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Teacher and Administrator Experiences with Teacher Recruitment, Retention and Support in a California Charter-led Turnaround School
Get PDFThis qualitative study seeks to explore teacher and administrator perceptions of teacher recruitment, retention and support within a Californian turnaround high school run since 2007 by a charter management organization referred to here as New Schools. Upon the basis of previous research that has documented statistically significant improvements in student performance at this campus since New Schools’ arrival, this study uses interview data to explore teacher and administrator perceptions of the ways in which New Schools’ professional capacity (particularly its practices of teacher recruitment, retention and support) help to explain this success. In short, participants attribute New Schools’ success to its extensive and rigorous hiring process, competitive retention rates, high quality professional development and extensive administrative support (though the quality and rigor of such support is found to be somewhat variable)
Cultural Homelessness, Self-Esteem, and Skin Color Satisfaction Among Latinxs
Get PDFThis study explored feelings of cultural homelessness, self-esteem, and skin color satisfaction among Latinxs. A close interest was placed in examining responses of participants who identified as racially Black or Afro-Latinx. Through an electronic survey, the study aimed to answer the four research questions: (1) Is there a correlation between cultural homelessness, self-esteem, and skin color satisfaction; (2) Do participants of different self-perceived skin colors differ in self-esteem, cultural homelessness, and skin color satisfaction; (3) Does age moderate the relationship between self-perceived skin color and self-esteem; and (4) Does age moderate the relationship between self-perceived skin color and cultural homelessness. Through a qualitative lens, the study was also interested in attitudes and preferences related to participants’ race, ethnicity, and self-perceived skin color. In the final sample of 654, analyses revealed: (1) a statistically significant relationship among the primary variables; (2) a statistically significant difference among the three skin colors for skin color satisfaction; and (3) participants who reported having self-perceived dark skin color endorsed higher rates of skin color satisfaction compared to those with self-perceived light and medium skin color. These results may imply that (1) group-belonging, psychological well-being, and self-perception are intertwined experiences that should be taken into consideration, particularly in the Latinx collectivistic culture; (2) that Black Latinxs consistently endorse terms that acknowledge their African heritage, such as Afro-Latinx; and (3) individuals of darker skin have the ability to establish and maintain a positive sense of self even when faced with social factors, such as colorism and racism
Interaction between Group Work, Motivation and Instructional Feedback in Project-Based Courses
Get PDFThis study aimed to define the relationships between the factors affecting the learning processes of participants in project-based courses. The study sample consisted of 132 participants who had taken in the instructional design course offered at the undergraduate level. The MSLQ, SAGE, and SPIF were used as data collection tools. The findings showed that the conflicts caused by the individuals with negative affect about instructional feedback diminished the quality of product and process during group work. Positive affect was found to be directly affected by ‘extrinsic goal orientation’, which is one of the motivation variables
Program Evaluation of Behavior Plans and Rubrics: The Process and Impact on Student Growth
Get PDFABSTRACT
In 2017, a behavior plan and rubric, introduced at an alternative behavioral school, hindered students’ transition back to their home school. Students remained at the alternative school because they failed to meet the skewed goals of the behavior plan and rubric. The gathering of qualitative and quantitative data from stakeholders casts a brighter light on the imperfection of the plan and rubric that students and parents failed to understand. A study of the behavior plan and rubric showed areas that created an environment that prevented students from being successful. The development of areas of change produced policy considerations to improve practices of the program to increase student success
District Solutions for Resource Effectiveness: A Local Education Agency Leadership Approach
Get PDFDecades of laser focused attention on student assessment score data had an adverse impact of stifling the development of data skill sets in one Local Education Agency (LEAs). Implementing one district resource daily throughout each school year for over three years had the potential to cultivate and yield higher data skills for staff compared to the effect of a one point in time report of yearly assessment scores. Monitoring district resources for effectiveness offered a solution oriented approach to advance staff data skill sets with implications for student growth. Adapting the federal education policy maker strategy of using a policy to mandate new staff practices offered a viable solution.The advocated policy minimizes the risk of adverse factors to influence district capacity to manage dat
Principals as Instructional Leaders: Observation of Turkish and Math Instruction in Lower Secondary Schools in Turkey
