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Perception is Reality: Teachers\u27 Perceptions of the Presence of Servant Leadership Characteristics in Public School Principals and its Influence on Teachers
Full text linkThis phenomenological study explored teachers’ perceptions of the presence of servant leadership characteristics in their school principals and how the principals’ use of servant leadership characteristics influenced teachers. The primary phenomenon was the teachers’ perceptions of their principals’ use of servant leadership characteristics based on their direct personal experiences with the principals and the intrinsic and extrinsic influence on their behavior.
A nonrandom sample of 16 public school teachers from Grades 1 through 12 from three similar districts in a southern California county was recruited. The elementary, middle, and high school teachers participated in one-on-one semi structured interviews. The data from the 16 oral interviews indicated that principals’ use of servant leadership characteristics, as perceived by the teachers, intrinsically and extrinsically influenced the teachers. The interviews generated seven themes regarding perceptions held by the teachers regarding their principals’ use of servant leadership characteristics.
When principals in public schools exhibit servant leadership characteristics, teacher satisfaction and retention are impacted. Therefore, consideration must be made for use of servant leadership as a framework and model for teachers’ perceptions of their principals’ use of servant leadership and how those perceptions influence teachers
The Effect of Administrators\u27 Disciplinary Practices on the Educational Trajectory of African American Students
Full text linkThis qualitative phenomenological research study examined the effect of administrators’ disciplinary practices on the educational trajectory of African American students. Administrators collect information from teachers and other school employees to determine how students should be disciplined based on policy, rules, and procedures, all involving a level of discretionary decision making. Open-ended interview questions were used to gain information from 15 school site administrators holding the position of principal or assistant principal in a TK–12th-grade urban school district in southern California. The analyzed data centered on seven themes from the participants’ responses based on their lived experiences as school site administrators: (a) policies, rules, and procedures; (b) biases related to school discipline; (c) administrator discretion in discipline decisions; (d) participant impact on students; (e) participant impact on African American students; (f) influence of race on discipline decisions; and (g) culturally responsive school leadership. These findings could assist school site administrators and leaders with information to make equitable decisions that are applied to African American students to reduce the discipline gap in education between African American students and students of other racial groups. All stakeholders in schools come with predispositions and biases and each person must learn to set aside prejudices in order to construct a new learning paradigm. A positive school culture can influence a student’s performance and how the student behaves in school
Visualizing and Analyzing Spatio-Temporal Trends in Home Values
Full text linkUnderstanding the trends of home values through space and time can provide valuable economic and financial insights for policy makers, real estate professionals, and prospective home buyers. To better understand these trends, Johannes Moenius desired an effective and efficient method of visualizing and statistical analyzing historical home transaction data, as well as machine learning models to predict home values from assessor features. To achieve these requirements, a method of processing historical transaction point data into space-time cubes and corresponding hot spot analyses was developed, and multiple Python scripts were written to apply assessor data to Multiple Linear Regression Model and Random Forest Regression machine learning models. While the method developed for creating and analyzing space-time cubes proved effective, the machine learning models developed resulted in large errors in their home value predictions, likely due to the limited information of the assessor data used
Listening Her Way to an Historic Victory: On Hillary Clinton’s 1999-2000 Senate Campaign
