I analyze two questions. First, can legal exemptions from mandatory childhood vaccination schemes for parents who are opposed to vaccination (still) be justified? Second, should legal exemptions be limited to religious objections to vaccination, or should they also be granted to secular objections? Although the argument in the paper starts from the example of the US, it seeks to provide a more general philosophical reflection on the question of exemptions from mandatory childhood vaccination.
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Segal, Nancy L. "Identical Twin Parents; Research Reviews: Twin Pregnancy Risk Factors, a New Twin Type and a School Legislation Update; Twin Parents and Twin Researchers in the News." Twin Research and Human Genetics 10, no. 4 (August 1, 2007): 658–61. http://dx.doi.org/10.1375/twin.10.4.658.
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AbstractSome legal and social complications that arise when identical twins have children are examined. The specific case presented concerns assignment of paternity. This section is followed by a review of recent studies of multiple birth pregnancy risk factors, namely mother to infant HIV transmission and congenital hypothyroidism. Honors given to recently recognized twin researchers are noted, as is the birth of twins to an older mother in the United States.
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Panait, Catalina, and Víctor Zúñiga. "Children Circulating between the U.S. and Mexico." Mexican Studies/Estudios Mexicanos 32, no. 2 (2016): 226–51. http://dx.doi.org/10.1525/mex.2016.32.2.226.
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This article provides insights into the linguistic transitions and ruptures of migrant children in Mexican schools. The analysis focuses on children’s practices and perceptions of their own difficulties when reading and writing in Spanish after spending months in schools in the United States. Using in-depth interviews and sociolinguistic analysis, the article presents the particular case of children who endure seasonal migratory circulation between Mexico and the United States, and examines the linguistic disruptions these children experience during their journey from English to Spanish literacy every school year. Este artículo presenta hallazgos en torno a las transiciones y rupturas lingüísticas de los niños migrantes en las escuelas mexicanas. El análisis se centra en las prácticas y percepciones de los niños acerca de sus propias dificultades al leer o escribir en español después de haber pasado periodos en las escuelas de Estados Unidos. Los datos que se presentan provienen de niños que participan año tras año de la migración circular de tipo estacional entre México y Estados Unidos. Mediante entrevistas a profundidad y análisis sociolingüísticos, se examinan las dislocaciones lingüísticas que estos niños experimentan mientras se están moviendo del inglés al español cada año escolar.
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Johnson, Lauri, Peter Moyi, and Rose M. Ylimaki. "Successful School Leadership in the USA: The Role of Context in Core Leadership Practices." Education Sciences 13, no. 10 (September 22, 2023): 968. http://dx.doi.org/10.3390/educsci13100968.
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This article draws on findings from a secondary analysis of selected U.S. case studies of successful school principals in the United States. All original ISSPP cases were selected with a common sampling strategy whereby we purposely selected schools with improved student outcomes and nominations by school district leaders and organizations. Data sources include semi-structured qualitative interviews with the district leaders, principal, teachers, parents, and students to provide a more elaborated understanding of the phenomena, i.e., school success and the principal’s leadership contribution. The study selected twenty published articles describing complete ISSPP case studies from different U.S. geographic areas for secondary analysis of the principal’s core leadership practices. These practices include setting directions, developing people, redesigning the organization, and managing the instructional program. The U.S. cases since 2002 reflect the dynamics of multiple layers of influence and increasing complexities from student diversity, policy pressures, and the impact of the principals’ background and professional identity. These cases provide qualitative, contextualized understandings of school success and principal contributions to that success at particular points in time over the past 20 years and point toward knowledge gaps that we seek to fill in future steps of ISSPP.
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Jeevarathinam, N., Kalaiyarasi Shanmugam, and B. Saravanan. "Case Study: Factors Affecting the Behavior of School Students in the Age of Pre-Adolescence." Journal of Humanities and Education Development 5, no. 6 (2023): 90–98. http://dx.doi.org/10.22161/jhed.5.6.12.
