ethanporcaro/eric-fulltext-meta huggingface dataset:
Administrators Supporting Teacher-Student Foster Youth Relationships through Full Utilization of the LCFF &amp; LCAP
Author: Krcmar, Patricia
Date: 2019-00-00
Type: Journal Articles
Subjects: Foster Care,Administrator Role,Teacher Student Relationship,Funding Formulas,Accountability,Student Needs,Social Development,Emotional Development,Attachment Behavior,High Schools,Emotional Intelligence,Interpersonal Competence

Foster youth have attended schools for decades, but with the development of the local control funding formula (LCFF) and Local Control and Accountability Plan (LCAP), they are now a group of students receiving the publicity and acknowledgment needed to improve their academic and social success. This study brings to light the importance of awareness on multiple levels to support foster students in developing their social-emotional intelligence as well as their ability to form relationships. School administrators should be aware of the five themes revealed in this study: (1) LCFF, (2) awareness, (3) social-emotional intelligence, (4) teacher-foster student relationships, and (5) attachments. The ability to know who foster students are, to be aware of struggles they encounter, to be knowledgeable about the foster system, and to be aware of how a teacher can support a student is necessary in developing the teacher-student relationships that ultimately can empower a student in foster care to believe in himself or herself.
Improving Instructional Practice through Peer Observation and Feedback
Author: Ridge, Brady L.
Date: 2020-04-13
Type: Journal Articles
Subjects: Instructional Improvement,Peer Evaluation,Observation,Feedback (Response),Educational Research,Teacher Evaluation,Time Management,Barriers,Coaching (Performance),Professional Development,Teacher Effectiveness,Foreign Countries,Elementary Secondary Education,Higher Education,Teacher Collaboration,Teaching Conditions

The Every Student Succeeds Act provides an opportunity for policymakers and researchers to revisit what is known about effective teacher evaluation practices to make better informed decisions moving forward. Principals--responsible for implementing new teacher evaluation reforms and accommodating the demands to spend more time observing and providing feedback to teachers--are overworked. They have little time to provide high-quality feedback, and may lack important content-based expertise. With these considerations in mind, we explore the role of peer observation and feedback as a vehicle to move beyond high-stakes evaluation and re-center efforts on instructional improvement. Our systematic review of extant literature (n = 38 documents, 92% peer-reviewed empirical articles) indicates that peer observation and feedback is a promising practice for instructional improvement, but one that lacks sufficient evidence. Policy, thus, can encourage innovation and research around this practice so that peer observation and feedback models can be piloted and the most effective established, as well as strategies to tackle the biggest barriers schools, particularly U.S. schools face in implementing such a practice--time.
Creating a Viral Advocacy Effort in Tacoma Creating a Viral Advocacy Effort in Tacoma
Author: Panter, Suzanna L.
Date: 2020-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Funding Formulas,Advocacy,Educational Policy,School Districts,Library Role,Library Services,Value Judgment,Goal Orientation,Elementary Schools

2018 was a difficult year for Washington state school librarians. The state's changes in the funding formula for school districts coupled with new regulations on how the money was spent caused many districts to react harshly and reduce certified school librarian and library support staff positions. Unfortunately, school librarians are always at risk of being cut, particularly when most administrators do not fully understand the librarians' impact on student learning. In this article, Suzanna Panter describes how she used Stephanie Vance's book, &quot;The Influence Game: 50 Insider Tactics from the Washington D.C. Lobbying World That Will Get You to Yes&quot; to identify strategies her school librarians could use to advocate for their positions.
The Unfamiliar Superintendent
Author: Rodriguez, Sonia
Date: 2019-00-00
Type: Journal Articles
Subjects: Superintendents,Women Administrators,Mexican Americans,School Districts,Feminism,Phenomenology,Social Capital,Social Networks,Administrator Attitudes,Self Efficacy

The origins of power readily align with the construction of social norms that have restricted women from leadership roles in fields considered to be masculinized. In education, for example, White males have historically dominated the top leadership positions in school organizations. Traditionally schools have been organized along a vertical and patriarchal model, where the White man is more often than not at the top of the organizational structure and minority groups at the bottom (Brunner, 1999, 2000, 2002; Blount, 1996; Grogan, 1996, 2005; Tallerico, 2005). The representation of Latinas in the superintendency has not kept pace with the growing Hispanic population being served in schools. However, according to the 2010 United States Census Bureau, 50% of all Hispanics live in California and Texas and 63% of Hispanics in the U.S. are of Mexican origin. This study portrays a holistic picture of Mexican American female superintendents. The following questions were addressed: (1) What types of school districts do Mexican America women lead? (2) What have been the experiences of Mexican American women while seeking and operating within the superintendency? and (3) What strategies and supports are available to Mexican American women as they successfully obtain the superintendent's position?
The Continuum of Care: A Model for Collaboration with New Teachers
Author: Soulen, Rita Reinsel
Date: 2020-00-00
Type: Journal Articles
Subjects: Beginning Teachers,School Libraries,Librarians,Librarian Teacher Cooperation,Beginning Teacher Induction,Intervention,Elementary Secondary Education,Teacher Empowerment,Mentors