No full textThis chapter examines Hillary Clinton’s contested yet ultimately successful 1999-2000 New York State Senate campaign in which Clinton used her outsider status—as a woman and a new NYS resident—and the listening tour strategy to inspire voters and win handily at the polls.https://inspire.redlands.edu/oh_chapters/1088/thumbnail.jp
‘“Hunger maddened amazons’ or ‘Bread Rebels?’ Reframing Poor and Working-Class Confederate, Female Rebellion, Reaction, and Rage During the U.S. Civil War”
No full text“Bread or Blood” became a common battle-cry in the Spring of 1863, but not by the Confederate soldiers who were fighting in the United States Civil War; rather, this was a call to action by these very same soldiers’ wives, mothers, and sisters. From March 1863 to April 1863, the Confederacy was rocked by a series of at least nine organized demonstrations led by poor and working-class white women who demanded lowered food prices. This thesis works to decentralize Richmond and place it as one protest amongst many. The terminology of “riot” is also examined and shifted to “demonstration” and “protest,” as these events were planned and executed to make a specific political statement. Yet, they are written off as spontaneous, disconnected riots fueled by angry women. While the series of demonstrations were focused on gaining more affordable food prices, there were causes under the surface that lead to tension and unrest. By using articles, poetry, and images from newspapers in the Union, Confederacy, and the United Kingdom, this thesis examines how race, class, gender, and rage intersect within the Confederacy during the Spring of 1863, which lead to poor and working-class white women protesting the social and political changes created by the Civil War
Engaging Equity Pedagogies in Computer Science Learning Environments
Full text linkIn this position paper, we advocate for the use of equity-focused teaching and learning as an essential practice within computer science classrooms. We provide an overview of the theoretical underpinnings of various equity pedagogies (Banks & Banks, 1995), such as culturally relevant pedagogy (Ladson-Billings, 1995, 2006) and share how they have been utilized in CS classrooms. First, we provide a brief history of CS education and issues of equity within public schools in the United States. In sharing our definition of equity, along with our rationale for how and why these strategies can be taken up in computer science (CS) learning environments, we demonstrate how researchers and educators can shift the focus from access and achievement to social justice. After explaining the differences between the relevant theoretical frameworks, we provide practical examples from research of how both practitioners and researchers might use and/or examine equity-focused teaching practices. Resources for further learning are also included
A Phenomenological Study of White Female First-, Second-, and Third-Year Teachers in Title I Schools
No full textThe purpose of this study was to examine first-year experiences by interviewing second and third-year White female teachers at the beginning of their second or third year teaching, who work in Title I, K-5 schools. The overarching goal in this study was to: (a) identify similarities and differences in first and second-year teacher experiences; and, (b) identify the struggles teachers face inside and outside of the classroom. To achieve the goal of this study, the researcher used a qualitative phenomenological method. Data from this study was viewed with critical race theory, intersectionality, and cultural capital lenses. These lenses were used to identify cultural gaps, and socioeconomic differences between White, middle-class, female teachers and their students in Title I schools.
Participants were white, female teachers in their second and third year of teaching at Title I, K-5 schools. Each participant was interviewed between December and March of their second or third year of teaching; therefore, each participant had worked through their entire first year of teaching at a Title I school. Each participant shared their experiences of their first and second year. White middle-class teachers were selected due to the possible differences in cultural capital and socioeconomic level between teachers and students. Additionally, White females represent 80% of teachers in the United States (Tale & Goldring, 2017). Participants at Title I schools are in more need of supports from their peers, mentors, and administration; however, most participants did not receive these supports. Due to the elevated needs of students at low-income schools, new teachers struggled to meet their needs and understand their cultural capital along with their own White privilege
Achievement Gap in Math at K-12 Among Minority Students in the U.S.
