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Brown, Carleton H. "Perceptions of School Counselors Surviving a School Shooting." Professional School Counseling 22, no. 1 (2018): 2156759X1985325. http://dx.doi.org/10.1177/2156759x19853250.
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School counselors have an ethical and professional responsibility to offer counseling services during crises such as a school shooting. Limited research has explored the lived experiences and practices of school counselors who have experienced a school shooting. This article discusses a qualitative case study investigating school counselors’ experiences related to school shootings and presents implications for school counselors.
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Pols, Wouter. "Pedagogical Practices in Vocational Education." Phenomenology & Practice 13, no. 1 (2019): 34–41. http://dx.doi.org/10.29173/pandpr29373.
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What is it like to teach at a vocational school? What are the pedagogical challenges for teachers who are responsible for teaching young people going into the trades? Since September 2015, the Research Center Urban Talent of the Rotterdam University of Applied Sciences has conducted field research at six different schools of vocational education. As a member of the center’s research staff, I conducted a series of conversations with a team of vocational teachers at each school between September 2015 and May 2018. This paper offers an account of one of these conversations. It focuses on the pedagogical experiences of vocational teachers, and it aims to get the teachers to articulate their experiences and to investigate their meanings. My approach was phenomenological. The teachers were encouraged to share and reflect on their experiences.
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Åman, Pia, Ylva Lindberg, and Stephan Rapp. "Prövad eller beprövad?" Educare - vetenskapliga skrifter, no. 3 (March 25, 2021): 1–31. http://dx.doi.org/10.24834/educare.2021.3.1.
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The rationale for this study stems from the Swedish educational context, where teacher practice is subject to policies stating that education must be built on research foundation and proven experience. In a previous article (Åman & Kroksmark, 2018), we demonstrated that the research foundation is operating in concurrence of teachers’ practices and experiences. This study in turn aims to explore how teachers understand proven experience and practices of proving professional experiences. The data was collected in 2014 in the project Modellskolan [The Model School], financed by the Swedish Research Council, through a stimulated recall method. We filmed 14 interviews with teachers focusing on group discussions about teachers’ practical dilemmas. The interviews were analyzed with a phenomenographic method, and the result revealed five categories with which the teachers evaluated collegial and individual experiences. The categories were analysed through praxis theory and linked to the phenomenological concepts of time and space to elucidate how fluid situated and unspoken professional experiences become systematic, general and partly transferable through proving practices. The results shed light on how teachers’ experiences and everyday practices challenge and encourage revisions of the definitions of research foundation and proven experiencea in Swedish national policies.
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Dutil, Stacey. "Dismantling the School-to-Prison Pipeline: A Trauma-Informed, Critical Race Perspective on School Discipline." Children & Schools 42, no. 3 (2020): 171–78. http://dx.doi.org/10.1093/cs/cdaa016.
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Abstract Disciplinary policies in schools throughout the United States disproportionately affect students of color through exclusionary policies. A punitive approach can have detrimental effects on a population that also experiences higher rates of trauma. This article identifies school disciplinary practices that may retraumatize and criminalize youths and suggests replacing exclusionary discipline practices with trauma-informed ones that prioritize social–emotional support to students. Critical race theory (CRT) is an appropriate theoretical framework to guide the development of trauma-informed schools. Suggestions are provided for school social workers as key change agents in the issue of school discipline. The integration of CRT and trauma-informed practice is emphasized, as both are essential tools for dismantling the school-to-prison pipeline.
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Gunnulfsen, Ann Elisabeth, and Astrid Roe. "Investigating teachers’ and school principals’ enactments of national testing policies." Journal of Educational Administration 56, no. 3 (2018): 332–49. http://dx.doi.org/10.1108/jea-04-2017-0035.
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Purpose The purpose of this paper is to examine teachers’ reported experiences, practices, and attitudes on the use of national test results in a low-stakes accountability context. Whether the stakes are high or low, teachers and school leaders have different experiences, knowledge, and beliefs concerning how to use national test results to benefit individual student learning. This paper addresses how teachers experience school leadership and policy requirements for using national test results in local schools. Design/methodology/approach This paper is part of a larger study conducted in a Norwegian educational context investigating school leaders’ and teachers’ enactments of policy demands via the use of national test results data. The sub-study reported in this paper is based on survey data from all lower secondary teachers (n=176) in one Norwegian municipality. Micro-policy perspectives and the concept of crafting policy coherence served as analytical tools. Findings Diversity between the schools was found in how teachers perceive the principals’ role. Practices and attitudes appeared restrained, somewhat conformed by, but still indifferent to the policy intention. However, there was a close relationship between the principals’ facilitation of national tests and the teachers’ practices of utilizing the results. Originality/value This study clarified how micro-policy works in local schools in a low-stakes context. A prominent difference was found between the policy intentions and local schools’ practice of using national test results.
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O'Neill, J. Conor, Marisa E. Marraccini, Sarah E. Bledsoe, Steven E. Knotek, and Alexander V. Tabori. "Suicide postvention practices in schools: School psychologists’ experiences, training, and knowledge." School Psychology 35, no. 1 (2020): 61–71. http://dx.doi.org/10.1037/spq0000331.
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Amjad, Afshan. "Muslim students’ experiences and perspectives on current teaching practices in Canadian schools." Power and Education 10, no. 3 (2018): 315–32. http://dx.doi.org/10.1177/1757743818790276.
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This study investigated seven Muslim elementary school students’ classroom experiences in a large urban area in western Canada. Although existing studies have examined the experiences of Muslim high school, college and university students, no research focused specifically on Muslim elementary school children’s classroom experiences in Alberta prior to this study. The study used an interpretive inquiry approach in which interviews with children about their lived experiences of schooling served as a foundation for critical analysis of school culture. The study results provide important insights into the lives of Muslim immigrant children who are trying to adapt to their host country while maintaining their family and community religious beliefs and practices. According to the findings, there are clear signs of the presence of Islamophobia in Canadian schools.
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Testa, Doris. "COVID-19 and student well-being: Catholic school staff perspectives and experiences." Health Education Journal 80, no. 7 (2021): 861–71. http://dx.doi.org/10.1177/00178969211010851.