Get PDFThe purpose of this study is to examine ways in which school principals conduct observations of the practices in teaching Turkish and math in lower secondary (middle school, ages 10–14) in Turkey. Using a multi-case qualitative research method, this study focuses on twelve secondary school teachers and six principals as they engage in observational practices in six schools at Ankara, Turkey. The analysis of the interview data revealed the following: (a) increasing the results of the central exam applied in the transition to secondary education as the main factor that shapes the principals’ vision for Turkish and math instruction; (b) School principals focus on classroom management strategies and basic pedagogical approaches during the feedback process; (c) They used different observation tools for the validity and reliability of their evaluation process. The findings of this study show that principals should deepen their knowledge of various content areas because classroom management strategies and basic pedagogical practices are not enough to observe the classrooms. Some contents pose challenges for principals to improve their knowledge of various content areas because classroom management strategies and basic pedagogical practices are not enough to observe the classrooms. These results encourage peer cooperation so that branch teachers can learn from collaborating
Social-Emotional Learning in Higher Education: A Program Evaluation
Get PDFThis program evaluation presents an assessment of a three-credit-hour undergraduate Social- Emotional Learning Competencies course in a regionally accredited, private, American, and Christian university. This course focuses on core life skills in the areas of self-awareness, self-management, empathy, and relationship management. The social-emotional learning (SEL) framework used in other educational settings has not yet been applied to a higher education population or setting (Conley, 2015). Due to a lack of pragmatic literature on SEL school-based programming in higher education, this program evaluation addresses a prominent postsecondary curriculum gap and provides a model for institutions to review and consider for adoption. This study used quantitative and qualitative mixed methods to assess course implementation effectiveness. It examined how the course impacted student learning outcomes and the broader undergraduate classroom experiences. The evaluation offers recommendations to improve the undergraduate course and expand SEL practices campus-wide
Computer-Based Learning: Effects on Student Learning and Interpretation of Curriculum
Get PDFABSTRACT In 2010, the Superintendent of Prestige School District (a pseudonym) implemented online learning programs that would cater to student learning while increasing achievement. With the adoption of computer-based programs into Prestige School District System, curriculum specialists wanted to align programs to the Common Core State Standards initiated by the Department of Education. Through gathering quantitative and qualitative data on behalf of various stakeholders within Prestige School District, the goal of this study was to uncover the key elements of online learning programs that can be improved to enhance student achievement. Results provide a foundation for positive learning initiatives that will create continued growth and improvements to multi-tier classroom settings. In creating effective change for continued improvement of online learning systems, new policies and procedures will be developed for the betterment of academic growth and student success
A MODEL FOR THE INCLUSION OF SPIRITUALITY IN SUPERVISION
No full textThe goal of the present study was to create a model for the inclusion of spirituality in the supervision setting with psychologists-in-training. To date, there has been minimal research published regarding spirituality and psychology, and even less within the context of supervision. This paper provides an overview of the history of the unsettled relationship between spirituality and psychology. The beneficial components of spirituality on well-being are discussed and the alarming negligence of spirituality in training programs is highlighted. This thorough review of literature provides support for the need to create guidelines to incorporate spirituality into training. For the purpose of this study, research was narrowed to creating a model for incorporating spirituality in the supervision setting. Existing literature was explored using a large database search engine. Literature that pertained to the inclusion of spirituality in supervision was reviewed and existing models that provided guidelines for the inclusion of spirituality in supervision were summarized to create a model for the inclusion of spirituality in supervision. Three main themes were found, including safety of the relationship, growth of trainee self-awareness, and knowledge of spiritual competencies. This study goes beyond previous research by providing a model that covers supervisory self-work, one-on-one supervision, and group supervision. Recommendations for the application of this model are discussed
The Underrepresentation of Hispanic Female Educational Leaders and Their Perceived Barriers
Get PDFThe purpose of this phenomenological study was to explore the perceived barriers faced by 15 Hispanic women who were current or aspiring educational leaders or employed in K-12 public education. This research highlights the underrepresentation of Hispanic female leaders in American K-12 schools compared to that of Hispanic students, the fastest growing minority population in the United States. The study incorporates the literature supporting the importance of diversity among women leaders in education. The pertinent literature identifies historical barriers to diverse representation among educational leaders and emphasizes the value of mentoring for Hispanic female leaders in terms of strengthening representation at the higher tiers of educational leadership positions. This study inquired into the lived experiences of female Hispanic educational leaders with a focus on how culture, language, and gender affected their ascent into educational leadership and teaching positions. The findings of this study suggest that perceived barriers were directly and indirectly attributed to being Hispanic, while institutional, gender, and cultural factors hindered as well as enhanced career aspirations