CLEARvoz Journal (Center for Leadership, Equity and Research)
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What Should be Done with “Fit” in Principal Selection?
Full text linkAlthough the school principal’s role has been growing in importance, the methods used to select principals have changed little since the 1950s. Moreover, researchers have seldom scrutinized principal selection methods; yet, significant procedural issues exist. The concept of fit has been used within principal selection for decades, but researchers appear to disagree on whether fit is an effective criterion and whether its use may foster discrimination. This primarily qualitative study explored the perceptions and practices of top-level district administrators regarding the use of fit within principal selection processes through a conceptual framework of cloning cultures which raise significant equity issues for non-Caucasian selection participants. Results of this study indicate participants define fit both similarly and differently, they believe fit is an important attribute sought in selection, using fit within selection has both advantages and disadvantages, and selecting principals based on fit does not guarantee that a principal will fit the school and district community. Therefore, the concept of fit should be clearly defined and operationalized. In addition, objective assessment criteria should be developed if fit is to be used within principal selection processes to promote equality within selection practices
Book Review
Full text linkSuleiman, M., & Abu-Lughod, R. (2014). In spite of being white: The plight of Arab Americans. Natural Sciences Publishing Corporation. ISBN: 978-0-692-21426-
College Readiness through an Innovative Concurrent Enrollment Program for Underrepresented College Bound Students
Full text linkThis paper explores several key findings of the first three cohorts of the South Los Angeles Mathematics (SLAM) Project. The SLAM Project is a longitudinal study designed to learn the best practices to employ in order to increase college access and success for underrepresented students. In particular, this project tackles the mathematics remediation crisis directly in order to ensure that the students in the program begin their postsecondary careers in credit bearing courses and shorten their time to degree. The program is unique in its student selection and instructional model. Quantitative and qualitative results indicate significant effects of college level coursework on student perceptions, attitudes, and persistence rates
Comparison of Traditional and Innovative Discipline Beliefs in Administrators
Full text linkTraditional methods of discipline have demonstrated to be ineffective in helping students learn or behave. The use of suspensions as the only means of discipline has become a commonly engrained practice for many administrators. This study presents empirical data on the differences between traditional and innovative administrator beliefs about discipline. The findings indicate key differences between traditional and innovative administrator beliefs
The Supervision and Mentoring of Science teachers: Building Capacity in the Absence of Expertise in Classroom Science Supervisors
Full text linkThe teaching of science to each new generation of children is critical to our society; and the quality and level of teaching and “science supervision” are too. We as a society and school system must move to prepare and support both the teachers of science – and the critical leaders who supervise and evaluate these teachers. This paper examines the problems and futures of quality of the following: (a) science teaching and teachers; (b) the importance of high-quality instruction and supervision in the sciences; and (c) what need to be done NOW to maintain and improve both the teaching of sciences in K-12 education, and (d) how to do it all now. It’s now or never
Addressing Appropriate and Inappropriate Teacher-Student Relationships: A Secondary Education Professional Development Model
Full text linkSchools and colleges of education spend very little time on teacher ethics and morality, defaulting to mentor teachers in the hopes that candidates garner what is necessary from them, in order to be successful in the real-world classroom. At a time when the nation is reeling from teacher shortages, vigilance—not expediency—must be maintained as adults are placed into very challenging circumstances with teenagers. However, districts are resorting to creative credentialing, often relying only on state data-bank background checks, thereby placing students at risk. The facts are that lines are blurred today for a variety of reasons between teachers, students, and also coaches and athletes. Sometimes inappropriate behaviors emerge that lead to arrest and imprisonment for teachers, regardless the type of school. Specifically, secondary educators need professional development to assist them in their decision-making, so as to avoid career-ending and life-altering criminal, career, and even emotional and moral mistakes in their relationships with students
Factors Impeding the Social and Academic Progress of African American Males in Foster Care
Full text linkThe purpose of this qualitative study was to identify and analyze factors that impede the social and academic achievement of African American males in foster care. The aim was to gain a clearer understanding of the challenges these male African American students face and identify the barriers preventing them from achieving a comparable level of social and academic success as their counterparts from traditional homes. The research also sought to identify potential remedies for these challenges. Critical Race Theory was used as the theoretical framework for the study. Findings showed that African American males in foster care face a number of challenges to their success, including racism, low expectations, and a lack of social/family support. The findings also revealed several interventions, such as mentoring, extracurricular activities, and increased interaction with biological family members that can promote resiliency in these African American males and assist them in addressing barriers to success
An Innovative Methodology for Assessing Student Learning Outcome Achievement
Full text linkUniversity-associated training facilities for Marriage and Family Therapy/Marriage, Family, and Child Counseling (MFT/MFCC) programs serve several purposes; however, of paramount importance is meeting the academic needs of counselor trainees. Student learning outcomes for counselor trainees aim to address social justice issues, such as primary language and financial impoverishment of clients. This article presents a pilot study that examined an innovative methodology for assessing student learning outcomes at an MFT/MFCC program’s training clinic
Evaluating Adjunct Professors for Promotion: A Case Study Approach to Review Adjunct Student Evaluation of Teachers Over Time
No full textStudent assessment of courses and instructors can provide meaningful data about effective educational practices. Adjunct faculty make-up the majority of teachers in higher education but they are often not evaluated consistently or promoted to permanent faculty. Instead, evaluations of adjunct faculty are primarily used to identify inadequacies. The deficit thinking model argues that educational leaders should not use the term “at-risk” as a pretense to explain student outcomes. Similarly, this study argues for the extension of the deficit thinking model to adjunct faculty. This retrospective mixed-methods case study investigated student feedback for one higher education teacher to understand procedures or best practices in the process of self-analysis for teaching effectiveness. The three emergent themes from the study included instructor effectiveness (69.47%), course effectiveness (18.56%), and areas of improvement (11.97%). Findings indicate that in some instances educational leaders in higher education should shift thinking about the way contingent faculty are evaluated, promoted, and included in academic institutions
An Investigation of Ethnic Identity Development and Counselor Educator Comfort and Competence Addressing Multicultural Issues
No full textAbstractSupervisors assist counselors-in-training in becoming multiculturally competent counselors. Researchers examined the relationship between supervisors’ (N = 167) racial/ethnic identity development status and their competence as well as comfort addressing multicultural issues in supervision. Results indicated significant interaction between gender, multicultural supervision skills, and ethnic identity. Data analysis showed improvement from previous research related to counselor educator competence and comfort addressing multicultural issues.