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Background: COVID-19 has dramatically changed how school communities operate. Many schools have had to navigate enforced closures and modify their usual teaching and learning practices. Furthermore, they have had to rethink how they address student well-being issues. In Australian Catholic schools, there is little data on the concerns of Catholic school staff during enforced school closures. Aims: This article describes findings from a study of the experiences and concerns of school staff in two Catholic primary school communities to understand how staff in these settings experienced and re-imagined or reinforced student well-being practices and processes. Methods: Data were collected by means of a survey assessing staff experiences and concerns, with a particular focus on student well-being. Results: Results indicated that enforced school closures were perceived as negatively affecting student well-being programmes with staff members being particularly concerned about students who were socially, educationally, culturally and economically disadvantaged. However, negative impacts were mitigated by a school culture underpinned by a pastoral and health-promoting perspective. Strong leadership in the face of systemic lethargy prompted schools to utilise their engagement and partnership arrangements for additional support. Conclusion: During forced school closures, an inclusive school ethos, environment and culture ensured an effective response to the diverse needs of staff, students and other school community members.
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Katz, Arlene M., and John Shotter. "Articulating Practices: Methods and Experiences." Concepts and Transformation 1, no. 2-3 (1996): 239–47. http://dx.doi.org/10.1075/cat.1.2-3.08kat.
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In this article we describe an experimental mentoring program conducted in a major medical school in the Northeast of the United States. In it, primary care physicians mentored medical students in the course of conducting their daily practices. All involved were trained in a special reflecting practice that led them to focus on, and to discuss, concrete events occurring during the day. We illustrate how, both in pairs and in larger meetings, in discussing events within their practice together that they were 'struck by', student-mentees not only came to a more practical grasp of the medical knowledge of the classroom and textbook, but that all involved in the program came to create between them a resourceful community. At work within this program was a practice that functioned, not only to help the students, but the whole ongoing practice: for within it, besides moments of teaching, where other kinds of shared moments to do with the details of clinical practice, ethical issues, administrative problems, and so on — with all involved helping each other with what we have called the appreciative evaluation and elaboration of their practices.
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Goodman-Scott, Emily, Amy W. Upton, and Anita A. Neuer Colburn. "District-Level School Counseling Supervisors’ Experiences With and Perceptions of Hiring School Counselors." Professional School Counseling 24, no. 1_part_3 (2021): 2156759X2110076. http://dx.doi.org/10.1177/2156759x211007656.
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Although district-level school counseling supervisors often assist with school counselors’ transition from preparation to practice, including hiring practices, research on this phenomenon is limited. Thus, we conducted an exploratory thematic analysis examining 12 district supervisors’ experiences with and perceptions of hiring preservice school counselors. Results included the following two themes: (a) prioritizing the American School Counselor Association National Model and (b) the relevance of school counselors’ previous teaching experiences. The results also provided insight into supervisors’ appreciation of school counselors’ educational identity.
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Chalaune, Bhawan Singh. "DALIT STUDENTS’ PERCEPTIONS AND EXPERIENCES OF CASTE-BASED DISCRIMINATION IN NEPALESE SCHOOLS." International Journal of Research -GRANTHAALAYAH 8, no. 8 (2020): 147–54. http://dx.doi.org/10.29121/granthaalayah.v8.i8.2020.977.
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The purpose of this article is to explore the practice of caste-based discrimination in the education by analyzing the perception and experiences of the Dalit students within schools and society. This analysis is based on the data obtained from literature and documents, questionnaire with focus group discussion, conversation and observation conducted on purposively selected schools in Kailali and Achham Districts of Far Western region, Nepal. Dalit students are the main informants of this study. In this regard, total 235 students were selected through a probability sampling method. The practice of caste-based discrimination still exists in society and schools as well. However, it is constitutionally illegal and its effect was seen in school. And yet Dalit students have felt some kind of discrimination in the education system. Due to this discrimination, Dalit students have faced psychological effects with their school participation and performance. Dalit students also think that schools cannot fulfill their expectations due to school actions as reproducing social norms and norms. The issue of education that excludes Dalits is still challenged. Most importantly, changing root of social practices and structural problems is not a task to be completed by anyone's single effort. However, this article suggests that a restructuring of the education system is needed. Similarly, a sustained effort to transform the attitudes of discrimination into the values of humanity and to adjust these values into practices is essential.
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Muhonen, Sari. "Students' experiences of collaborative creation through songcrafting in primary school: Supporting creative agency in ‘school music’ programmes." British Journal of Music Education 33, no. 3 (2016): 263–81. http://dx.doi.org/10.1017/s0265051716000176.
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The study reported in this article investigates students’ experiences (n=41) of their primary school songcrafting, examining the potential to support creative agency within school music education programmes. Songcrafting refers to a collaborative composing practice in which everyone is considered to be a capable creator of melodies and lyrics, and where negotiation, collaboration, and openness to the situation are essential. Through semi-structured individual interviews with students who had experienced songcrafting in the past, analysed with qualitative methods, it was found that the students' narration of songcrafting included meanings related to general agency, creative agency, musical participation within the classroom community, and documented and shared collaborative musical products, or ‘oeuvres’.The results of this study illustrate the various often unforeseeable meanings produced through participation in collaborative musical activities. Furthermore, they highlight the potential to enrich meaningful teaching practices and pedagogy through the examination of students' experiences, and exploring the potentials in narrating one's musical stories. These findings suggest that music education practices could benefit from the inclusion of a broader range of opportunities for the students to create their own music, and the sensitive facilitation of collaborative music creation processes.
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Mccarthey, Sarah J. "Connecting Home and School Literacy Practices in Classrooms with Diverse Populations." Journal of Literacy Research 29, no. 2 (1997): 145–82. http://dx.doi.org/10.1080/10862969709547955.
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I present the cases of 5 students from diverse backgrounds and conclude that home and school are more connected for some students than for others. Home and school were tightly connected for middle-class European-American students who read at home and school, shared their writing with the class, and brought items from home to show peers. In contrast, students from non-mainstream backgrounds participated in home literacy activities that did not match school experiences. These students were more reticent in the classroom, did not share items from home, and experienced home and school as separate. In the analysis, books, tasks, and participation structures contributed to some students making stronger connections than others. Teachers having more information about some students than others; their own middle-class European-American backgrounds and the need to treat all students “equally”; and their assumptions that students could make the connections between home and school on their own contributed to the curriculum being more congruent with middle-class, home literacy experiences than working-class experiences. Although I suggest that learning about students' cultures and backgrounds is essential, I delineate some of the challenges that accompany learning about students.
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Borrero, Noah, and Christine Yeh. "Fostering the Cultural Experiences and School Engagement of Samoan American Students in Urban Schools." Urban Education 55, no. 10 (2016): 1441–60. http://dx.doi.org/10.1177/0042085916674057.