First-year teachers require a discrete standard of practice. By mentoring and collaborating with these teachers under the Continuum of Care model, school librarians can provide supports to increase new teacher resilience, decrease burnout, and increase commitment to the profession.
Policy Strategies for Effective Implementation of Inclusive Education in Kenya
Author: Ireri, Bibiana Ruguru
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Inclusion,Barriers,Educational Strategies,Program Implementation,Students with Disabilities,Public Schools,Accessibility (for Disabled),Secondary School Teachers,Secondary School Students,Principals,Physical Disabilities,Playgrounds,School Buildings,Furniture,School Safety

Educational frameworks mandate schools to adopt, design and implement strategies that support inclusive education. Despite the inclusive education policy, disability remains a major course of exclusion in learning institutions. The paper discusses the impact of school strategies in overcoming physical barriers that hinder the implementation of inclusive education. The actual sample constituted 151 respondents. The data were collected using questionnaires to identify views from 100 teachers teaching learners with disabilities, interviews from 11 learners with disabilities to discuss personal experiences on physical barriers and 5 focus groups discussions with non-disabled learners learning in the same classroom with learners with disabilities. The study was guided by Social Model of Disability and adopted a mixed method research design. Quantitative data were analyzed using inferential statistics. The ANOVA and t-test were done to test the study hypotheses. Qualitative data were organized by developing codes, then categorized into themes and presented in a narrative form. Linear regression was carried out to check the linear relationships between the variables. The study established the school strategies were not anchored in overcoming physical barriers that hindered the implementation of inclusive education, with various challenges affecting the strategies. For this reason, learners with disabilities have to adjust to get the needed education or drop out of school. Therefore, the study concluded that ineffective school strategies contributed to lack of overcoming physical barriers and this negatively impacted the implementation of inclusive education in schools. School transformation founded on clear inclusive education vision and philosophy, policies and inclusive strategies are necessary to overcome physical barriers hindering the implementation of inclusive education.
Interrupting Inequitable Discipline Practices
Author: Katz-Amey, Jessica
Date: 2019-00-00
Type: Journal Articles
Subjects: School Safety,School Culture,Discipline,School Policy,Student Needs,Student Behavior,Minority Group Students,Disproportionate Representation,Educational Environment,Social Justice,Suspension,Racial Bias,Social Bias,School Districts,Administrator Role,Board of Education Role,Teacher Role,Family Involvement

Safety and school culture are both reinforced through a school's disciplinary system. However, when disciplinary action is decided, it would be remiss to assume that the choices made are always objective. A wide range of student needs and behaviors may present themselves in any given school classroom, and at times, the student or family perspective may conflict with the understanding of school staff or administrators. Nationally and statewide, this conflict is revealed in suspension data which show disproportionate penalties for children of color. A learning environment cannot be called equitable or truly multicultural when children of color are ejected from the classroom on a consistent basis. Moreover, the data are uncovering practices that conflict with California's constitutional guarantees to education for all. The author maintains that the mind set change necessary to heal this wound will require more than just a one-time professional development or documented vocabulary change. School districts should approach this problem with the willingness to act now and dig deep and, with time and resources, to thoughtfully address adjustment that is long overdue. Possible solutions are outlined.
Wartime Teachers: Stories from the Front
Author: Turner, Rachel K.
Date: 2020-03-00
Type: Journal Articles
Subjects: War,Educational History,Foreign Countries,Educational Experience,Teaching Experience,Teaching Conditions,Curriculum,Housing,Letters (Correspondence),Class Size,Instructional Materials,Modern History,Active Learning,Educational Facilities

