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Journal articles on the topic 'School superintendents – united states – case studies'

Author: Grafiati

Published: 29 July 2024

Last updated: 31 July 2025

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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 (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 superintend

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Bjork, Lars G. "School District Superintendents as Transformational Leaders." Advances in Social Sciences Research Journal 11, no. 11 (2024): 129–41. http://dx.doi.org/10.14738/assrj.1111.17876.

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The educational reform movement in the United States (1983-2024) presented school district superintendents with a wide array of challenges and opportunities. Initially, state and federal policymakers’ called for draconian school and district level accountability and endorsed he notion of top-down management. However, the reality of implementing district-wide, systemic changes focused on improving student learning outcomes influenced a shift in superintendents’ role from manager to teacher-scholar. During the last decade, researchers examined the role of superintendents in Instructionally Effec

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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 (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 aroun

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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 superi

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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 (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 contextualizatio

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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 (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 ke

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Koyama, Jill, and Adnan Turan. "Coloniality and Refugee Education in the United States." Social Sciences 13, no. 6 (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 denie

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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 (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 secon

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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 (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

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Weitzman, Michael, Joel J. Alpert, Lorraine V. Klerman, et al. "High-Risk Youth and Health: The Case of Excessive School Absence." Pediatrics 78, no. 2 (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

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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 (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

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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 (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

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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 (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 t

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Asempapa, Bridget. "Mentoring and Supervising International Students in School Counseling Programs." Journal of International Students 9, no. 3 (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 tra

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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 (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 instr

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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 (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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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 (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

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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 (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 eme

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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 (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

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Thurmon, Tara B., and Lorie L. Schwartz. "Preparing Future Pharmacists for Diabetes Management." Journal of Pharmacy Practice 22, no. 6 (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 calcu

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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 (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 qualit

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Bambang Nugraha, Agus, Eny Kusdarini, Suharno Suharno, and Berkah Adityo Szauli Putra. "Integrating Human Rights Education to Combat Bullying in Schools: A Cross-Cultural Study." Dinasti International Journal of Education Management And Social Science 6, no. 2 (2025): 1341–49. https://doi.org/10.38035/dijemss.v6i2.3510.

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Human rights education (HRE) has been shown to be an effective tool in combating bullying in schools. This study aims to explore the integration of HRE into school curricula across cultures and its impact on bullying behavior. Through case studies in several countries, including Indonesia, the United States, and Finland, the study found that a human rights-based approach not only increases students’ awareness of their rights and those of others, but also creates a safer and more inclusive school environment. The results of the study demonstrate the importance of cross-cultural collaboration in

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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 (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 Que

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Nassauer, Anne. "“The only friend I had was my gun”: A mixed-methods study of gun culture in school shootings." PLOS ONE 20, no. 4 (2025): e0322195. https://doi.org/10.1371/journal.pone.0322195.

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Firearms are the leading cause of death for minors in the United States and US gun culture is often discussed as a reason behind the prevalence of school shootings. Yet, few studies systematically analyze if there is a connection between the two: Do school shooters show a distinct gun culture? This article studies gun culture in action in school shootings. It studies if school shooters show distinct meanings and practices around firearms prior to the shooting, as well as patterns in access to firearms. To do so, I analyze a full sample of US school shootings. Relying on publicly available cour

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Wang, Xinyu. "The Boundaries of Transgender Rights: A Case Study Based on the Historical Legislation of the United States." Lecture Notes in Education Psychology and Public Media 66, no. 1 (2024): 189–97. http://dx.doi.org/10.54254/2753-7048/66/2024mu0041.

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The U.S. started to legally recognize transgender as transexuals in the 1970s, but with the late 1980s gender queer theory, the U.S. legal system recognizes all transgenders by how they identify themselves. The 2010s see rapid growth in transgender movements and related surgical industries. This paper studies the historical development of transgenders rights in the U.S. and analyzes its legitimacy based on past legislation and ideologies of America. It uses historical analysis and case studies on past lawsuits of the development of transgender. It analyzes how the three aspects of social, econ

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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 (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

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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 (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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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 (2008): 25–36. http://dx.doi.org/10.1080/15564900802035169.

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Cripps, Jody H., Elizabeth N. Austin, and Leyla Craig. "A case study of university mass casualty simulation with high school deaf students who sign." Journal of Emergency Management 22, no. 5 (2024): 535–58. https://doi.org/10.5055/jem.0864.