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Using multilevel modeling, this study sought to understand the factors affecting the behaviour of school students at the age of pre-adolescence. The study included 1977 pre-adolescents (1031 boys, 946 girls) from middle schools (Grades 4–7) in suburban areas of the United States from the Department of Children and Family (DCF) 2014 National Child and Youth Panel Survey database. The individual and environmental effects of significant factors affecting pre-adolescent behavior were studied using multilevel models. Among the characteristics linked to emotional-behavioral difficulties were BMI, study tendency, and socioeconomic status. Emotional-behavioral disorders were linked to connections with teachers, according to more studies. The school, family, friends, community, and media all negatively affect students' conduct. As a result, similar educational institutions should teach students social and emotional skills. This may help reduce student disruption. Individual and environmental factors influence pre-adolescents' emotional-behavioral issues. Preventing emotional-behavioral issues require addressing both the environment in which preadolescents live and their unique traits.
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WARREN, MARK. "Communities and Schools: A New View of Urban Education Reform." Harvard Educational Review 75, no. 2 (July 1, 2005): 133–73. http://dx.doi.org/10.17763/haer.75.2.m718151032167438.
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In this article, Mark R. Warren argues that if urban school reform in the United States is to be successful, it must be linked to the revitalization of the communities around our schools. Warren identifies a growing field of collaboration between public schools and community-based organizations, developing a typology that identifies three different approaches: the service approach (community schools); the development approach (community sponsorship of new charter schools); and the organizing approach (school-community organizing). The author elaborates a conceptual framework using theories of social capital and relational power, presenting case studies to illustrate each type. He also discusses a fourth case to demonstrate the possibilities for linking individual school change to political strategies that address structures of poverty. Warren identifies shared lessons across these approaches, and compares and contrasts the particular strengths and weaknesses of each. Warren concludes with a call for a new approach to urban education reform that links it theoretically and practically to social change in America's cities.
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Marri, Anand R., Scott Wylie, Robert Shand, Maureen Grolnick, Timothy J. Huth, and Louise Kuklis. "Teaching the Federal Budget, Debt, and Deficit Through Civics Courses." Social Studies Research and Practice 8, no. 2 (July 1, 2013): 83–112. http://dx.doi.org/10.1108/ssrp-02-2013-b0006.
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This project presents an opportunity for high school social studies teachers to infuse content on the federal budget, national debt, and budget deficit into civics-courses. The federal budget influences countries’ decisions about domestic and foreign policy, making the study of the topic a necessity for understanding economic interdependence, as well as active and engaged citizenship. The national debt plays an important role in efforts to balance competing interests concerning taxes, entitlement programs, and government spending. Social studies teachers have the opportunity to create connections between economic and public policies about the federal budget, national debt, budget deficit, and the content commonly taught in high school civics classes across the United States. Our two-day lesson, Examining the role of citizens in the U.S. budgetary process: A case study, can be infused into the civics curriculum to help high school students begin to understand the federal budget, national debt, and budget deficit. We model an inquiry-oriented approach for citizen participation about these topics in high school civics classes.
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Parsons, Seth A., and Margaret Vaughn. "A Multiple Case Study of Two Teachers’ Instructional Adaptations." Alberta Journal of Educational Research 59, no. 2 (April 15, 2014): 299–318. http://dx.doi.org/10.55016/ojs/ajer.v59i2.55714.