In the early 1990s, Dr. O.L. Davis of the University of Texas at Austin sought evacuee teacher and student recollections in England during World War II. The overarching purpose for Davis was to gain an understanding of the effect on schooling and education, specifically as it relates to the curriculum for students. This article continues where he left off and places focus on teacher evacuees. Of the several hundred responses from student evacuees, we utilized ten of the thirty teacher evacuees who responded to Dr. Davis. The purpose in this research endeavor seeks to discover the impact evacuations in England had on teacher evacuee curricular experiences between August of 1939 and May of 1945. Through these stories we discovered how learners, impacted by scarce materials and continuous interruptions to their daily lives, still provided support to the war effort by collecting materials and supplies. Teachers, with numerous duties and large classes, pushed themselves to find learning opportunities for their students on family farms, local ponds, and inside shelters. While traditional subject matter activities were not always possible, teachers utilized what was around them in an effort to build educational experiences like plays, projects, and current event studies. Constant interruption, building changes, and billeting issues made the context in which these teachers found themselves less than ideal. Yet they made the most of their time for the sake of their students' learning.
Better Integrating Summative and Formative Goals in the Design of Next Generation Teacher Evaluation Systems
Author: Ford, Timothy G.
Date: 2020-04-13
Type: Journal Articles
Subjects: Summative Evaluation,Formative Evaluation,Teacher Evaluation,Accountability,Professional Development,Self Determination,Job Performance,Goal Orientation,Public Schools,State Policy,Position Papers,Teacher Effectiveness,Rewards,Observation,Growth Models,Power Structure,Feedback (Response),Psychological Needs,Teacher Improvement

In current teacher evaluation systems, the two main purposes of evaluation--accountability/goal accomplishment (summative) and professional growth/improvement (formative)--are often at odds with one another. However, they are not only compatible, but linking them within a unified teacher evaluation system may, in fact, be desirable. The challenge of the next generation of teacher evaluation systems will be to better integrate these two purposes in policy and practice. In this paper, we integrate the frameworks of Self-determination theory and Stronge's Improvement-Oriented Model for Performance Evaluation. We use this integrated framework to critically examine teacher evaluation policy in Hawaii and Washington, D.C.--two distinctly different approaches to teacher evaluation--for the purposes of identifying a set of clear recommendations for improving the design and implementation of teacher evaluation policy moving forward.
Investing in Teacher Support Leads to Teacher Retention: Six Supports Administrators Should Consider for New Teachers
Author: Reitman, Galit C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Beginning Teacher Induction,Teacher Persistence,Principals,Mentors,Teacher Effectiveness,Elementary Secondary Education,Teacher Shortage,Teacher Attitudes,Interpersonal Relationship,Pedagogical Content Knowledge,Self Efficacy,Teacher Education,Reflection

The purpose of this grounded research study was to discover the significant supports that help teachers remain in teaching. The researchers surveyed 60 teachers and interviewed 10 teachers who received significant support in the first years of their teaching experience. The researchers were interested in knowing if the level of assistance and support enhanced the teachers' perceived instructional performance and their longevity in teaching. Additionally, did the research-based instructional techniques and strategies these teachers were introduced to in the early years of service remain pivotal in their later years of teaching? The following primary research questions were explored with teachers working in the teaching profession for more than 10 years: (1) Why does the teacher believe the support given to him or her in early years of service helped him or her remain in the teaching profession?; and (2) What professional experience do teachers recall as being the most beneficial and effective to their teaching practice? Six themes emerged from the data that must be present to encourage teachers to remain in the profession. These themes include individual relationships, pedagogical knowledge, teacher perceptions of professional competence, mentoring, professional learning, and reflection. This study adds to the scholarly literature by providing evidence to demonstrate that when beginning teachers receive structured support and professional development in key areas of need addressed by their employers (lesson planning, cultural diversity, differentiation) during the first five years of teaching, there is a greater tendency to remain in the profession. This is significantly different than past Beginning Teacher Support and Assessment (BTSA) studies based on support during the first two years of teaching (Strong, 2009).
Preparing School Leaders to Advocate for Social Justice
Author: Abusham, Jaymi
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Justice,Advocacy,Principals,Teacher Education,Leadership,Diversity,Educational Environment,Safety,Leadership Effectiveness,Self Efficacy,Elementary Secondary Education

