ethanporcaro/eric-fulltext-meta huggingface dataset:
Kennesaw State University -- Collaborative Clinical Practice
Author: Heckert, Jennifer
Date: 2013-01-00
Type: Journal Articles
Subjects: Faculty Development,Beginning Teachers,Elementary Schools,Middle Schools,High Schools,Team Teaching,Clinical Experience,Partnerships in Education,Preservice Teachers,Preservice Teacher Education,Coaching (Performance),Inquiry,Teacher Education Programs

Teacher educators' capacity to prepare competent P-12 educators who are ready to meet the challenges of 21st century schooling has been called into question (Darling-Hammond, 2006). Low student achievement and high teacher attrition rates have resulted in a national call to prepare prospective and practicing teachers with the knowledge, skills, and dispositions to collaborate with colleagues and to provide an equitable and quality education for all students, particularly those from diverse backgrounds (Darling-Hammond, 2010). In response to this call as well as on-going challenges from the field, the teacher education faculty from Kennesaw State University (KSU) (Atlanta, Georgia) created formal partnerships with local school districts and designed, developed, implemented, and evaluated a collaborative model of practice that occurs throughout a yearlong clinical experience. Inherent in KSU's Collaborative Model of Clinical Practice (CCP) are two key partnerships that simultaneously support novice and practicing teacher development including pre-service co-teaching (Bacharach, Heck, &amp; Dahlberg, 2010; Badiali &amp; Titus, 2010) and classroom coaching (Knight, 2007). The purpose of this paper is to describe the CCP Model and its components: (1) professional development; (2) pre-service co-teaching (PSCT); (3) classroom coaching; and (4) inquiry. Further, brief results from a pilot study that utilized focus groups to inform the CCP Model are presented.
Understanding the Needs of Children with Incarcerated Parents: What Educators Should Know
Author: Turney, Kristin
Date: 2019-00-00
Type: Journal Articles
Subjects: Institutionalized Persons,Parents,Correctional Institutions,Children,Childhood Needs,Parent Child Relationship,Teacher Role,Pupil Personnel Services,Parent School Relationship,School Activities

The incarceration rate in the United States has increased dramatically in the past half century. In 1970, about 100 out of every 100,000 individuals in the United States were confined in prison. Today, that number is five times as large, with nearly 500 out of every 100,000 individuals confined in prison. Currently, an estimated 2.7 million children--or 1 in 28 of those under the age of 18--have a biological mother or father who is incarcerated in a local jail, state prison, or federal prison. And, given that most individuals are eventually released from confinement, back to their families and communities, even more children will experience the incarceration of a parent over the course of their lives. Data from the Fragile Families and Child Wellbeing Study--a longitudinal study of nearly 5,000 U.S. children born in urban areas around the turn of the century--show that, by age 9, about one-third of children experience the incarceration of a biological father and about one-tenth of children experience the incarceration of a biological mother. Therefore, especially in urban and socioeconomically disadvantaged neighborhoods, parental incarceration represents an important obstacle for a large number of children and for the educational institutions they attend. This article discusses what teachers, principals, and counselors, who regularly interact with children of incarcerated or formerly incarcerated parents, should know about this particular student population.
Supporting Students with Adverse Childhood Experiences: How Educators and Schools Can Help
Author: Murphey, David
Date: 2019-00-00
Type: Journal Articles
Subjects: Trauma,Student Behavior,Student Needs,Stress Variables,Interpersonal Relationship,Caring,Social Development,Emotional Development,Child Development,Adolescent Development,Mental Health,Physical Health,Educational Environment,Educational Policy

Adverse childhood experiences (typically referred to as ACEs) are potentially traumatic experiences and events, ranging from abuse and neglect to parental incarceration. A growing body of research has made it increasingly apparent that ACEs are a critical public health issue that can have negative, lasting effects on health and well-being in childhood or later in life. However, more important than exposure to any specific event of this type is the accumulation of multiple adversities during childhood, which is associated with especially deleterious effects on development. One mechanism responsible for the effects of ACEs--toxic levels of stress--can be substantially buffered by stable and supportive relationships with caregivers. Schools and educators can also play a critical role by promoting these kinds of caring relationships, as well as social and emotional skills, that support healthy youth development for all students; removing exclusionary and punitive disciplinary practices; and supporting the physical and mental health needs of students. This article discusses the prevalence of adverse childhood experiences, how childhood adversity, including ACEs, can have profound effects, and trauma-informed care (TIC). It concludes by offering three ways schools can help and a three-part strategy for trauma-informed education policy.
An Analysis of Factors Which Influence High School Administrators&apos; Readiness and Confidence to Provide Digital Instructional Leadership
Author: Shepherd, Andrew C.
Date: 2019-00-00
Type: Journal Articles
Subjects: High Schools,School Administration,Principals,Readiness,Instructional Leadership,Urban Schools,School Districts,Virtual Classrooms,Management Development,Supervisory Training,Knowledge Level,Self Efficacy

