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1
Saclarides, Evthokia Stephanie, and Kristin E. Harbour. "Review of Systems for Instructional Improvement: Creating Coherence from the Classroom to the District Office." Journal for Research in Mathematics Education 50, no. 4 (July 2019): 464–67. http://dx.doi.org/10.5951/jresematheduc.50.4.0464.
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In Systems for Instructional Improvement: Creating Coherence from the Classroom to the District Office, Paul Cobb, Kara Jackson, Erin Henrick, Thomas M. Smith, and their colleagues showcase a long-term professional development project titled Middle School Mathematics and the Institutional Setting of Teaching (MIST). The MIST Project included an extensive team of researchers who engaged in a Research-Practice Partnership with teachers, instructional leaders, and administrators from four urban school districts for multiple years (two districts for 4 years and two districts for 8 years). The overarching purpose of this project, based on mutual goals of the school districts and the research team, was to “take a broad perspective that spans from the classroom to the district central office” (p. 3) to understand how to most effectively “support teachers’ development of ambitious and equitable instructional practices” (p. 2). More specifically, the MIST team had two types of goals: pragmatic and research. Their pragmatic goal was to assist the four partner school districts with their instructional improvement objectives by engaging in annual cycles of data collection, analysis, and feedback to help district leaders understand the extent to which the district's instructional improvement strategies were being implemented as intended and to make recommendations for revising the improvement strategies. Their research goal was to identify effective improvement strategies that districts can implement to improve mathematics teaching and learning on a large scale.
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Hughes, Rodney, Lauren Dahlin, and Tara Tucci. "An Investigation of a Multiple-Measures Teaching Evaluation System and Its Relationship With Students’ College-Going Outcomes." Educational Policy 35, no. 1 (November 30, 2018): 131–58. http://dx.doi.org/10.1177/0895904818813302.
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In recent years, multiple-measures teaching evaluation systems have become widespread in states and school districts around the United States. Using administrative data from Pittsburgh Public Schools (PPS) and the National Student Clearinghouse, we examine the relationship between exposure to different ratings of teaching effectiveness in high school (based on a district-wide multiple-measures evaluation system) and high school graduation and college enrollment outcomes. We find a small but statistically significant difference in college enrollment rates for PPS graduates with more courses with teaching with the highest rating of Distinguished, and these students were also more likely to enroll in selective colleges.
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Leech, Nancy L., Carolyn A. Haug, Natalie Ridgewell, and Wendy Rubin. "Motivation to Teach in the Current Climate: An Examination of Three School Districts in Transition." Journal of Education 200, no. 2 (September 15, 2019): 75–88. http://dx.doi.org/10.1177/0022057419875125.
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This study employed survey research methods to collect data from teachers from a district with long-term, high conflict between teachers and the school board and teachers from two districts with short-term, medium conflict between teachers and the school boards. Teachers in highly politicized school districts had quite different perceptions of teaching than those in more stable contexts. Differences included diminished perception of the value of teaching as a job, questioning the impact they could have on social inequities and disadvantages, and less support received from family and friends about their teaching career, among several others.
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Grossman, Pamela, and Clarissa Thompson. "District Policy and Beginning Teachers: A Lens on Teacher Learning." Educational Evaluation and Policy Analysis 26, no. 4 (December 2004): 281–301. http://dx.doi.org/10.3102/01623737026004281.
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This analysis considers the role district policy environments play in the lives of beginning teachers. As part of a larger longitudinal study of teacher learning in the language arts, the authors analyzed the experiences of three first-year teachers in two contrasting school districts. This article assesses the role of policies concerning curriculum, professional development, and mentoring in teachers’ opportunities in learning to teach language arts. The ways in which districts were organized had consequences for what these beginning teachers learned about teaching; district structures either encouraged or deflected conversations about teaching English. In addition, the authors found that districts served powerful roles as teacher educators. The tasks the districts assigned the teachers, the resources they provided, the learning environments they created, and the conversations they provoked proved to be consequential in shaping both teachers’ concerns and their opportunities for learning about teaching language arts.
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Lincove, Jane Arnold, Nathan Barrett, and Katharine O. Strunk. "Lessons From Hurricane Katrina: The Employment Effects of the Mass Dismissal of New Orleans Teachers." Educational Researcher 47, no. 3 (February 28, 2018): 191–203. http://dx.doi.org/10.3102/0013189x18759542.
