CLEARvoz Journal (Center for Leadership, Equity and Research)
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A Person-Centered Expectancy Motivation Model
No full textIntrinsic, extrinsic, and Maslowian motivation (specifically, self-actualization) are synthesized to repurpose traditional expectancy theory (in which motivational force is a product of valence, instrumentality, and expectancy) to accommodate the subjective human experience. Intrinsic and extrinsic motivation are rationalized as a single theoretical construct in the context of self-actualization. Self-actualization is used to reformulate expectancy theory to describe motivational force as a product of the squares of the valence that a person associates with an outcome, and his/her perceived ability to achieve the outcome. Discussion centers on the relative power of motivational force, motivation as a uniquely person-centered phenomenon, and implications in path-goal leadership theory
A Study of Students on the Autism Spectrum Transformation in a High School Transition Program
Get PDFThis paper shares the results of a dissertation sharing the transformative process of tenparticipants in a program for students with Asperger Syndrome transitioning from an urban highschool setting to college, which includes the extracurricular extension referred to as Ethos. Thedissertation considers the experience in the context of specialized education, and the broadercontexts of curricular development and instruction concerning school reform and design.Fundamentally, the study intends to examine and explain the extent to which these studentsexperience transformation during their transition to higher education in this progressive program.Embedded in the program design are in-depth inquiry driven discussions and experiences toenhance interpersonal relationships, effective communication, and higher level cognition. Theexploration examines whether the in-depth inquiry driven design does contribute to academicand lifelong learning, fundamentally improving students’ over-all self-perception, empowerment,and actualization of life goals, which is the underpinning purpose of an exceptional education
Hope, Promises and Disenfranchisement: Examining Computer-Assisted Instruction in Alternative Schooling
No full textIn the following study, the author explores the role that computer-assisted instruction (CAI) plays in the cycle of disenfranchisement experienced by alternative school students. Students in alternative education are often trapped in the vicious cycle of disenfranchisement, and the high school diploma is heralded as a method for disrupting this cycle. CAI is viewed as a tool for rapidly progressing students towards graduation. The author found that in the CAI classroom, efficiency was rewarded over meaningful and equitable learning that could effectively lead to change. This leads the author to question whether alternative education is another method for maintaining thestatus quo
Establishing Innovative Student Training Clinics for Counselor Educators and Marriage and Family Therapists
Get PDFUniversities have a rich opportunity to make an impact on their communities wherepoverty and barriers to mental health access exist. A training model is outlined foruniversities with graduate programs in counselor education and/or marriage and familytherapy. Specifically, establishing a university-associated community-based studenttraining clinic to service the mental health needs in impoverished communities helpsfulfill the mission of service to the community most universities espouse. The articleaddresses such aspects as: student training, university support, financial implications,recruitment and retention of minority faculty and students, mentoring, and enhancingfaculty scholarship
Why Distributed Leadership Matters
Get PDFThis paper explores key findings from a study that examined how distributed leadership affected school turnaround at an underperforming urban high school. The study considers the presence of leadership as a distributive process, which is bound by action and not by role. How leadership was distributed across all tiers of the school’s leadership structure was examined, ultimatelyresulting in dramatic turnaround. Additionally, the settings by which teachers, administrators, and support staff learned and thrived were examined; practices that these stakeholders believedmade a difference for their students were also explored. Key to the site’s shift was the collective foci on students. Each interviewee built to create a collective voice, celebrating their teamworkand their freedoms, from the district level down to the classroom level. No one setting or practice was touted as the fix for school change. Rather, study participants recognized the power of multiple settings and spoke of the necessity of each. They highlighted their personal connections, both at the site and within the community, stating its impact on school growth. Thus, this paper considers the impact of leadership when it is spread across many capable members of a school site
Southeast Asian Women in K-12 Educational Leadership Positions
Get PDFThe number of Southeast Asian women in the field of K-12 educational leadership positions inCalifornia’s Central Valley is a current topic that deserves academic attention. Datadocumenting the success of Southeast Asian female K-12 school administrators is difficult tofind because Southeast Asian women working in K-12 school administration is a recentdemographic and no such study currently exists. This study focuses on the challenges of gender,ethnicity, and the leadership styles of Southeast Asian women in K-12 administration andteacher-leader positions. The role of a school leader is challenging, overwhelming, and stressful.Despite the perceived undesirable responsibilities of the job, some Southeast Asian women aremotivated to pursue positions of K-12 educational leadership. Present trends of hiring andrecruiting diversity in education have widened the pool of potential school leaders. The purposeof this project is to explore the challenges and discover the ways that Southeast Asian womenhave been able to overcome obstacles in K-12 school administration
An Investigation of Ethnic Identity Development and Counselor Educators in their Ability to Recognizing Racial Microaggressions
Get PDFAbstractSupervisors assist counselors-in-training in becoming multiculturally competent counselors. Researchers examined the relationship between supervisors’ (N = 167) racial/ethnic identity development status and their ability to recognize racial/ethnic microaggressions within supervision. Results indicated significant interaction between gender, multicultural supervision skills, and ethnic identity. Furthermore, results found significant relationship between ethnic identity development and ability to recognize racial microaggressions, but not in identifying type of microaggressions. Data analysis revealed improvement from previous research in counselor educator competence and comfort in addressing multicultural issues.
Alternative Discipline Structures: A Comprehensive Approach to Changing Behavior
Get PDFSchool violence and poor morale is prevalent in many schools. Although Zero Tolerance policies and character education have become every day practices, schools still struggle with student behavior. Research points to disproportionate discipline consequences among racial groups therefore new approaches to intervention are needed. A high performing elementary school in Central California has taken a comprehensive approach to addressing student behavior with promising results. With the implementation of a combined structure of socio emotional learning, school-wide positive behavioral supports, character education and leadership structures, one diverse campus of kindergarten-6th grade students has kept it positive in lieu of a punitive only discipline model. Valley Oak has developed an alternative discipline system, choosing to use suspension and punitive measures as a last resort, not a first response
Promoting Teacher Candidates’ Self-Efficacy Through Professional Learning Activities: Towards Equity and Quality Teacher Training
Get PDFoai:cvj.journals.sfu.ca:article/1This paper examines teacher candidates’ efficacy through enhanced teachereducation programs and rigorous professional learning engagements. Building onthe axioms of equity, social justice and pluralism, reforming teacher preparationprograms in urban settings is explored along with key reform elements (such asculturally responsive pedagogy, working with English Language Learners,Universal Design of Instruction, co-teaching and the like) that should besystematically and purposefully integrated. Using an action research approach,this paper reports preliminary findings revealed from longitudinal data collectedfrom multiple sources within the context of a federally funded Edvention PartnersTeacher Quality Grant. The program’s functions and activities are describedbased on the current trends and practices along with social forces anddemographic trends affecting schools today. Key reform elements necessary foreffective teacher preparation programs and teacher efficacy are examined.Implications for enhancing teacher preparation programs are drawn along withworkable strategies necessary for sustaining quality professional developmentopportunities
Community Leadership Development: A Case Story of Neighborhood Revitalization in the El Dorado Neighborhood
Get PDFThe purpose of this paper is to examine an initiatives approach to community revitalization in the El Dorado neighborhood using a place based approach to the development of leaders in the community