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We explored the associations of collective self-esteem and parent educational practices with school engagement in a sample of 128 Samoan middle and high school students in an urban school district. Simultaneous regression analysis revealed that each of these independent variables contributed to significant variance in school engagement. Specifically, the overall regression model accounted for 22% of the variance in school engagement. Collective self-esteem was the most significant association, followed by parent educational practices. Implications discuss how we must consider Samoan and other marginalized youths’ cultural worth and perceptions of parental practices as critical factors influencing their school connections.
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Pang, Loretta Wai-ling, Simon Chak-keung Wong, and Nicole Chi-mun Wong. "School and Hotel Integration: Practices and experiences from stakeholders." Journal of Hospitality, Leisure, Sport & Tourism Education 13 (July 2013): 5–18. http://dx.doi.org/10.1016/j.jhlste.2013.04.003.
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Potterton, Amanda U. "Leaders’ experiences in Arizona’s mature education market." Journal of Educational Administration 57, no. 1 (2019): 21–35. http://dx.doi.org/10.1108/jea-02-2018-0043.
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Purpose In Arizona’s mature, market-based school system, we know little about how school leaders make meaning of school choice policies and programs on the ground. Using ethnographic methods, the author asked: How do school leaders in one Arizona district public school and in its surrounding community, which includes a growing number of high-profile and “high-performing” Education Management Organisation (EMO) charter schools, make meaning of school choice policies and programs? The paper aims to discuss these issues. Design/methodology/approach The author analysed 18 months of qualitative fieldnotes that the author collected during participant observations and six semi-structured school leader interviews from both traditional district public schools in the area (n=4) and leaders from EMO charter schools (n=2). Findings School leaders’ decision-making processes were influenced by competitive pressures. However, perceptions of these pressures and leadership actions varied widely and were complicated by inclusive and exclusive social capital influences from stakeholders. District public school leaders felt pressure to package and sell schools in the marketplace, and charter leaders enjoyed the notion of markets and competition. Practical implications As market-based policies and practices become increasingly popular in the USA and internationally, a study that examines leaders’ behaviours and actions in a long-standing school choice system is timely and relevant. Originality/value This study uniquely highlights school leaders’ perceptions and actions in a deeply embedded education market, and provides data about strategies and behaviours as they occurred.
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Naven, Lynn, James Egan, Edward M. Sosu, and Sara Spencer. "The influence of poverty on children’s school experiences: pupils’ perspectives." Journal of Poverty and Social Justice 27, no. 3 (2019): 313–31. http://dx.doi.org/10.1332/175982719x15622547838659.
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This study examined the potential influence of policies and practices on the ability of children from low-income families to participate fully in the school day. Pupils from six schools participated in 71 focus groups and revealed a range of barriers affecting their school experience: transport costs and limited support; clothing costs, stigma and enforcement of school dress codes; material barriers to learning at school and home; concerns about free school meals; missing out on school trips, clubs and events.Findings on school uniform were an important catalyst towards a recent policy change in Scotland in increasing the school clothing grant.
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Rainbolt, Stacey, Elizabeth Sutton Fowler, and Katherine Cumings Mansfield. "High School Teachers’ Perceptions of Restorative Discipline Practices." NASSP Bulletin 103, no. 2 (2019): 158–82. http://dx.doi.org/10.1177/0192636519853018.
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Disproportionality in school discipline is a serious and ongoing problem. Some schools are experimenting with alternative models to address persistent inequities. This article features one high school’s adoption of a restorative practices discipline program with a focus on teachers’ perceptions of their experiences and the efficacy of the program. Findings indicate that restorative practices can be a powerful means to strengthen relationships and reduce the number of students receiving exclusionary consequences.
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Beloin, Kim S. "Strategies for Developing Inclusive Practices in Small, Rural Schools." Rural Special Education Quarterly 17, no. 1 (1998): 12–20. http://dx.doi.org/10.1177/875687059801700103.
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This article showcases several small, rural schools in Wisconsin who have made a commitment to utilizing inclusive school practices. By re-aligning current building-based resources in innovative ways, the professionals in these four schools have designed unique inclusive education models and practices that respond to the educational needs of a diverse range of learners. This article describes four successful rural school inclusion models in detail. These rural school inclusion models focus on: (a) scheduling for cross-categorical programming, (b) including students with challenging behaviors, (c) co-teaching, and (d) practicing inclusive education in a rural high school. Other small, rural schools who are moving towards inclusion, will benefit from the discussed experiences these models encountered during the re-alignment of their resources.
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Collier, Simone, India Bryce, Karen Trimmer, and Govind Krishnamoorthy. "Evaluating frameworks for practice in mainstream primary school classrooms catering for children with developmental trauma: an analysis of the literature." Children Australia 45, no. 4 (2020): 258–65. http://dx.doi.org/10.1017/cha.2020.53.
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AbstractIntegral to the protection of children against ongoing abuse and neglect and trauma experiences are teachers and school-based staff. This paper aims to discuss and reflect on the practice frameworks, models, approaches and programs that exist in mainstream school contexts to address the developmental and learning needs of children in primary schools who have experienced trauma in their early childhood years. This paper explores the importance of enablers, finding exceptions to the practices that often limit the support of ongoing protection of children in schools and the importance of the willingness, confidence and capacity of school-based staff. This paper proposes areas of future research to address the identified gaps existing for children with developmental trauma trying to learn and exist in a schooling system that is struggling to meet their needs.
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Kim, Taeyeon. "Becoming skillful leaders: American school principals’ transformative learning." Educational Management Administration & Leadership 48, no. 2 (2018): 353–78. http://dx.doi.org/10.1177/1741143218802596.
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In this study, I explore how school principals experience transformative learning in relation to leadership development and how these experiences influence their leadership practices and perceptions. Transformative learning is critical for school leaders because it can lead to meaningful learning that qualitatively changes their leadership practices. Assuming that personally significant incidents are important for transformative learning, I analyzed qualitative data collected from 12 school principals in the United States. Analysis revealed that with these transformative learning experiences, school principals established strong foundations of leadership assumptions and strategies by changing and expanding their views of themselves and others. My findings suggest that education for principal leadership development should provide opportunities to explore multiple dimensions of learning, how relationships and school contexts influence leadership decision making, and how principals perceive themselves as leaders. This study contributes to a more dynamic understanding of how school leaders make actual change in their leadership practices.
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Joseph, Andrea. "Navigating neoliberal school spaces: Parent and school staff perspectives on racially disproportional school exclusions in England." International Social Work 63, no. 4 (2018): 445–58. http://dx.doi.org/10.1177/0020872818808557.