School leaders are to be instructional leaders within a digital environment, just as they are expected to do in the non-digital environment. The purpose of this study was to analyze the factors which high school administrators perceive to influence their knowledge and confidence to lead in a digital school environment. Findings suggest that administrators should seek professional development opportunities, knowledgeable and confident colleagues, and opportunities to supervise others to increase knowledge and confidence.
A South African High-Needs School: A Case of Context Driven by History
Author: Bryant, Karen Caldwell
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,At Risk Students,Disadvantaged Youth,Cultural Influences,Social Influences,Poverty,Language Usage,Success,High Achievement,Context Effect,Leadership Role,Teaching Methods,School Culture,Community Involvement,Decision Making,Culturally Relevant Education,Equal Education,Persistence,Transformational Leadership,Social Justice,Inclusion,Violence,Educational Environment,Leadership Training

High needs schools in South Africa are characterized by student populations living in hazardous environments coupled with extreme poverty and language disparities, resulting in challenges that are interwoven with cultural and societal norms. This paper presents characteristics of leadership that enable student success in school from one high needs, high-performing school in Cape Town, South Africa, utilizing a case study methodology following the International School Leadership Development Network (ISLDN) research protocol. Literature reviewed highlights the context specific to high needs schools in South Africa, including historical context, leadership characteristics, instructional considerations, and implications for school culture. This study utilized a qualitative approach coupled with analysis framed through the High Needs Schools Leadership model. Data were collected from personal interviews with educators including school leaders and assistant school leaders as well as site-based observations, and concurrent archival document analysis, revealing the importance of several key themes: 1) Community Understanding, 2) Value-Based Decision Making, 3) Equity, and 4) Persistence. By considering the findings of this study, system and school leaders can enhance their awareness of factors with the greatest potential to significantly and positively impact educational settings for students in high needs schools.
Teaching Students with Incarcerated Parents
Author: Shollenberger, Tracey Lloyd
Date: 2019-00-00
Type: Journal Articles
Subjects: Institutionalized Persons,Parents,Parent Child Relationship,School Role,Student Needs,Parent Participation,Youth Programs,Self Expression,Resilience (Psychology)

Research on children with incarcerated parents has yielded several insights that educators may find useful. In this article, the author highlights three insights from her personal experience: (1) Although having an incarcerated father is the more common experience, having an incarcerated mother is especially likely to disrupt children's everyday lives; (2) Maintaining contact with an incarcerated parent is associated with positive outcomes for children as well as parents, but doing so can be challenging; and (3) Parental incarceration is just one piece of a larger concern: students are growing up in an era of an expanded criminal justice system that shapes not only their day-to-day lives, but also their perceptions of what is possible for their futures. The author closes by advising that in communities where incarceration is common, schools would do well to recognize the extent of the problem, be mindful of challenging dynamics when engaging with students' families, and consider spearheading schoolwide efforts to meet the needs of children with incarcerated loved ones.
Becoming an Assistant Principal: Mapping Factors That Facilitate or Hinder Entering the Role
Author: Cohen, Rinat
Date: 2019-00-00
Type: Journal Articles
Subjects: Assistant Principals,Coping,Administrator Role,Adjustment (to Environment),Student Needs,Instructional Leadership,Administrator Responsibility,Social Isolation,Interpersonal Relationship,Work Environment,Barriers,Principals,Power Structure,Mentors,Socialization,Emotional Response,Recruitment

The phase of entering the role of assistant principals and the coping strategies assistant principals use upon entering their role have barely been studied. Most studies that dealt with assistant principals focused mainly on the role of the assistant principals and their readiness to advance to the position of school principal, while the study dealing with the transition from teaching to the position of assistant principal is extremely limited. The available studies indicate that it is a complicated transition having an emotional, social and professional effect, described in terms of &quot;shock&quot; and an &quot;unpleasant surprise&quot;. This article presents the assistant principal role at school and the challenges at the induction to this role. It offers a model for mapping the factors that influence the process of entering the role. This model can enable the education system to trace beforehand assistant principals who experience difficulties in entering office, so as to provide them with support and proper preparatory training procedures.
Collaborative Principal-School Counselor Preparation: National Standards Alignment to Improve Training between Principals and School Counselors
Author: Boyland, Lori G.
Date: 2019-00-00
Type: Journal Articles
Subjects: Principals,School Counselors,National Standards,Cooperation,Leadership Training,Alignment (Education),Social Capital,Social Justice,Counselor Role,Administrator Role,School Counseling,Professionalism,Ethics,Legal Problems,Accountability,Evidence Based Practice