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Deaf people who use signed languages are a cultural and linguistic minority. Previous studies involving healthcare and emergency medical service professionals and their interactions with deaf people within the United States and globally have demonstrated a disconnect and lack of trust. The researchers, in this study, explored an emergency preparedness and mass casualty response with deaf people at a university-run mass casualty simulation. Seven culturally deaf high school students from a local deaf school participated in this simulation. Deaf student responses on the survey reflected their ex

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DeCesare, Michael. "95 Years of Teaching High School Sociology." Teaching Sociology 33, no. 3 (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.

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ADETUNJI, ADESOLA SAMSON, AYOKUNLE AFOLAYAN, TOYOSI OLOLA, BERLY FONKEM, and ROFIYAT ODUNAYO. "Enhancing STEM Education through Culturally Relevant Engineering Design: A Mixed-Methods Approach to Improving Student Retention and Engagement." ICONIC RESEARCH AND ENGINEERING JOURNALS 7, no. 1 (2023): 618–27. https://doi.org/10.5281/zenodo.14018509.

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This study examines the role of Culturally Relevant Engineering Design (CRED) in retaining students in STEM education across  school districts and communities in the United States. As STEM fields face challenges in maintaining diverse student populations, particularly among underrepresented groups, this paper examines how CRED principles can foster inclusive and independent learning environments enter the box. Through case studies from a variety of regions, including the Northeast, Southeast, Midwest, and Western United States, this study identifies effective practices for integrating CRE

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ADETUNJI, ADESOLA SAMSON, BERYL FONKEM, TOYOSI MOTILOLA OLOLA, ODUNAYO ROFIYAT OLANIYAN, GAMALIEL OLOLA, and AYOKUNLE FADEKE AFOLAYAN. "Enhancing STEM Education through Culturally Relevant Engineering Design: A Mixed-Methods Approach to Improving Student Retention and Engagement." ICONIC RESEARCH AND ENGINEERING JOURNALS 7, no. 1 (2023): 618–27. https://doi.org/10.5281/zenodo.14684722.

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This study examines the role of Culturally  Relevant Engineering Design (CRED) in retaining students in STEM education across school districts and communities in the United States. As STEM fields face challenges in maintaining diverse student populations, particularly among underrepresented groups, this paper examines how CRED principles can foster inclusive and independent learning environments enter the box. Through case studies from a variety of regions, including the Northeast, Southeast, Midwest, and Western United States, this study identifies effective practices for integrating CRE

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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 (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.

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Sharrow, Elizabeth. "Public Policy as Trans Harm." TSQ Transgender Studies Quarterly 10, no. 2 (2023): 100–115. https://doi.org/10.1215/23289252-10440748.

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Abstract The observation that systems of state governance are more apt to do harm or violence to transgender and gender-diverse people is foundational to the field of trans studies. This article argues that public policy—including policy design, implementation, governance, and administration—is an important target for transfeminist sports studies. It illustrates the importance of attending to Title IX of the Education Amendments of 1972, a federal sex nondiscrimination policy in the United States. This case underscores how public policy through its widespread enactment in American school-spons

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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 litera

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Pierik, Roland. "On religious and secular exemptions: A case study of childhood vaccination waivers." Ethnicities 17, no. 2 (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 reoccurr

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WARREN, MARK. "Communities and Schools: A New View of Urban Education Reform." Harvard Educational Review 75, no. 2 (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

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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 (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 dis

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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, st

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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 (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 connecti

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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 (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. T

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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 (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 comm

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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 (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

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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 (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

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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 (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

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Khan, Ayesha H., and Sohail RAO. "The Re-Emergence of Measles in the United States: Analyzing Causes, Trends, and Public Health Implications." INNOVAPATH 2, Q2 (2025): 5. https://doi.org/10.63501/58318w05.

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Objective:To investigate the sharp resurgence of measles in the United States in 2024 through 2025, this commentary analyzes clinical, sociopolitical, and systemic drivers contributing to outbreak severity. It also explores data-backed strategies to rebuild vaccine trust and prevent future epidemics. Methods:A literature review of ten peer-reviewed studies and official public health reports was conducted, covering U.S case trends, vaccine uptake, misinformation impacts, and global contextual data. Emphasis was placed on sources with 2024 through 2025 surveillance data and expert recommendation

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Smith, Tony. "Requiem or New Agenda for Third World Studies?" World Politics 37, no. 4 (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

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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 (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 theore

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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 (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 ulti

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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 (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

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