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This article uses phenomenology and critical race theory to explore educators’, parents’, and education social workers’ experiences with policies and discipline practices in English schools. Critical race theory was used to center the significance of race and neoliberal school reforms on disparities, while phenomenological principles were applied to understand participant lived experiences in these settings. Participant perspectives were captured using semi-structured interviews and focus groups. Findings indicate that pressurized school environments and racial bias fostered racialized neoliberalism and hindered how education social workers and pastoral carer workers advocated for students at risk of school exclusion.
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Hash, Phillip M. "Remote Learning in School Bands During the COVID-19 Shutdown." Journal of Research in Music Education 68, no. 4 (2020): 381–97. http://dx.doi.org/10.1177/0022429420967008.
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The global pandemic caused by the novel Coronavirus (COVID-19) in spring 2020 resulted in schools moving to remote learning (RL) models for the remainder of the academic year. The purpose of this study was to examine the practices, experiences, and perspectives of elementary and secondary school band directors in relation to RL during this period. Directors ( N = 462) responded to survey questions related to several aspects of RL, including (a) technologies and materials, (b) activities and assessments, (c) student participation, (d) the challenges of teaching remotely, and (e) the extent to which experiences varied among participants in low-poverty versus high-poverty schools and at the elementary/middle school level versus high school level. I also examined (f) the conditions and practices of programs that experienced both high and consistent levels of student participation. Data indicated that the COVID-19 shutdown created many challenges for directors, particularly in schools with higher poverty levels and/or in rural locations. However, RL also created opportunities for instrumental teachers to incorporate into curricula (a) a wider range of technology; (b) more of a focus on individual musicianship; (c) lessons in music theory, history, and culture; and to a lesser extent, (d) student creativity through composition and arranging.
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Turcotte, Catherine. "The Development of Exemplary Teaching Practices in Reading Instruction among Five Francophone Teachers." Language and Literacy 12, no. 1 (2010): 128. http://dx.doi.org/10.20360/g23w24.
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Effective reading instruction is considered one the best means of preventing school failure. This study examines how effective teaching practices of reading are formed among five exemplary elementary school teachers. By using a life history protocol informed by phenomenology, these teachers describe their past and present experiences as readers and teachers, and then explain the meaning they make out of these experiences. Individual and comparative analysis reveal that, although these teachers exhibit different experiences and teaching strategies, they share many personal and contextual experiences, such as reading models and engagement, reflection on practice and the importance of sharing experiences.
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Ammann, Markus. "Leadership for Learning as Experience: Introducing the Use of Vignettes for Research on Leadership Experiences in Schools." International Journal of Qualitative Methods 17, no. 1 (2018): 160940691881640. http://dx.doi.org/10.1177/1609406918816409.
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Research on the link between educational leadership and student learning employs a variety of quantitative and qualitative research designs. Surprisingly, there are relatively few studies on methods for researching educational leadership practices. This article addresses this gap in research and discusses how the experiences of different participants can constitute potential starting points for learning processes. This leads to the question, how and to what extent the educational leadership practices manifest in students’ experiences and how “Leadership for Learning as Experience” can be empirically researched. The phenomenologically oriented vignette as research method for studying educational leadership practices will be introduced. Vignettes are narratives that are based on the experiences of participants. In vignettes, the co-experienced observations in the field are captured in form of vivid narratives. Vignettes thus open up a new, supplementary perspective, in which the traces that leadership practices have left on school participants are revealed.
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Aldahmash, Abdulwali H., Saeed M. Alshmrani, and Abdo N. Almufti. "Secondary School Science Teachers’ Views about Their Reflective Practices." Journal of Teacher Education for Sustainability 19, no. 1 (2017): 43–53. http://dx.doi.org/10.1515/jtes-2017-0003.
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AbstractThe importance of reflection in teaching and learning lies in encouraging one to view problems from different perspectives. Reflective practice can be useful in designing teacher education and sustainable professional development. Conscious reflection is an important element for helping teachers and learners in problem-solving and decision-making processes and fostering their critical-thinking abilities. The aim of the present research was to investigate teachers’ views about the nature of their experiences with reflective practices and reflective teaching. A survey consisted of three dimensions used to collect the data. It was distributed to 458 (237 male and 221 female) science teachers working at high schools in Saudi Arabia. The results have indicated that teacher practices of almost all reflective activities included in the three dimensions “the extent of practicing reflection”, “areas of practicing reflection”, and “ways of practicing reflection” are at “high” level from their point of view. The results have also shown that there are no significant differences in the teachers’ views about their practices of reflective activities related to their gender, or experiences in the teaching profession.
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Aprile, Kerry Therese, and Bruce Allen Knight. "Preservice Teachers’ Perceptions of Inclusive Education: The Reality of Professional Experience Placements." Australasian Journal of Special and Inclusive Education 44, no. 2 (2020): 88–101. http://dx.doi.org/10.1017/jsi.2020.7.
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AbstractDeveloping the knowledge and practical skills for implementing inclusive education is a legislative and policy imperative for contemporary graduate teachers. In this qualitative study, the authors investigated the experiences of 18 preservice teachers during their practical school placements in primary and secondary school settings and the impact of these experiences on their attitudes towards students with special needs and their readiness to teach in mainstream inclusive settings. Sixteen of the participants had completed 2 or more placements. Data were collected using semistructured interviews and analysed to categorise the observed and enacted practices and define themes that contribute to a deeper understanding of preservice teachers’ learning about inclusion through their practice in schools. The 4 identified themes show that contact, responsibility for instruction, modelled practices, and expectations for student learning all have significant impacts on the quality and outcomes of preservice teachers’ placements. Findings suggest that placement settings do not consistently represent contexts where aspiring teachers are exposed to the types of meaningful contact or successful experiences claimed to be fundamental preparation for inclusive practice. The implications for the preservice teachers themselves and for their future practice are discussed.
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Naidoo, Jamie Campbell. "Book Review: Effective School Librarianship: Successful Professional Practices from Librarians around the World." International Journal of Education and Literacy Studies 8, no. 4 (2020): 98. http://dx.doi.org/10.7575/aiac.ijels.v.8n.4p.98.
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Spotlighting school librarians from across the globe, Effective School Librarianship: Successful Professional Practices from Librarians around the World, the two-volume set collected and edited by Patrick Lo, Heather Rogers, and Dickson K.W. Chiu, introduces readers to a wide range of librarians working in rural and urban schools. The various experiences of these diverse librarians are captured through a question and answer format which highlights the challenges and opportunities they encounter. Read collectively, these interviews showcase commonalities among the profiled librarians nationally and internationally, serving as windows into the experiences of other librarians and as mirrors of shared professional values. At the same time, these conversations provide a treasure trove of inspiring narratives sure to spark rich discussions about global issues facing contemporary school librarians.