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Scholars contend that effective teachers adapt their instruction to meet the particular needs of each student. However, little research has studied the ways in which teachers adapt their instruction or their reflections on these adaptations. This article describes a yearlong multiple case study focused on two teachers from different contexts: a Kindergarten teacher in a rural school in the Pacific Northwest region of the United States and a sixth-grade teacher in a suburban school in the Mid-Atlantic region of the United States. This research replicates previous studies of adaptive teaching. Two researchers used classroom observations, post-observation interviews, and artefacts to document these teachers’ instructional adaptations and their reflections on these adaptations. Findings demonstrate the complexity of classroom instruction and the metacognitive processes teachers need to succeed in this complex environment. This study has implications for policy, teacher education, and professional development. Les chercheurs affirment que les enseignants efficaces adaptent leur enseignement de sorte à répondre aux besoins particuliers de chaque élève. Toutefois, peu de recherche a porté sur les façons dont les enseignants le font ou sur leurs réflexions relatives à ces adaptations. Cet article décrit une étude de cas multiples qui a duré un an et a suivi des enseignants de contextes différents : un enseignant à la maternelle d’une école rurale dans le nord-ouest du Pacifique aux États-Unis et un enseignant en 6e dans une école de banlieue dans les états du centre du littoral de l’Atlantique des États-Unis. Cette recherche reproduit les études antérieures sur l’enseignement adapté. Pour recueillir les adaptations à l’enseignement et les réflexions des enseignants sur celles-ci, deux chercheurs ont eu recours à des observations en salle de classe, des entrevues après les observations et des artéfacts. Les résultats démontrent la complexité de l’enseignement en salle de classe et fait ressortir les processus métacognitifs dont ont besoin les enseignants afin de réussir dans ce milieu complexe. Cette étude a des retombées sur les politiques, la formation des enseignants et le développement professionnel.
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Marsh, Julie A., Susan Bush-Mecenas, Katharine O. Strunk, Jane Arnold Lincove, and Alice Huguet. "Evaluating Teachers in the Big Easy: How Organizational Context Shapes Policy Responses in New Orleans." Educational Evaluation and Policy Analysis 39, no. 4 (March 10, 2017): 539–70. http://dx.doi.org/10.3102/0162373717698221.
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Although multiple-measure teacher evaluation systems have gained popularity in the United States, few studies have examined their implementation or how they are shaped by organizational context. New Orleans provides a strategic case to examine the enactment of a state teacher evaluation policy in a highly decentralized setting with variation in organizational context. Utilizing a multiple case study approach, we analyzed documents and interviews in eight case study schools. We found that schools varied in their responses to teacher evaluation—in ways that were reflective, compliant, and/or distortive—and that the type of response was not associated with governance model, school authorizer, or level of autonomy. Instead, shared instructional leadership and structures for frequent collaboration appeared to facilitate more reflective responses.
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Uribe, F. Medardo Tapia, Robert A. LeVine, and Sarah E. LeVine. "Maternal Education and Maternal Behaviour in Mexico: Implications for the Changing Characteristics of Mexican Immigrants to the United States." International Journal of Behavioral Development 16, no. 3 (September 1993): 395–408. http://dx.doi.org/10.1177/016502549301600302.
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This article summarises findings of research designed to shed light on the mechanisms by which female schooling changes atttitudes to childbearing and childrearing in Mexico. The data reported come primarily from a 1987 survey in the rural Mexican town of Tilzapotla in the state of Morelos. Subsidiary data come from a later survey in 1990 and from a survey and home observations carried out in 1983 in the urban area of Cuernavaca. Conditions of childbearing and childrearing in Tilzapotla and Cuernavaca are relevant to these issues among Mexican immigrants in the United States because these communities are among many in Mexico from which Mexican immigrants to the United States originate. Together the results indicate that increases in maternal schooling lead to more prenatal care, more use of contraception, and smaller family size. The studies indicate that the pathways by which these effects are achieved relate to the emphasis that schools place on verbal interaction and decontextualised language use. This communication model presented in school by the teacher subsequently influences the way the schooled mother deals with her own children, with mass media, and with the health care system. The overall level of education in Tilzapotla, as in the rest of Mexico, has been rising over the last two decades. Current Mexican immigrants to the United States therefore arrive with higher levels of education than was the case 20 or 30 years ago. As a consequence, findings concerning the effects of maternal education on childbearing and childrearing imply that mothers currently immigrating from Mexico will more frequently have the childbearing and childrearing attitudes, skills, and practices of the more highly educated Mexican mothers in our studies than was the case in past decades of immigration.
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Felicetti, Catherine, Kelly Richardson, and Angela Mansolillo. "Dysphagia Management in Schools: A Survey of Speech-Language Pathologists." Perspectives of the ASHA Special Interest Groups 5, no. 2 (April 24, 2020): 527–46. http://dx.doi.org/10.1044/2020_persp-19-00091.