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In the aftermath of Hurricane Katrina, the Orleans Parish school district fired over 4,000 public school teachers as the city underwent a transition to a market-based system of charter schools. Using administrative data, we examine whether and how these teachers returned to public school employment and teaching. We estimate that school reform and dismissal substantially increased teacher exit from the district and the state relative to similar teachers in other parishes that suffered hurricane damage. Dismissed teachers who returned were more likely to be Black and locally trained, but new hiring through alternative certification programs led to a substantial demographic shift. A teacher population that had been highly experienced and more than 70% Black shifted through new hiring at charter schools. Implications for other districts considering teacher employment reforms are discussed.
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Starr, Joshua P. "On Leadership: Who are the real experts in your school system?" Phi Delta Kappan 102, no. 2 (September 22, 2020): 60–61. http://dx.doi.org/10.1177/0031721720963236.
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Experts have long sought systems to spur improvements in teaching and learning. PDK’s Joshua P. Starr reflects on how, in the 1990s, his Plainfield, New Jersey, district implemented walk-throughs to determine how well teachers and schools were implementing the district’s literacy program. Classroom visitors had a list of items to look for, and they made recommendations to school leaders based on what they saw. Although such a system has merit, Starr now questions whether it placed the expertise in the wrong place. Central offices have evolved to focus more on compliance and operations than on instructional leadership. As districts make decisions about how to get students back on track after the COVID-19 pandemic, they might be best served to look to teachers for understanding about how best to serve students.
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O'Dwyer, Laura M., Michael Russell, and Damian Bebell. "Identifying Teacher, School, and District Characteristics Associated with Middle and High School Teachers' Use of Technology: A Multilevel Perspective." Journal of Educational Computing Research 33, no. 4 (December 2005): 369–93. http://dx.doi.org/10.2190/4bvw-5ndj-l2g3-eand.
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Investment in educational technology has increased rapidly in recent years and many observers have begun to question whether, and how technology is being used as a teaching and learning tool. In order to address this issue, this research used survey data collected from 1,404 middle and high school teachers in 52 schools across 22 Massachusetts school districts to examine how technology is being used by upper grade teachers, and examines the school and district organizational characteristics that are associated with increased use of technology as a teaching and learning tool. Specifically, this research used hierarchical linear regression (HLM) techniques to model the teacher, school and district characteristics associated with five specific teacher uses of educational technology. This research found that both teacher and organizational characteristics were each found to be associated with the five technology uses, and characteristics varied in their ability to predict the five different uses.
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Ryan, Richard M., and Netta Weinstein. "Undermining quality teaching and learning." Theory and Research in Education 7, no. 2 (June 25, 2009): 224–33. http://dx.doi.org/10.1177/1477878509104327.
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Using tests to compare nations, states, school districts, schools, teachers, and students has increasingly become a basis for educational reform around the globe. Although tests can be informative, high-stakes testing (HST) is an approach to reform that applies rewards and sanctions contingent on test outcomes. Results of HST reforms indicate a plethora of unintended negative consequences, leading some to suggest that HST corrupts educational practices in schools. Although there are many accounts of these negative results, SDT supplies the only systematic theory of motivation that explains these effects. In what follows we describe the motivational principles underlying the undermining effects of HST on teachers and learners alike.
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Johnson, Gary, G. Franklin Elrod, Debbie C. Davis, and Jean C. Smith. "Services in a Rural High Wealth and Low Wealth School District." Rural Special Education Quarterly 19, no. 1 (March 2000): 9–16. http://dx.doi.org/10.1177/875687050001900103.
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Using a comparative analysis of two rural school districts with similar demographic profiles in Mississippi, the impact on special education programming of disparate school district wealth was studied. The study revealed that the wealthy school district had far greater local revenues supporting special education that was not offset by either state or federal dollars. This revenue difference was most obvious in differences in the quality of special education personnel, with the wealthier district employing teachers with higher academic degrees and with more teaching experience. Implications for resource equalization are also discussed.