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McCarthey, Sarah, Nell K. Duke, David Bloome, et al. "How Can We Study Children’s/Youth’s Out of School Experiences to Inform Classroom Practices?" Literacy Research: Theory, Method, and Practice 69, no. 1 (2020): 58–78. http://dx.doi.org/10.1177/2381336920937261.
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The collection of papers represented in the Integrative Research Review responds to the question: How can we study children’s/youth’s out of school experiences to inform classroom practices? Using a variety of lenses to address the question, the authors consider how to understand, respond to, and serve children and youth in a variety of contexts. Duke explores a quasi-experimental design showing the potential impact on student achievement and motivation in schools that incorporate literacy practices from children’s lives outside of school compared to the traditional curriculum. Bloome and Faust take a philosophical approach to explore the languaging of the relationship between students’ out-of-school lives and classroom practices and its implications for the construction of personhood by examining one classroom event from a microethnographic discourse analysis perspective. García-Sánchez highlights the methodological features that allow linguistic anthropologists to make visible the agentive and innovative character of immigrant children’s communicative practices in a variety of learning situations. Drawing on the transliteracies approach, Stornaiuolo considers work with a group of young people to study multimodal composing and the development of school makerspaces in a 6-year partnership project with a local innovation high school. Alvermann discusses the papers, pointing out the affordances and challenges of each perspective.
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Barnett, Melissa A., and Lorraine C. Taylor. "Parental recollections of school experiences and current kindergarten transition practices." Journal of Applied Developmental Psychology 30, no. 2 (2009): 140–48. http://dx.doi.org/10.1016/j.appdev.2008.11.001.
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Shiller, Jessica T. "Honoring the Treaty: School Leaders’ Embrace of Indigenous Concepts to Practice Culturally Sustaining Leadership in Aotearoa**Aotearoa is the Indigenous name for New Zealand." Journal of School Leadership 30, no. 6 (2020): 588–603. http://dx.doi.org/10.1177/1052684620951735.
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As a field, school leadership has maintained a colorblind stance, marginalizing practitioners’ awareness of culturally sustaining practice, and erasing the experiences of Indigenous and other minoritized groups of students, teachers, and families. Looking to research and practice that attempts to embrace racial and cultural difference in order to make schools more culturally sustaining places to be is imperative in order for the field to respond to the growing diversity in schools. This article specifically explores culturally sustaining and Indigenous school leadership practices. Using data collected from interviews with ten school leaders in Aotearoa (New Zealand) as well as school documents, this article presents new insights into the implementation of culturally sustaining school leadership, which has implications for theory and practice in the field of educational leadership, which has been too long dominated by white ways of knowing.
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Gökçek, Tuba. "Examining Mathematics Pre-service Teachers’ Experiences of School Practicum." Journal of Education and Training Studies 6, no. 8 (2018): 87. http://dx.doi.org/10.11114/jets.v6i8.3264.
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This article presents findings from research about a practice teaching course designed to help mathematics pre-service teachers to learn from the practices of school teachers and supervisors. For this reason, the aim of this study is to research the contribution of the practicum course to the teacher candidates understanding of the teaching process. The participants in this study were 61 pre-service teachers, enrolled in a required six-hour teaching practicum course taught in the last year of the mathematics education program at a large state university located on the north coast of Turkey. To answer the research question, information was primarily obtained from reflection reports prepared by the supervisor. Content analysis was completed to reveal the emerging themes and codes. The results indicate that practicum contributed in several ways to novice teachers’ view of teaching. These include preparing for the profession; application of theory-practice; getting to know students and being aware of the difficulties.
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Hippert, Christine, Emma Bremer, Rileigh Van Driessche, Hana Tanberg, Mitchell Running, and Angela Rooker. "From Local Fields to School Lunch Lines: Multiple Stakeholders' Experiences with a Farm 2 School Project." Practicing Anthropology 36, no. 1 (2014): 11–15. http://dx.doi.org/10.17730/praa.36.1.30h42g370851136k.
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Throughout the country, farm to school (F2S) programs have emerged to connect schools and local farmers within a web of practices to improve student nutrition and to strengthen local farming economies. To date, 2,571 F2S programs have been implemented in all 50 states in order to strategically link producers, food preparers, and consumers to: • strengthen local farming economies; • provide access to a wider variety of fruits and vegetables in schools; • assist food service personnel as they establish new menus for school-age children; and • support school systems and administrators in their quest to locate area producers and distributors (National Farm to School Network 2012).
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Netolicky, Deborah M. "Rethinking professional learning for teachers and school leaders." Journal of Professional Capital and Community 1, no. 4 (2016): 270–85. http://dx.doi.org/10.1108/jpcc-04-2016-0012.
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Purpose Situated within the conversation of the global push for teacher quality and for professional learning that positively shapes teaching practice in order to improve student learning, the purpose of this paper is concerned with transformational learning that actively shifts cognition, emotion, and capacity (Drago-Severson, 2009). Design/methodology/approach This paper is set against the backdrop of one independent, well-resourced Australian school during its professional learning intervention. It draws together findings from a narrative study that examined the lived experiences of 14 educators. The educators interviewed for this study included the researcher (also an educator at the school), two teachers, and 11 school leaders at middle and executive levels. Findings While the study set out to explore how educators’ experiences of professional learning (trans)form their senses of professional identity, it found that it is not just professional learning, but epiphanic life experiences that shape professional selves and practices. Learning is highly individualized, not one-size-fits-all. It is that which taps into who educators see and feel they are that has the most impact on beliefs, thoughts, behaviors, and practices. Originality/value This study suggests that transformational professional learning can occur in a wide range of life arenas. It recommends that the definition of professional learning be broadened, that teachers and schools think more expansively and flexibly about what it is that transforms educators, and about who drives and chooses this learning. Schools and systems can work from their own contexts to design and slowly iterate models of professional learning, from the bottom up and the middle out.
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Endo, R. "The Narrative Experiences of Hmong American Adolescent Males Labeled Educationally “At Risk”." Education and Urban Society 49, no. 6 (2016): 593–615. http://dx.doi.org/10.1177/0013124516644051.