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Purpose To date, few studies have examined school-based pediatric feeding and swallowing practices across the United States. This study aims to (a) identify barriers to feeding and swallowing service provision in an educational setting and (b) identify the types of service suggested by school-based speech-language pathologists in response to a fictional case study. Method School-based speech-language pathologists and clinical fellows were invited to participate in a 15-min web-based survey. The survey questions addressed demographic and vocational information and perceived barriers to service provision. Survey respondents were also asked to develop a treatment plan in response to a fictional case study. In total, 200 anonymous survey responses were coded and analyzed using qualitative analysis methods. Results A number of barriers to practice were identified, which include academic and/or clinical preparedness and concerns related to the educational relevance of service. Analysis of the case study results indicated a wide range of treatment plans. The most common type of direct intervention suggested was an oral motor exercise regime, followed by diet modifications, and the implementation of safe swallow strategies. Conclusions Information gained in this study may be used to support policies and protocols related to the assessment and treatment of pediatric feeding and swallowing impairment in school settings.
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Smith, Tony. "Requiem or New Agenda for Third World Studies?" World Politics 37, no. 4 (July 1985): 532–61. http://dx.doi.org/10.2307/2010343.
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Thanks to the vigor of the dependency school's attack on the established “developmentalist” framework for studying change in the Third World, debates going on today in development studies are perhaps the most interesting and important in the field of comparative politics. The debates are interesting because, both methodologically and substantively, a wide range of new issues has been raised in a field that by around 1970 had become relatively moribund. They are important because, in the Third World especially, the mainstream developmentalist models earlier formulated in the United States—such as those sponsored by the Social Science Research Council (SSRC)—have been angrily discarded by many in favor of politically explosive explanations of underdevelopment that lay the manifold problems of these areas squarely at the feet of Western imperialism (and, in the case of the Latin Americanists heading this school, at the doorstep of Washington in particular). Thus, there are acutely perceived moral and political dimensions to this clash of paradigms for the study of Third World development, beyond the intellectual, or academic, interest that such controversy is sure to excite.
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Morse, Tammy C., and Bahaudin G. Mujtaba. "The Challenge Of Recruiting And Retaining Teachers In The United States: Is This A Compensation Or Demand Issue?" Contemporary Issues in Education Research (CIER) 1, no. 3 (January 11, 2011): 1. http://dx.doi.org/10.19030/cier.v1i3.1189.
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School districts and educational leaders as well as administrators across the nation believe they are facing teacher shortages. There is a widely-held belief that they are facing a critical shortage of teachers, primarily due to recent increases in teacher retirements and student enrollments. However, others believe that this is a superficial conclusion drawn from growing student enrollments, smaller class sizes, and retirements. The assumption incorrectly surmised is that there is not enough supply, in this case, of new teachers entering the profession, to meet demand. Studies looking at both supply and demand for new teachers entering the profession have found that the demand for teachers has indeed grown over the last decade. However, many researchers contend that there is an ample supply of teachers to not only meet, but exceed the demand. This paper explores the two sides of this topic and provides recommendations for administrators and educational leaders.
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Sun, Jingping. "Implementing and Facilitating STEAM Problem-Based Learning From the Perspective of Teacher Leadership." Asia Pacific Journal of Educators and Education 38, no. 2 (December 29, 2023): 221–48. http://dx.doi.org/10.21315/apjee2023.38.2.12.
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Science, Technology, Engineering, Arts and Mathematics (STEAM) education taught through Project- Based Learning (STEAM PBL) has expanded across 22 states in the United States in the last two years. The literature on STEAM teaching is just emerging with most of the studies having focused on descriptions of newly established STEAM schools and how the teaching methods have been incorporated in classrooms. These studies have mainly used qualitative research or case study design. While the majority of the studies have described what is going on in terms of STEAM teaching, little is known about what type of school leadership can best facilitate the implementation of STEAM PBL. This study explores this gap by examining the source, process, practices, and effect of teacher leadership in relation to the implementation of STEAM PBL. Data from 18 interviews with teachers in eight middle schools in a southern low-performing district point to the importance of ongoing, hands-on professional development, effective professional learning teams of teachers, and teacher leadership for the effective implementation of STEAM PBL teaching.