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Hinze-Pifer, Rebecca, and Daniel S. Ramsey. "Evaluating Education Information Systems: Implementation of Longitudinal Student Data Systems in Six School Districts." Policy Perspectives 18, no. 1 (October 18, 2011): 71. http://dx.doi.org/10.4079/pp.v18i0.9357.
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Education reformers are currently spending significant resources and effort advocating for school districts to adopt integrated, longitudinal computer systems. They hope the systems will help teachers understand their students as well as adapt their teaching methods. Additionally, they argue higher-quality data will help administrators and policymakers determine if schools are successful. This paper describes the experiences of six districts as they adopted education information systems, discusses emergent themes based on their cases, and explores implications for policymakers and school leaders.
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Moon, Esther Charlotte. "Teaching students out of harm’s way." Journal of Information, Communication and Ethics in Society 16, no. 3 (August 13, 2018): 290–302. http://dx.doi.org/10.1108/jices-02-2018-0012.
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Purpose The purpose of this paper is to demonstrate how changes in K-12 educational delivery methods in the USA impacts students as 1:1 device programs become a required tool for learning. This change produces gaps in knowledge and understanding of the digital environment and exposes minors to risk. Mandatory technology integration by school districts places the ethical responsibility on school districts to prepare students to use the digital environment to mitigate risk. Design/methodology/approach The author’s literature review focused on the impact of personal device integration in education on students. The author surveyed teachers in the district on what they perceived as risk to students accessing the digital environment and what they believe creates value in digital citizenship instructional content. The author also gathered information while serving on the school district technology steering committee and digital citizenship working group. Findings Mandatory 1:1 device programs used for learning provide unlimited access to the digital environment. This technology integration creates digital knowledge gaps in understanding among students and exposes them to risk or dangers such as loss of privacy, psychological harms and engaging in or being a victim of illegal online activities. School districts are responsible for providing a remedy to close this gap and mitigate risk by developing learning content resources for teachers. Social implications As 1:1 device programs continue to grow in school districts in the USA, it is essential for students to learn to apply protocols and understand norms of the digital world. Providing a digital citizenship curriculum in a format such as a Google Site will offer educators access to instructional content that teaches students to apply protocols, understand norms of the internet and social media and foster critical thinking to analyze power structures, biases and recognize manipulation online. Student must learn how to apply rules that challenge assumptions behind the digital content they see, and they must be able to identify and resolve digital practices and behaviors that are problematic, so they are prepared to participate in a digital society. Originality/value This perspective may be relevant to school districts contemplating personal device integration, providing insight into how 1:1 device use impacts students and develops an ethical position for creating digital citizenship resources for teachers.
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Hirsch, Christian R., Arthur F. Coxford, James T. Fey, and Harold L. Schoen. "Teaching Sensible Mathematics in Sense-Making Ways with the CPMP." Mathematics Teacher 88, no. 8 (November 1995): 694–700. http://dx.doi.org/10.5951/mt.88.8.0694.
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Current policy reports addressing mathematics education in American schools, such as Everybody Counts (NRC 1989), Curriculum and Evaluation Standards for School Mathematics (NCTM 1989), Professional Standards for Teaching Mathematics (NCTM 1991), and Assessment Standards for School Mathematics (NCTM 1995), call for sweeping reform in curricular, instructional, and assessment practices. Implementing the proposed reforms poses new opportunities and challenges for school districts, mathematics departments, and classroom teachers.
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Cravens, Xiu, and Timothy Drake. "From Shanghai to Tennessee." International Journal for Lesson and Learning Studies 6, no. 4 (October 9, 2017): 348–64. http://dx.doi.org/10.1108/ijlls-12-2016-0062.
