California State University (CSU): Open Journal Systems
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Hispanic Student Achievement: An Investigation of Various Factors and the Effects on Hispanic High School API scores in California
Full text linkThe purpose of this study is to determine specific factors that influence changes in Hispanic API scores in California public high schools. The study’s design examines various high school, student, and social factors that may be signifi-cantly correlated to Hispanic academic perfor-mance. The findings reveal that policy-makers and educational administrators must consider multi-faceted solutions in creating greater suc-cess in the Hispanic student population
Urban Principals’ Experiences and Perceptions of Teacher Effectiveness: An Analysis of Student Achievement, Hiring and Retention, and School Culture
Full text linkIn an effort to promote school improvement, principals have primarily focused on developing quality teachers as a method of enhancing the academic achievement of students. This article seeks to shed light on the experiences and per-ceptions of urban principals regarding teacher effectiveness. Specifically, this article focuses on principals’ outlooks on teachers’ in three areas: student achievement, hiring and retention, and school culture. Empirical data from this study was derived from a mixed-method cross sectional survey administered to urban school principals in Arizona and California. It was evident in this study that principals perceive teachers as either well qualified or very well qualified to educate urban students. These findings are incongruent with the greater literature on this topic which illustrates the quality of urban school teachers is in question in comparison to non-urban teachers. The implications of principals’ overwhelmingly positive outlook are discussed coupled with recommendations for future research
From Perceived Adversary to Critical Friend to Partner in Reform: A Policy Professional’s Reflection on Her Experiences as a Policy Researcher and Change Agent in California’s Higher Education Community, 2006-2013
Full text linkTeacher Ethnographic Research as Epistemology: Using Ethnographic Research to Develop Reflexive Educators in Diverse Classrooms
Full text linkBased on fieldwork, interviews and ethno-graphic research of student teachers, reflectivity is revealed as an important starting point for teachers working with diverse and multilingual students. Reflecting assist individuals as they attempt to assimilate a new cultural complexity, particularly one that is as complex as a classroom full of adolescents. Reflexive practices are essen-tial to meet the learning needs in a multilingual, multicultural and global state. Ethnographic research can indeed provide a springboard into the development of reflective and reflexive educators