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Dunn, Alyssa Hadley, and C. Aiden Downey. "Betting the House: Teacher Investment, Identity, and Attrition in Urban Schools." Education and Urban Society 50, no. 3 (February 1, 2017): 207–29. http://dx.doi.org/10.1177/0013124517693283.
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This study explores the impetus for and impact of four urban teachers’ extracurricular investments. Framing teacher investment as work voluntarily undertaken with an eye toward bringing about a highly desired, yet highly uncertain, end, we argue that the outcome of these often-hidden investments have identity and career implications for teachers. Through a comparison of two case studies in the southeast and northeast United States, we investigate why and how teachers come to invest themselves in particular extracurricular projects, the identity implications of the investments, and how the ultimate outcome of the investments may influence their decision to stay in or leave the profession. Findings reveal that teachers’ extracurricular investments—either in individual students or whole-school projects—are intimately tied to their identities and career trajectories. Implications are offered for research, teacher education, and policy.
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Sanders, Mavis. "Collaborating for Change: How an Urban School District and a Community-Based Organization Support and Sustain School, Family, and Community Partnerships." Teachers College Record: The Voice of Scholarship in Education 111, no. 7 (July 2009): 1693–712. http://dx.doi.org/10.1177/016146810911100703.
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Background Research suggests that schools’ capacity to successfully implement and sustain reform programs may rest, in part, with district-level facilitation. The importance of district leadership has been established for a variety of educational reforms, including school, family, and community partnerships. However, few studies have been conducted to understand how successful district leaders implement and sustain school, family, and community partnerships as an educational reform. Focus of Study This case study seeks to fill this gap. It describes leadership strategies employed by the office of parent involvement in an urban school district in the United States. More specifically, this article focuses on the collaborative relationship between the office of parent involvement and a community-based parent involvement organization (CPIO). Research Design The study employed a multiple case study design, which included interviews with district, school, and parent leaders; observations of workshops, meetings, presentations, and other work-related activities of key district-level respondents; document collection and review; and school site visits. Findings Analyses suggest that the collaboration between the district's office of parent involvement and the CPIO has helped to support and sustain school, family, and community partnerships as a reform initiative for nearly a decade. The relationship has resulted in (1) complementary parent leadership training for school-based partnership teams, (2) joint planning and implementation of districtwide partnership activities, and (3) community advocacy for district partnership personnel and resources.
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Green, Marissa, Alyssa Emery, Megan Sanders, and Lynley H. Anderman. "Another Path to Belonging: A Case Study of Middle School Students’ Perspectives." Educational and Developmental Psychologist 33, no. 1 (June 13, 2016): 85–96. http://dx.doi.org/10.1017/edp.2016.4.
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This qualitative study explored students’ experiences in a small, early-college secondary school in the United States that intentionally aims to create a culture promoting accelerated academic achievement, particularly in the areas of science, technology, engineering, and math (STEM). Past research in the fields of both educational and developmental psychology has suggested that students’ sense of belonging plays a significant role in their social and academic functioning. Few studies, however, have explored how students’ sense of belonging is supported in settings that emphasise accelerated academic performance. The present study focused on students’ own understanding of the factors that contribute to their sense of belonging in this academically rigorous environment and extends current accounts of belonging, most of which have been quantitative in nature. The results of the present study highlight a distinction between social and academic belonging. Social belonging originated from students’ descriptions of their relationships with teachers and friends, alongside a noted lack of bullying behaviour, and an open and accepting social environment. Academic belonging originated from students’ accounts of meeting rigorous expectations, participating in a range of educational opportunities, receiving academic support from teachers, and sharing similar academic interests with peers. Some students reported experiencing one type of belonging without the other, suggesting that social and academic belonging are distinct aspects of students’ overall sense of school belonging. Future research should examine whether academic belonging provides an alternative pathway to the sense of school belonging in academic environments beyond the context examined in the present study.
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De Pedro, Kris T., Monica C. Esqueda, Julie A. Cederbaum, and Ron A. Astor. "District, School, and Community Stakeholder Perspectives on the Experiences of Military-Connected Students." Teachers College Record: The Voice of Scholarship in Education 116, no. 4 (April 2014): 1–32. http://dx.doi.org/10.1177/016146811411600404.