To meet the challenges of promoting equitable educational opportunities and improved academic achievement for all P-12 students, principals and school counselors must join forces in substantive ways. However, higher education preparation programs for principals and school counselors have not typically collaborated in efforts to prepare candidates to work together through curricula employing national standards from both fields. The purpose of this project was to align standards and competencies from National Educational Leadership Preparation (NELP) and the American School Counselor Association (ASCA) to develop units of study for preparation programs that foster effective partnerships between administrators and school counselors. Guided by Social Capital Theory, this paper outlines standards-aligned curricular units for principal preparation, developed in partnership with school counseling faculty, that are currently being implemented at one Midwestern university with the goal of promoting collaboration toward P-12 student success.
Our Future Is in Our Minds and Hearts
Author: Tripses, Jenny S.
Date: 2019-00-00
Type: Journal Articles
Subjects: School Administration,Administrator Education,Leadership Effectiveness,Futures (of Society),Coping,Problem Solving,Ethics,Administrator Effectiveness,Research Projects,Principals,Administrator Attitudes,Empathy,Global Approach,Scholarship,Leadership Qualities,Cultural Awareness,Leadership Responsibility,Capacity Building,Interdisciplinary Approach,Thinking Skills,Foreign Countries,Grants

The title of this paper comes from a quote from Senator William Fulbright, sponsor of legislation that resulted in the American Fulbright Scholar program. The Fulbright Program is based upon a shared commitment by American leaders post World War II who believed everything possible should be done to prevent the horrific tragedy and destruction of that conflict [Fulbright, J.W. (1989, p. xi]. The purpose of the paper is to invite consideration by those who prepare future school leaders to seriously contemplate what future school leaders will need in order to successfully navigate what promises to be increasingly tumultuous conditions. School leaders of the future will need to be &quot;aware of, and find ways of coping with new and often complexifying trends&quot; (Gardner, 2011, p. 286). Future school leaders will need preparation that helps them develop their own minds to meet their futures.
Does Organizational Size Impact the Leadership Practices of School Leaders?
Author: Burkman, Amy
Date: 2019-00-00
Type: Journal Articles
Subjects: Leadership Effectiveness,Administrator Behavior,School Districts,School District Size,Superintendents,Administrators,School Administration,Context Effect,Administrator Education,Performance Factors,Leadership Styles,School Size,Administrator Attitudes

With the changing face of educational leadership, and the changes in programing for preparation programs, the question of the importance of developing specific leadership practices based on the size of districts served by the program arises. By looking at the relationship between leadership practices and the demographics of current leaders in school districts, programs can decide if a specific focus is required, or if there is a common need across various sized school districts. Two studies were conducted. One examined the leadership practices of 82 superintendents in Texas to determine if the size of their school district revealed any differentiation in how these superintendents behaved as leaders. The second study, utilizing a national sample, involved 646 school leaders, 1,581 of their direct reports, and 592 of their managers. Results from both studies tended to indicate that the leadership practices of school leaders do not vary systematically on the basis of any implicit contextual factors which might be associated with the size of the district or school system, although some differences by school size are noted by direct reports. The results have significance for designing programs that prepare secondary education leaders for leadership challenges. They also suggest that while leadership practices may be affected by scale and scope, the requirements for successful school leadership are fairly ubiquitous. Implications for transferring from systems of various sizes, larger or smaller, and for effectively recruiting school leaders are also considered.
The Dynamic Transformation of a Principal Preparation Program: A University-District Collaborative
Author: Sanchez, Jafeth E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Cooperation,Administrator Education,College School Cooperation,School Districts,Universities,Principals,Leadership Training,Partnerships in Education,Sequential Approach,Course Descriptions,Team Teaching,Internship Programs,Instructional Leadership,Leadership Effectiveness,Blended Learning,College Faculty,Grouping (Instructional Purposes),Mentors,Professional Development,Course Content,Financial Support,Program Design,Standards,Educational Change

In order to better serve our nation's youth, educational leadership preparation programs must be willing to transform current preparation practices. This paper emphasizes the need to develop high quality school leaders to successfully create and sustain necessary changes in schools. The dynamic transformation of a principal preparation program, which stemmed from a university-district collaborative, is discussed in detail. Key areas of the transformation and partnership are shared, such as the foundational needs, the stakeholders involved, the course sequence redesign, the course and syllabi revision process, the co-teaching model, the internship, culminating experience, and current funding sources. Finally, conclusions and recommendations for transforming principal preparation program partnerships to support all children.
Teacher Perceptions of School Culture after the Change from a Semester Schedule to a Trimester Schedule
Author: Showell, Joseph L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,School Schedules,Semester System,Trimester System,School Effectiveness,Low Achievement,Organizational Change,Teacher Student Relationship,Teacher Collaboration,School Turnaround,Performance Based Assessment,Tutoring,Time Management,Faculty Development,Remedial Instruction,School Culture,Response to Intervention,Communities of Practice,High School Teachers,Principals,Adjustment (to Environment),Classroom Techniques,Administrator Attitudes,High School Students,Participative Decision Making