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This article analyzes the narrative experiences of Hmong American adolescent males who were labeled at risk or high risk for academic failure or underperformance by their predominantly White school counselors and teachers. Additional data sources included classroom observations at two racially diverse public high schools and semi-structured interviews with two White American female classroom teachers to ascertain how the “at-risk” label manifested in everyday practices ranging from classroom management/discipline methods, instructional decisions, interpersonal interactions, referrals, and tracking practices. The findings will highlight how the “at-risk” label along with a range of other deficit-based expectations intersected with several problematic assumptions about Asian American masculinities and Hmong American culture that suggested that in general, White school personnel were not aware of how their understandings of racial deviance and difference shaped how they assessed, diagnosed, and interacted with these students. Critically, the “at-risk” label had direct implications for tracking the youth participants into non-college-preparatory tracks including pathways toward alternative, remedial, and special education, or in one case, juvenile detention. Implications are offered for practice and theory.
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Liu, Shih-Hsiung, and Hsien-Chang Tsai. "Teachers’ Experiences of Collaborating in School Teaching Teams." Asian Social Science 13, no. 2 (2017): 159. http://dx.doi.org/10.5539/ass.v13n2p159.
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Teachers in numerous countries worldwide often confront education reforms in their career, in which, collaborating is considered a feasible approach to changing teachers’ traditional teaching philosophy. This study aims to examine Taiwanese teachers’ experiences of collaborating in school teaching teams. We invited six teachers from different schools for an interview. Afterward, we conducted two sessions of focus-group interviews with 18 participants from various roles in teaching teams as well as various geographical areas. The findings show that information exchanges of education works, uncoordinated processes of collaboration, and discussions not involving pedagogical knowledge are the general experiences on participating in the teaching teams. Certain barriers to teacher collaborations are from inadequate focuses during team discussions and a lack of curriculum leadership. Through experience-sharing, the participants considered that a focus on student learning during discussions and examples of practices for curriculum leadership were the key aspects for successful experiences in teacher collaborations.
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Wilkerson, Amanda, L. Trenton S. Marsh, and Lynell Hodge. "Social Justice Teaching Practices: A Case Study of a Latinx Pre-service Teacher in Urban Schools." Journal of Urban Learning, Teaching, and Research 15, no. 1 (2020): 101–15. http://dx.doi.org/10.51830/jultr.5.
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Teacher education programs (TEPs) prepare educators to provide an environment conducive for student learning regardless of race, class, ethnicity, gender, or socioeconomic status. Drawing from a larger study, this single-unit case study examines the experience of a Latinx pre-service teacher instructor at an urban school. Specifically, we highlight her perceptions as compared to the experiences of her White female counterparts in urban schools. The findings suggest that she appeared to utilize social justice supportive pedagogy to position her interactions with and for students. The implications and recommendations are provided to strengthen the use of social justice approaches in clinical and field experiences.
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Deschaine, Mark Edward, and Benjamin P. Jankens. "Creating successful and sustainable educational administrative internship experiences." Higher Education, Skills and Work-Based Learning 7, no. 1 (2017): 5–20. http://dx.doi.org/10.1108/heswbl-02-2016-0008.
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Purpose With increase requirements and a more clinical approach for administrator internships in principal preparation programs, universities are taking a look at their internships and how they are implemented. The purpose of this paper is to propose a structure and framework incorporating promising practices from recent literature and explores how to successfully implement new standards and state requirements. Additionally, a framework for practice is included as a foundation for a clinical internship program that applies theory and promising practices. Design/methodology/approach Internships are a critical aspect of the principal preparation program and are crucial to preparing students to fulfill their future leadership roles. This brief reviewed the related literature, which revealed the lack of quality in various educational leadership programs and posited that the internship is an essential element to principal preparation. Key considerations to successful internships, and why they are necessary to overall candidate preparation were also presented. Additionally, a sample program was described that included aspects of both performance and accountability and served as a framework for new and revised internships. Findings Although the internship experience is but one part of a larger curricular sequence, it has a central role in the preparation of future school administrators. School administrator preparation programs have an obligation to allow participants to fully experience the breadth and depth of issues and environments that they will encounter. A structure and framework is needed that incorporates promising practices from recent literature, and explores how to successfully implement new standards and state requirements for a clinical internship program applying current theory and promising practices. Originality/value Creating and maintaining effective internship experiences is an ever-evolving process that requires dedicated faculty and resources. Learning through internships is a central element of future principal candidates’ overall success. Authentic practice and experience in real school settings ensures that future educational leaders receive the best preparation that universities and faculty can provide.
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Zaidman-Zait, Anat, Brenda T. Poon, Deirdre Curle, Janet R. Jamieson, and Nancy Norman. "The Transition to School Among Deaf/Hard-of-Hearing Children: Teacher and Parent Perspectives." Journal of Deaf Studies and Deaf Education 24, no. 4 (2019): 396–407. http://dx.doi.org/10.1093/deafed/enz027.
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AbstractAlthough entry into the school system is a major milestone in the lives of young d/Deaf or hard-of-hearing (DHH) children and their families, relatively little is known about parents’ and teachers’ experiences and perspectives of this important transition. The aims of this study were to describe parents’ concerns during their children’s transition from early intervention to school, to describe practices available for families of DHH children, and to explore parents’ and teachers’ perspectives regarding practices that support a smooth transition to school. Parents (N = 40) and teachers (N = 37) of the deaf and hard of hearing completed surveys examining their experiences and perspectives on DHH children’s transition to school. Among concerns expressed among parents was their child’s ability to participate successfully in an inclusive school setting, as well as the level of supports their child would receive. Teachers reported numerous policies and practices that supported the transition to school, emphasizing high-intensity practices often used to gather information about the child and set accommodations in place. Parent and teacher reports on facilitators for the transition are compared and contrasted. Recommendations for research and practice are provided.
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Farr, Bridget, Mackenzie Gandomi, and David E. DeMatthews. "Implementing Restorative Justice in an Urban Elementary School: A Principal’s Commitment and Experiences Eliminating Exclusionary Discipline." Journal of Cases in Educational Leadership 23, no. 3 (2020): 48–62. http://dx.doi.org/10.1177/1555458920922888.
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Principals play a critical role in creating safe, inclusive, and equitable schools. Unfortunately, many schools maintain a legacy of exclusionary discipline and racial bias. In such contexts, principals can work collaboratively with school personnel and community members to interrogate existing policies, practices, and outcomes to inform subsequent school improvement efforts. In this case, a principal in an urban school district situated within a gentrifying school–community identifies her school’s legacy of racial bias and works to enact restorative justice. However, the principal confronts challenges and resistance during the implementation process.
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Gromyko, Y. V. "The Psychology of Art in Vygotsky’s School of Thought: Issues in Theory and Communicative Practices of Working with Consciousness." Cultural-Historical Psychology 14, no. 3 (2018): 85–92. http://dx.doi.org/10.17759/chp.2018140308.