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Background/Context The children of military service members experience numerous military-related stressors (e.g., deployment of a parent), resulting in negative psychological outcomes. About 90% of military-connected students are educated in civilian public schools. A few recent studies in disciplines outside education research suggest that civilian public schools lack awareness of the needs of military-connected students. Purpose The purpose of this study is to provide a foundation and context for the development of future research, policy initiatives, and school-based interventions by exploring the perspectives of district, school, and community stakeholders (i.e., school administrators, superintendents, community-based military educators, and education researchers). To this end, this study examined the schooling experiences of military-connected students and their strengths and challenges in civilian public schools and identified school-based strategies that promote emotional, psychological, and academic outcomes among military-connected students. Participants The research team targeted participants from diverse professional roles and from different educational contexts serving military-connected students (e.g. school, community, neighborhood, and military contexts). Thirty-one stakeholders who worked closely with military-connected students or military-connected public schools were purposively selected. Research Design In this qualitative study, interviews were conducted with participants in the fall of 2010. The interviewer was a former military child and collaborated with the research team to create a semistructured interview protocol. The interviewer asked participants to discuss their perspectives of the unique issues of military-connected students, how military-connected schools have responded to those issues, and their recommendations for future education reform targeting military-connected students. Findings/Results The findings revealed the following stakeholder perceptions: (a) military-connected students have unique cultural needs and challenges that necessitate school intervention, (b) some schools utilize homegrown practices to address these needs of military-connected students, (c) stakeholders feel that public schools have responded poorly to the issues and challenges of military-connected students, and (d) stakeholders believe that public schools should be places of stability for military-connected students. Conclusions/Recommendations The education stakeholders in this study were well aware of the unique challenges and strengths of military children and homegrown practices developed locally by military-connected schools. They offered recommendations at the school, district, and community levels on how to improve school responsiveness, including a data identification system and continued staff training. Future research should include the perspectives of teachers and students with regard to how military-connected students cope with military life stressors in the classroom. Overall, this study uncovers the issues of a population of students who have a significant presence in over 200 public school districts throughout the United States and provides a foundation for future education reform and research on military-connected students.
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Gil, Alma. "Enhancing Educational Equality: A Comprehensive Analysis of the Implementation and Impact of Restorative Justice Practices on Mitigating Racial Disparities in School Discipline Within Urban Public Schools in the United States." Law and Economy 2, no. 12 (December 2023): 7–15. http://dx.doi.org/10.56397/le.2023.12.02.
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This research explores the implementation and impact of restorative justice practices in addressing racial disparities in school discipline within U.S. urban public schools. The study delves into the challenges, successes, and recommendations for sustainable change in policy and practice. Theoretical frameworks and case studies are employed to analyze the influence of restorative justice on school climate, student well-being, and academic outcomes. Identified challenges include resource limitations, resistance to change, inadequate training models, and time constraints. Recommendations encompass policy adjustments, professional development initiatives, continuous evaluation, community partnerships, integration with mental health support, and addressing cultural sensitivity.
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Zhang, Jiarui. "Exploring How Teachers Assume Leadership Roles in the Era of Accountability." Research and Advances in Education 2, no. 8 (August 2023): 71–78. http://dx.doi.org/10.56397/rae.2023.08.07.
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Many schools in the United States have adopted different types of distributed leadership to meet the increasing administrative and accountability demands of policy requirements. Distributed leadership places teachers in different positions based on different times and tasks, and gives them different authority to engage them in the most valuable leadership practice tasks. The federal government encourages teachers across the country to take on formal leadership roles while also retaining their classroom status. This paper explores the practice of leadership using a distributed leadership theoretical framework by exploring two case studies such as H Middle School to gain insight into how leadership is achieved by individuals’ idiosyncrasizes and the context in which they are located.
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Saperstein, Evan. "Global citizenship education starts with teacher training and professional development." Journal of Global Education and Research 4, no. 2 (December 2020): 125–39. http://dx.doi.org/10.5038/2577-509x.4.2.1121.