The participants of this phenomenological study were employed at a school that previously was not performing on assessments at a level equal to schools in the state comparison group. Due to low student achievement, school leaders explored pathways to improve instruction and changed the school schedule from a semester schedule to a trimester schedule in hopes of improving student and teacher performance. The perceptions of 11 educators who participated in the organizational change of the school schedule were examined. Themes emerged following a review of the interview data. The teachers perceived that they were unprepared for the pace of the trimester. They believed that students who took ownership of their learning were academically successful on the trimester schedule, but that trimester scheduling hindered relationship development with students. The teachers perceived that a strong sense of teacher collaboration existed under both schedules, but was impacted negatively when planning and training times were not shared.
Performance Assessment of Aspiring School Leaders Grounded in an Epistemology of Practice: A Case Study
Author: Charles, Jessica E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Performance Based Assessment,Administrator Evaluation,Leadership Training,Administrator Education,State Standards,Epistemology,Principals,Learning Processes

There is increasing interest in the field of leadership preparation about the opportunities that robust performance assessments may provide to capture and evaluate the complexity of school administrators' work. Heretofore, the conversation about administrator performance assessment in leadership preparation has mainly centered on the development and impact of large statewide assessments that grow out of a Cartesian epistemology of individual knowledge possession, in which individuals must demonstrate mastery of a set of static knowledge and skills. We analyzed the characteristics of a performance assessment system that deliberately accounts for the organizational complexity of practice and knowledge generation in its design. Candidates are assessed by faculty and coaches on state-wide and program standards, but instead of producing evidence of their practice as individuals, they are assessed within simulated practice-based scenarios that require them to both draw on their extant individual and collective knowledge and build and act on new knowledge as they move through the simulation. Our analysis enables us to dimensionalize issues related to state mandated performance assessments and their implementation by preparation programs.
Implementing the Change Process for Staff and Student Success: An Instructional Module
Author: Meyer-Looze, Catherine
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Change,Change Strategies,Educational Improvement,Theories,Models,High Schools,Communities of Practice,Achievement Gains,Stakeholders,Professional Development,Teamwork,Accountability,Sustainability,Teacher Competencies,Administrator Effectiveness,Elementary Secondary Education

Successful schools have a clearly defined vision for student success, usually measured by college and career readiness standards. They are able to articulate success indicators for student performance as well as success indicators for the staff performance needed to meet those student indicators. Successful schools are able to describe a theory of change, or change model, which drives their school improvement process to close the gaps between their current reality and their desired future state or vision. This article discusses change theory, describes the tenets of a change model, and illustrates those tenets describing a grant-funded change initiative in one school that has demonstrated sustainability.
Principal&apos;s Perceived Relationship between Emotional Intelligence, Resilience, and Resonant Leadership throughout Their Career
Author: Turk, Ellen W.
Date: 2019-00-00
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,Emotional Intelligence,Resilience (Psychology),Leadership Styles,Work Experience,Leadership Qualities,Elementary Secondary Education,Assistant Principals,Metacognition,Psychological Patterns,Altruism,Empathy,Self Concept,Self Esteem

Principals face many workplace stressors. Given these pressures, it is imperative that principals identify and strengthen their emotional intelligence, resilience, and resonant leadership. The purpose of this qualitative study was to examine principals' self-perceptions of the relationship between emotional intelligence and resilience and how their perceptions of these concepts were applied to initiate, utilize, and sustain resonant leadership throughout their career. This study examined the ways in which principals demonstrated evidence of initiating, utilizing, and sustaining resonant leadership. The study also examined which skills of emotional intelligence and resilience principals drew on to initiate, utilize, and sustain resonant leadership. The data was triangulated utilizing the tenets of Goleman's Four Quadrant Model of Emotional Intelligence, Reivich and Shatté's seven abilities of resilience, and Boyatzis and McKee's concept of resonant leadership (Boyatzis &amp; McKee, 2005; Goleman, 1995; Reivich &amp; Shatté, 2002). The study revealed that depending on a participants' years of experience, principals demonstrated different skills of emotional intelligence and resilience to initiate, utilize, and sustain resonant leadership. The study findings suggest Reivich &amp; Shatté's seven abilities of resilience as pre-requisite skills to support a leader's ability to initiate, utilize, and sustain resonant leadership, as opposed to a byproduct of emotional intelligence and resonant leadership originally proposed by Goleman (1995) and McKee, Boyatzis, &amp; Johnson (2008).