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The article analyzes modern theatre practices through the concepts developed by Vygotsky’s school of thought. One of the fundamental features of these practices is working with consciousness, which enables an individual to master his/her own behaviour. The central point of these artful theatre practices is the experience of catharsis that becomes real as two affects meet. Theatre practices are compared with educational practices and collective problem-solving practices, in which the same phenomenon of meeting of affects takes place. The article argues that the orientation system of action is neither symmetrical nor parallel to the affective-motivational system of action. Reorganisation and transformation of emotional experience into affect and action implies the following: the ability to represent emotional experiences as idealized objective states of mind and to be susceptible to their language; the ability to observe emotional experiences from the outside using reflection; the ability to re-establish oneself as the actor by recollecting one’s self in the act of doing.
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Aas, Marit, and Jan Merok Paulsen. "National strategy for supporting school principal’s instructional leadership." Journal of Educational Administration 57, no. 5 (2019): 540–53. http://dx.doi.org/10.1108/jea-09-2018-0168.
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Purpose A number of empirical studies and evaluations in Norway and Sweden shows variabilities in the degree to which the municipalities succeed in their endeavors to support school principals’ instructional leadership practices. In response to this situation, the Norwegian and Swedish directorates of education have developed a joint collaborative design for practice learning of instructional leadership. Based on findings from two separate studies, the purpose of this paper is to contribute to theory development and improved practice for school district administrators and their subordinated school leaders. Design/methodology/approach The study draws on the data from participants who completed the program in June 2015, June 2016 and June 2017, respectively. The data are based on individual reflection documents from students on their learning and new leadership practices 4 months, 16 months and 28 months after the end of the program. Findings The project subjected to this study, labeled “Benchlearning,” involved learning from experiences of others, observational learning, dialogic group learning and in the final round translating what is learnt into the social and cultural context in which the individual school principal’s school is situated. When participating school principals experience observation-based learning together with trusted colleagues, followed by vicarious learning from these experiences in their schools, the authors see some facilitating factors to be of particular importance: learning infrastructure, digital tools, compulsory tasks associated with preparation and subsequent experiments with their teachers. Emerging from the analysis was a systematic balancing act of autonomy and structure running through the various learning activities. Finally, a strong evidence was found that developing core competence in digital learning and formative assessment among teaching staff required enhanced distributed leadership across the whole school organization. By sharing leadership tasks on instructional issues with teachers and other non-leaders, principals succeeded in leveling up instructional leadership significantly. Research limitations/implications The implications of the study can be summed up in the following four principles. First, policy makers should take into accounts the fact that principals’ motivation and willingness to initiate change processes can be created in a synergy between structured school visits and engagement in learning groups based on a sound theoretical foundation. Second, within a socially contracted practice in a well-designed learning group, it is possible to raise principals’ level of self-efficacy. Third, a systematic reflection process on authentic practice is an example of how principals can develop their metacognitive capacity and how knowledge can be transformed into new practice. Finally, educators should be trained to be process leaders in order to create a balance between demand and support in promoting principals’ learning of new instructional leadership practices. Practical implications School district administrators should take into accounts the fact that changing practices will be supported by sense-making processes involving discussions about how new instructional practices are justified. Specifically, shifts in talk and actions will also involve shifts in the ways people relate to each other and how they relate to their internal context. Further, leadership programs should include trying out new practices as the focal learning mode, accompanied by individual and collective reflective activities. Originality/value The findings of the study underscore the mutual interdependence of distributed leadership and student-centered focus accompanied with the school’s learning capacity as enabling conditions for principals’ practice learning in the field of instructional leadership.
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Miller, Jenna, and Emily Berger. "A review of school trauma-informed practice for Aboriginal and Torres Strait Islander children and youth." Educational and Developmental Psychologist 37, no. 1 (2020): 39–46. http://dx.doi.org/10.1017/edp.2020.2.
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AbstractAboriginal and Torres Strait Islander people in Australia are especially vulnerable to traumatic and discriminatory experiences. However, limited literature and research has implemented and evaluated school-based interventions designed to assist Aboriginal and Torres Strait Islander children and young people to overcome their adversity and achieve their potential at school. This article reviews the literature and frameworks on school programs designed for Aboriginal and Torres Strait Islander students who have experienced trauma. The key aspects of trauma-informed programs in schools for Aboriginal and Torres Strait Islander students is explored and recommendations made for further research and greater acknowledgement of cultural and historical issues for Aboriginal and Torres Strait Islander students when implementing culturally informed and trauma-informed practices in schools.
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Brooks, Melanie C., Jeffrey S. Brooks, Agus Mutohar, and Imam Taufiq. "Principals as socio-religious curators: progressive and conservative approaches in Islamic schools." Journal of Educational Administration 58, no. 6 (2020): 677–95. http://dx.doi.org/10.1108/jea-01-2020-0004.
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PurposeThe purpose of this study was to investigate how socio-religious dynamics influence (and are influenced by) principals in Islamic schools.Design/methodology/approachThis qualitative case study took place in Semarang, Indonesia. Data were collected via semi-structured interviews with school leaders along with school site observations. To frame the study, we drew from both Indonesian and international scholarship to understand extant perspectives on the context and on the ways that principals influence socio-religious thinking and practices in schools.FindingsFindings suggested that principals' personal experiences and beliefs are central to the ways that socio-religious thinking and practices are manifest in their school. Principals practice more progressive or conservative leadership by influencing the degree to which the school is (a) an open or closed system, (b) inclusive or exclusive in their practices and (c) plural or unitary in their teaching. In making decisions along each of these continua, principals in Islamic schools “curate” a socio-religious educational environment.Originality/valueThis paper contributes to the literature on principals and socio-religious dynamics in schools by discovering specific continua of practice that collectively suggest a more conservative or progressive interpretation of Islam. As this area is understudied in educational leadership, the study makes a foundational empirical contribution, suggests theoretical constructs heretofore unexplored, and advances the notion of principal as curator of educational practice.
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Charette, Josée, and Jean-Claude Kalubi. "School-family-community collaborations: the contribution of the intercultural worker in accompanying newly immigrant parents to school." EDUCATION SCIENCES AND SOCIETY, no. 2 (December 2016): 127–49. http://dx.doi.org/10.3280/ess2-2016oa3929.
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Families who immigrate with school-aged children face two particular challenges: the practice of parenting in general and the practice of parenting in an unfamiliar or acculturating school environment. It is on these challenges that an emerging professional group is working in Quebec. Specifically, it is the group of intercultural community workers in schools (ICSI). This group supports the social and educational experiences of immigrant families, facilitating collaborations between schools, families and communities. This article explores the practices of ICSI that stimulate the effective accompaniment of parents of recent immigrant students. Through a qualitative exploratory approach, semi-structured interviews were conducted with three ICSIs from different administrative regions. The results show the relevance of implanting a welcome protocol to better accompany these parents. They also help understand the evolution of the relation between these parents and school, according to the adjustments of their family project and the challenges raised by their settlement in the host society. 