The purposes of schooling are many, but the potential to ameliorate societal inequities is considered among the most essential (Stanford Center on Poverty and Inequality, 2016). Immeasurable effort has been expended to address inequity: federal and state funding, district and school improvement goals, professional development, financial awards, and even sanctions. None of these have succeeded in substantive progress toward closing the gaps that exist between underresourced students and their peers (Reardon, 2013). In fact, some argue that the institution of schooling only works to advance inequity (Diamond, 2006). This article argues that school leaders are positioned to address these needs, but they do not inherently possess the tools to do so. Unfortunately, many of these programs are out of date and ill equipped to develop social justice competencies. Built upon content from management and the social sciences, school leadership programs traditionally emphasize leadership theory, personnel practices, and, more recently, instructional leadership. As a result, these programs typically resemble a master's degree in business administration that is specialized to the school setting. This curriculum produces leaders with a static set of antiquated skills who are ill equipped to advocate for the students who most need their leadership. Since future school leaders need social justice competencies, how do university programs work to develop them? The article examines several core changes can substantially improve the readiness of future school leaders to address inequity, including an asset mind-set, safe spaces, diverse voices, embedded experiences, and explicit development of leadership efficacy.
Maneuvering the Road of Education &amp; Administrators: Reflections as a Teacher &amp; Researcher
Author: Ramirez, A. Y.
Date: 2019-00-00
Type: Journal Articles
Subjects: Family School Relationship,Administrator Role,Parent Teacher Cooperation,Teacher Student Relationship,Elementary Secondary Education,Public Schools,Private Schools,Catholic Schools,Parent Participation,Teacher Role,Teacher Researchers

While many quality administrators involve families, there are others who wish for parents to only be present for fund-raiser events. The issue could be that many teacher and administration courses fail to train future educators about how to treat parents as allies rather than enemies. Author A. Y. Ramirez takes an autobiographical narrative approach or &quot;restorying&quot; perspective to reflect upon his experience and research collected throughout several years of teaching, writing, interviewing families, working with administrators; and observing within K-12 schools.
Putting Teacher Evaluation Systems on the Map: An Overview of State&apos;s Teacher Evaluation Systems Post-Every Student Succeeds Act
Author: Close, Kevin
Date: 2020-04-13
Type: Journal Articles
Subjects: Teacher Evaluation,Elementary Secondary Education,Federal Legislation,Educational Legislation,Accountability,State Programs,Value Added Models,Change,Observation,Student Surveys,Academic Achievement

The Every Students Succeeds Act (ESSA) loosened the federal policy grip over states' teacher accountability systems. We present information, collected via surveys sent to state department of education personnel, about all states' teacher evaluation systems post-ESSA, while also highlighting differences before and after ESSA. We found that states have decreased their use of growth or value-added models (VAMs) within their teacher evaluation systems. In addition, many states are offering more alternatives for measuring the relationships between student achievement and teacher effectiveness besides using test score growth. State teacher evaluation plans also contain more language supporting formative teacher feedback. States are also allowing districts to develop and implement more unique teacher evaluation systems, while acknowledging challenges with states' being able to support varied systems, as well as incomparable data across schools and districts in effect.
Moving Forward While Looking Back: How Can VAM Lawsuits Guide Teacher Evaluation Policy in the Age of ESSA?
Author: Paige, Mark
Date: 2020-04-13
Type: Journal Articles
Subjects: Value Added Models,Court Litigation,Teacher Evaluation,Educational Policy,Elementary Secondary Education,Educational Legislation,Federal Legislation,Accountability,School Law,Equal Protection,State Legislation

The Every Student Succeeds Act (ESSA) appears to offer states and districts discretion to develop teacher evaluation policies, including those that may use Value Added Models (VAMs). While scholars are discussing this flexibility, limited attention has been paid to the potential role of the law in connection with the future use of VAMs in evaluation policy. While VAMs may be declining in use, several states require or permit them, making the continued assessment relevant. Moreover, given that VAMs were at the center of numerous high-profile lawsuits, assessing litigation outcomes in the context of ESSA is a useful exercise, particularly for jurisdictions that may use (or contemplate their use) of VAMs. Toward this end, this paper applies legal research methods and a law and policy framework to review lawsuits concerning VAMs to distill key principles for state and local policymakers.
Experience Informed Philosophy
Author: Nusser, Tegan W.
Date: 2020-03-00
Type: Journal Articles
Subjects: Educational Philosophy,Biographies,Educational Theories,Educational Practices,Theory Practice Relationship,Educational History,Progressive Education

John Dewey's philosophy of education did not arise in a vacuum. Much as Dewey himself would have recognized, his experiences shaped his philosophy. The experiences described include Dewey's time as a boy in Burlington, Vermont; his graduate education at Johns Hopkins University, and his first academic post at the University of Michigan; concluding with his time at the University of Chicago with his famous laboratory school. Following each narrative, Dewey's experiences are connected with and compared to his landmark publication &quot;Democracy and Education.&quot; Special consideration to the alignment of theory and practice helps to guide interpretation of his experiences with his emerging philosophy. Local and regional contexts are provided to consider the situated context of each of the geographically organized narratives. Included is a discussion of the philosophical contributions of Kant, Vermont Transcendentalism, and Hegelianism to Dewey's philosophy. Additionally included are the contributions of Alice Chipman Dewey, Jane Addams, and Ella Flagg Young to Dewey's thinking.