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In recent years, the idea of global citizenship has grown in scholarly circles and developed into a nascent discipline known as global citizenship education. As a general matter, global citizenship education strives to deepen cross-cultural understanding through the study of current transnational issues. This qualitative, interpretivist case study examined the roles and responsibilities of global studies teachers at an urban New Jersey public high school. The study included interviews with an administrator, two global studies teachers, and six students enrolled in the second sequence of a two-year course in the global studies curriculum; as well as observations and analysis of the course curriculum, syllabus, and student assignments. This study highlights the continuing need for increased pre-service and in-service training opportunities for teachers of global studies related courses, including teacher education and professional development programs. This study also underscores the need for more research on global citizenship education, and global studies training and certification programs in the United States.
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Crocco, Margaret S., Ching-Fu Lan, Hui Soo Chae, and Gary Natriello. "Promoting Educational Reform through Teaching about Hurricane Katrina." Social Studies Research and Practice 6, no. 2 (July 1, 2011): 31–46. http://dx.doi.org/10.1108/ssrp-02-2011-b0003.
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This paper deals with two types of educational reform related to teaching and learning the traditional school subject of social studies. First, we consider the importance of teaching about controversial issues by examining the impact of Hurricane Katrina, the record-setting, natural disaster, which struck the Gulf Coast of the United States in late August 2005. Using this episode as their foundation, the authors demonstrate how the common practice of avoiding controversy within the social studies arena can be addressed. Since Katrina represents a topic for which no warrant exists within state standards for teaching the subject, it can be considered a true “teachable moment”. Second, we analyze a case study involving the use of technology to spark discussion relative to the issues of race and class tied to Katrina, primarily for the two-year period after the hurricane struck. While the use of digital technology has been slow to gain popularity in the field of social studies, the authors use the case study to demonstrate how it can be utilized to generate democratic dialogue and civic engagement.
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Finnigan, Kara S., Alan J. Daly, and Tricia J. Stewart. "Organizational Learning in Schools under Sanction." Education Research International 2012 (2012): 1–10. http://dx.doi.org/10.1155/2012/270404.
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The focus on “school turnaround” has become central to policy and practice in the United States as a result of school accountability, yet little remains known about school improvement under sanction. This study uses theories of organizational learning to understand the processes through which educators search for and adopt reform strategies, as well as the extent to which these schools’ organizational culture and climate are conducive to this type of learning. Our mixed methods study involves document analysis, intensive case studies, and a survey of teachers in schools under sanction in a large urban school district in the USA. We found limited evidence of organizational learning, and instead evidence suggested superficial use of restructuring planning, rare diagnoses of root causes of low performance, and limited engagement in learning processes of school staff. In addition, schools relied on exploitation resulting in the recycling of previous practices. In part, the limited organizational learning in evidence was the result of structures and climates within these low-performing schools that inhibited a more learning-oriented approach to reform. Our study has implications for school improvement under accountability policies as it uncovers important challenges that limit organizational learning and, as a result, school improvement under sanction.
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Ayers, David. "The New Europe and the New World: Eliot, Masaryk, and the Geopolitics of National Culture." Modernist Cultures 11, no. 1 (March 2016): 8–25. http://dx.doi.org/10.3366/mod.2016.0123.
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This paper asserts that while geo-politics is too often treated as an extrinsic force in cultural studies, it is in fact a culturally constitutive force and geo-political cultural actors should be treated as a dominant force in (national-) cultural formation. This is of especial importance in the relationship between Europe and the United States. The paper makes this point by comparing the cultural-political objectives of T. S. Eliot and Ezra Pound to the objectives of Thomas Masaryk. While the former are much-celebrated as cultural figures, they were only marginally and indirectly effective on the course of the shaping of European geo-politics. Although they frequently addressed such topics and plainly wished that their voices could be heard, they are mainly commentators. By contrast, Masaryk was the philosophy professor who founded the Czech nation in 1918 from his base at the School of Slavonic Studies at King's College London. The paper makes specific reference to Masaryk's methods of gaining influence in the United States, and with Woodrow Wilson in particular. Masaryk was an effective transnational cultural actor and his case therefore serves to expand the category of the transnational culture-subject beyond examples such as Ezra Pound, a tragic victim of geopolitics, or Eliot, whose strategy of American intervention in Europe was a commentary on actions and outcomes shaped by others.