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Carr, Tracey, Brian Chartier, and Tina Dadgostari. "“I’m not really healed … I’m just bandaged up”: Perceptions of healing among former students of Indian residential schools." International Journal of Indigenous Health 12, no. 1 (2017): 39. http://dx.doi.org/10.18357/ijih121201716901.
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<p>Attempts at resolution between former students of Indian residential schools and the non-Aboriginal Canadian population began with the signing of the Indian Residential Schools Settlement Agreement in 2006. The Settlement Agreement outlined provisions for the Truth and Reconciliation Commission to document the stories of former students and for the Resolution Health Support Program to offer emotional and cultural support to former students and their families. Although former students have catalogued their stories through the Truth and Reconciliation Commission process, experiences of healing from the events of Indian residential schools remain relatively unknown. The purpose of this qualitative study was to explore the perceptions of healing among former Indian residential school students. In partnership with an Aboriginal support agency in a small Saskatchewan city, we interviewed 10 Aboriginal people affected by residential schools. The focus of the interviews was to generate participants’ conceptions and experiences of healing regarding their residential school experiences. We found all participants continued to experience physical, mental, emotional, and/or spiritual impacts of residential school attendance. Disclosure of their experiences was an important turning point for some participants. Their efforts to move on varied from attempting to “forget” about their experience to reconnecting with their culture and/or following their spiritual, religious, or faith practices. Participants also noted the profound intergenerational effects of residential schools and the need for communities to promote healing. The findings will be used to guide an assessment of the healing needs among this population in Saskatchewan.</p>
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Wanjiru, Jenestar. "Post-conflict reconstruction: Negotiating school leadership practice for inclusive education of conflict-affected children in Kenya." Educational Management Administration & Leadership 48, no. 3 (2019): 496–513. http://dx.doi.org/10.1177/1741143218817554.
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Provision of education during/after violent conflicts remains a global dilemma with many conflict-affected children excluded from/within education. Likewise, school leadership is increasingly seen as a key element in developing inclusive schools across communities. This single intrinsic case study with aspects of ethnography was conducted in one post-conflict community school in Kenya, where 71% of the pupil population comprised conflict-affected children following the 2007–2008 post-election violence. The aim was to explore and understand how the headteacher and teachers perceived and developed teacher participation in school leadership practice, in order to respond to learning and development needs of conflict-affected children, and promote inclusive practices in post-conflict schooling. Thematic analysis of interviews, observations, and textual displays indicated that by diagnosing the state of local affairs, that is, violence-disrupted livelihoods, school demographics, and systemic demands, the headteacher encouraged active participation of teachers in school leadership practices. Although overall accountability remained locked in hierarchical structures, teacher leadership emerged in arrangements like “office-referenced” individual leadership and collaborating groups (e.g., task groups and “team leadership”). With school leadership practice often attributed to headteachers in Kenya, this study contributes to debates on the construction of teacher leadership and offers insights into the experiences of school leaders in combating exclusionary practices after societal violence.
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López, Josué, and Erica Fernández. "“You Never Know When You Will See Him Again”: Understanding the Intersectional Dimensions of Immigration, Indigeneity, and Language for Unaccompanied Indigenous Minors." Journal of Cases in Educational Leadership 23, no. 1 (2020): 5–20. http://dx.doi.org/10.1177/1555458919828415.
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This case explores the complex ways unaccompanied Latinx Indigenous minors experience the intersection of immigration policies and U.S. school policies and practices and the implications this has for school leaders. As such, we present three critical incidents that center three students’ experience with and through U.S. schooling—from enrollment, to navigating schooling linguistic support, and then finally the ways in which disciplinary policies heighten the consequences of immigration reform. Through the critical incidents, readers will meet Santiago, Manuel, and Cristian Indigenous unaccompanied minors and examine the ways in which school leaders and schooling practices shape and impact the schooling experiences of undocumented, unaccompanied, Latinx Indigenous students.
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Aryal, Shiva. "Process and Practices of Community Participation in School Education of Nepal." Rupantaran: A Multidisciplinary Journal 5 (September 27, 2021): 110–24. http://dx.doi.org/10.3126/rupantaran.v5i01.39868.
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Formally, community participation in schools was started after the establishment of democracy. It has really a good influence on development of physical infrastructure and efficient use of local resources for school development. In this context, this article analyses the existing situation of level of participation and struggle of member of SMC experiences while they are working as authority’s persons. It is a drawing upon a grounded theory. The site and sample both are purposive and information was also collected by open-ended interview with real stakeholders. This article argues that poor language and economic status as well as lack of awareness of community people, political intervention and differences between home and school culture are subjected to what fairer terms of difficulty of community participation within schools for backward society with illustration how such problems influence on participatory decision making practice in school. This article emphasizes the need of education policy; it is obviously based on the society’s socio-economic and intellectual capacity.
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Johnson, Susan Moore, Susan M. Kardos, David Kauffman, Edward Liu, and Morgaen L. Donaldson. "The support gap: New teachers' early experiences in high-income and low-income schools." education policy analysis archives 12 (October 29, 2004): 61. http://dx.doi.org/10.14507/epaa.v12n61.2004.
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In this article, the authors consider three sources of support for new teachers—hiring practices, relationships with colleagues, and curriculum—all found in earlier research to influence new teachers’ satisfaction with their work, their sense of success with students, and their eventual retention in their job. They find that a "support gap" exists: new teachers in low-income schools are less likely than their counterparts in high-income schools to experience timely and information-rich hiring, to benefit from mentoring and support by experienced colleagues, and to have a curriculum that is complete and aligned with state standards, yet flexible for use in the classroom. Such patterns of difference between high-income and lowincome schools warrant careful consideration because they reveal broad patterns of inequity, which can have severe consequences for low-income students. Survey data for this study were collected from random samples of teachers in five states. One survey, focusing on hiring practices and teachers’ relationships with colleagues, was administered to 374 first-year and secondyear teachers in Florida, Massachusetts, and Michigan. A second survey, focusing on curriculum, was administered to 295 second-year elementary school teachers in Massachusetts, North Carolina, and Washington. The inequitable patterns of support for teachers reported here have important implications for the work of state policymakers, school district administrators, and principals. The authors describe these and offer recommendations for policy and practice in the conclusion.