Full text linkThis study focused on the continued mathematical achievement gap among minority students at the K-12 level in the United States (U.S.) public schools. Research has found that factors beyond curriculum and instruction impact student achievement. Schools have been struggling with the achievement gap among minority students in the U.S. In addition to issues with schools, there are issues with students that affect the achievement gap in math. Some of these issues are socioeconomic status, a lack of connection to the school environment, apathetic behavior, and other academic challenges. Flores (2007) stated that students in the U.S. continue to make significant academic achievement over the last 45 years. However, the ethnic and racial achievement gap remains, since not all the students advance and develop at similar rates. Liu and Xie (2014) claimed that closing the achievement gap remains significant because it has a direct effect on the students in addition to society. McGee (2004) argued that there are various explanations for the achievement gaps in middle schools, including shortages in trained, knowledgeable, and skilled math teachers and a lack of motivation in mathematics among students. In the U.S., education remains a fundamental privilege; it is viewed as an essential equalizer that must afford every person opportunity and access. However, many students of color have yet to achieve this dream. There remains a substantial educational disparity that has evolved. Thus, bridging the achievement gap remains important and a priority in the current education system (Smith, 2015)
Social capital, civic capital: local churches organize for popular democracy
Full text linkThis paper was to written about 2008 for an edited volume on churches engaged in building community -- a volume that never appeared. It uses the lens of social capital to describe the efforts of church groups in two cities to help poor communities take change of their own destinies. It traces the work of Communities Organized for Public Service ( COPS ) and Metro Alliance in San Antonio, Texas to empower people in the city\u27s poorer neighborhoods to demand their fair share of city services. It also describes the work begun at Dolores (Catholic) Mission in East Los Angeles to empower its largely Latino lay members to confront -- and then work with -- police, immigration officials, and other authorities. It concludes with some reflections on the effects such activities have for the development of both social and civic capital
An Assessment of the Representation of Ecosystems in Global Protected Areas Using New Maps of World Climate Regions and World Ecosystems
Full text linkRepresentation of ecosystems in protected area networks and conservation strategies is a core principle of global conservation priority setting approaches and a commitment in Aichi Target 11 of the Convention on Biological Diversity. The 2030 Sustainable Development Goals (SDGs) explicitly call for the conservation of terrestrial, freshwater, and marine ecosystems. Accurate ecosystem distribution maps are required to assess representation of ecosystems in protected areas, but standardized, high spatial resolution, and globally comprehensive ecosystem maps have heretofore been lacking. While macroscale global ecoregions maps have been used in global conservation priority setting exercises, they do not identify distinct localized ecosystems at the occurrence (patch) level, and instead describe large ecologically meaningful areas within which additional conservation planning and management are necessary. We describe a new set of maps of globally consistent climate regions and ecosystems at a much finer spatial resolution (250 m) than existing ecological regionalizations. We then describe a global gap analysis of the representation of these ecosystems in protected areas. The new map of terrestrial World Ecosystems was derived from the objective development and integration of 1) global temperature domains, 2) global moisture domains, 3) global landforms, and 4) 2015 global vegetation and land use. These new terrestrial World Ecosystems do not include either freshwater or marine ecosystems, but analog products for the freshwater and marine domains are in development. A total of 431 World Ecosystems were identified, and of these a total of 278 units were natural or semi-natural vegetation/environment combinations, including different kinds of forestlands, shrublands, grasslands, bare areas, and ice/snow regions. The remaining classes were different kinds of croplands and settlements. Of the 278 natural and semi-natural classes, 9 were not represented in global protected areas with a strict biodiversity conservation management objective (IUCN management categories I-IV), and an additional 206 were less than 8.5% protected (half way to the 17% Aichi Target 11 goal). Forty four classes were between 8.5% and 17% protected (more than half way towards the Aichi 17% target), and only 19 classes exceeded the 17% Aichi target. However, when all protected areas (IUCN management categories I-VI plus protected areas with no IUCN designation) were included in a separate global gap analysis, representation of ecosystems increases substantially, with a third of the ecosystems exceeding the 17% Aichi target, and another third between 8.5% and 17%. The overall protection (representation) of global ecosystems in protected areas is considerably less when assessed using only strictly conserved protected areas, and more if all protected areas are included in the analysis. Protected area effectiveness should be included in further evaluations of global ecosystem protection. The ecosystems with the highest representation in protected areas were often bare or sparsely vegetated and found in inhospitable environments (e.g. cold mountains, deserts), and the eight most protected ecosystems were all snow and ice ecosystems. In addition to the global gap analysis of World Ecosystems in protected areas, we report on the representation results for the ecosystems in each biogeographic realm (Neotropical, Nearctic, Afrotropical, Palearctic, Indomalayan, Australasian, and Oceania)