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Hirsch, Annemarie G., April P. Carson, Nora L. Lee, Tara McAlexander, Carla Mercado, Karen Siegel, Nyesha C. Black, et al. "The Diabetes Location, Environmental Attributes, and Disparities Network: Protocol for Nested Case Control and Cohort Studies, Rationale, and Baseline Characteristics." JMIR Research Protocols 9, no. 10 (October 19, 2020): e21377. http://dx.doi.org/10.2196/21377.
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Background Diabetes prevalence and incidence vary by neighborhood socioeconomic environment (NSEE) and geographic region in the United States. Identifying modifiable community factors driving type 2 diabetes disparities is essential to inform policy interventions that reduce the risk of type 2 diabetes. Objective This paper aims to describe the Diabetes Location, Environmental Attributes, and Disparities (LEAD) Network, a group funded by the Centers for Disease Control and Prevention to apply harmonized epidemiologic approaches across unique and geographically expansive data to identify community factors that contribute to type 2 diabetes risk. Methods The Diabetes LEAD Network is a collaboration of 3 study sites and a data coordinating center (Drexel University). The Geisinger and Johns Hopkins University study population includes 578,485 individuals receiving primary care at Geisinger, a health system serving a population representative of 37 counties in Pennsylvania. The New York University School of Medicine study population is a baseline cohort of 6,082,146 veterans who do not have diabetes and are receiving primary care through Veterans Affairs from every US county. The University of Alabama at Birmingham study population includes 11,199 participants who did not have diabetes at baseline from the Reasons for Geographic and Racial Differences in Stroke (REGARDS) study, a cohort study with oversampling of participants from the Stroke Belt region. Results The Network has established a shared set of aims: evaluate mediation of the association of the NSEE with type 2 diabetes onset, evaluate effect modification of the association of NSEE with type 2 diabetes onset, assess the differential item functioning of community measures by geographic region and community type, and evaluate the impact of the spatial scale used to measure community factors. The Network has developed standardized approaches for measurement. Conclusions The Network will provide insight into the community factors driving geographical disparities in type 2 diabetes risk and disseminate findings to stakeholders, providing guidance on policies to ameliorate geographic disparities in type 2 diabetes in the United States. International Registered Report Identifier (IRRID) DERR1-10.2196/21377
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Sabouri, Taraneh, Chris Cale, Sunddip Panesar-Aguilar, and Michelle McCraney. "Exploring the Use of Learner-Centered Instruction with English Language Learners in Social Studies Classrooms." World Journal of Educational Research 8, no. 2 (March 14, 2021): p36. http://dx.doi.org/10.22158/wjer.v8n2p36.
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Despite English Language Learner (ELL) supplemental instruction on Saturdays and evenings and professional development for teachers, learner-centered instructional strategies in social studies are currently ineffective in meeting the learning needs of the ELL population in an urban school in the northeastern United States. The instructional approaches being used to deliver curriculum have a marginal effect on learning for ELL students, and the local school board supports the importance of exploring this problem. The purpose of this instrumental case study was to explore the learner-centered instructional practices used at the study site and how teachers are using Weimer’s framework to engage ELLs in social studies. Guided by Weimer’s learner-centered instruction theory, the research questions focused on exploring how teachers use Weimer’s learner-centered instructional strategies and how teachers plan their instruction for ELLs and social studies using Weimer’s framework. As a case study, this qualitative research involved gathering data during 1 academic year through observations and interviews of 10 teacher participants. Research data collected through observations and interviews were coded into an Excel document to assign and filter codes. A 3-day professional development opportunity and monthly follow-up sessions were the results of the analysis of data collected from interviews and classroom observations of 10 ELL social studies teachers in Grades 9-12. The results of this study may lead to positive social change if social studies teachers modify their learner-centered instructional approaches to increase students’ motivation and satisfaction in learning.