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Purpose The purpose of this paper is to document a three-year international project aimed to improve the capacity of participating schools and districts in implementing and scaling Teacher Peer Excellence Groups (TPEGs). The TPEG model involves teams of teachers organized by subject matter or grade levels, deeply engaged in communities of practice for instructional improvement. It facilitates the professionalization of teaching through the de-privatization of teacher practice, collaborative planning, giving and receiving actionable feedback, and holding one another accountable for implementing improvement measures. Design/methodology/approach The project is a collaborative partnership between US and Chinese universities and school districts in Tennessee and Shanghai. Mixed-method approaches were used to track the development and implementation of the TPEG model in 27 pilot schools in six Tennessee districts from 2013 to 2016. Data were collected through school site visits, lesson-planning documents, classroom observations, focus groups, interviews, and teacher and principal surveys. Findings This paper compiles the key findings from multiple research studies and program reports about the TPEG project. Findings provide encouraging evidence that, given sufficient support and guidance, teachers can construct productive learning communities. The results show consistent positive and statistically significant result across all three key signposts for effective communities of practice – increases in instructional collaboration, comfort with deprivatized teaching practice, and engagement in deprivatized teaching practice. These findings hold after controlling for key enabling conditions and school characteristics. Qualitative analyses provide a rich and nuanced picture of how TPEGs were doing after the implementation grants. Participating schools reported a full range of engagements in TPEGs, and emphasized the role of school leadership in facilitating and supporting teachers to lead and participate in TPEGs. Originality/value The TPEG project provides a valuable case study to address the benefits, concerns, and potential risks associated with cross-cultural learning of effective instructional practices. Findings from the three-year process highlight the key steps of cultivating the necessary culture and expertise to support, implement, and sustain effective TPEGs school-wide and district-wide. It also underscores the necessity of developing and customizing tools and resource kit for supporting this work such as observation protocols, feedback guides, and examples of timetables to conduct TPEG activities.
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Hemphill, Annie A., and Bradley D. Marianno. "Teachers’ Unions, Collective Bargaining, and the Response to COVID-19." Education Finance and Policy 16, no. 1 (January 2021): 170–82. http://dx.doi.org/10.1162/edfp_a_00326.
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In response to the COVID-19 crisis, school districts worked quickly to roll out distance learning plans in the spring. Sometimes these plans impinged upon or were directly in conflict with provisions found in collective bargaining agreements (CBAs) negotiated between teachers' unions and district administration. In this brief, we unpack how urban school systems changed CBAs to make way for learning under COVID-19 conditions. We review COVID-19–related contract changes in 101 urban school districts around the country. We find that twenty-five urban school districts returned to the bargaining table with teachers’ unions to negotiate short-term fixes to CBAs that allowed for more flexibility to implement distance learning. These contract changes focused on several areas of the CBA, including compensation, workload, non-teaching duties, evaluation, leave, and technology. We argue that the lessons learned in spring contract negotiations have implications for the design and implementation of fall schooling plans, and that how fall schooling plays out will shape teacher morale and labor relations beyond the 2020–21 school year.
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Simpson, Madeline L., Mary G. Cristo, and Robert D. Gibbons. "New Directions in Education Perceived by 590 Virginia Teachers." Perceptual and Motor Skills 77, no. 1 (August 1993): 43–53. http://dx.doi.org/10.2466/pms.1993.77.1.43.
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Teachers' self-assessments of professional performance were investigated, their perceptions of stress factors operating in the classroom, and their recommendations for needed remediation. 1546 teachers' self-portrait questionnaires were given in 1984 to Virginia teachers of five public school districts. Of those returned 38% were useable. 1400 of the 18-item version of Cichon and Koff's 1979 Teaching Events Stress Inventory, taken from the original self-portrait questionnaire, were redistributed in 1988 to teachers of the same school districts. Of those returned 43% were useable. Analysis showed consensus among teachers on (1) perceived teaching competence, (2) need for increasing collaboration among administrators, teachers, and parents, and (3) strategies recommended for improvement of teaching and learning.
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Marshall, Stefanie LuVenia, and Muhammad A. Khalifa. "Humanizing school communities." Journal of Educational Administration 56, no. 5 (August 6, 2018): 533–45. http://dx.doi.org/10.1108/jea-01-2018-0018.
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Purpose The purpose of this paper is to examine the role of instructional leaders in promoting culturally responsive practice in ways that make schooling more inclusive and humanizing for minoritized students and communities. Design/methodology/approach The data pull from a six-month long case study of a mid-sized, Midwestern school district that was attempting to implement culturally responsive leadership practices. After axial coding, findings emerged from interview data and field notes. Findings Instructional leaders can play significant and useful roles in promoting culturally responsive teaching and pedagogy in schools. Districts can establish positions in which instructional leaders can work to strengthen the culturally responsive pedagogy of every teacher in a district. Research limitations/implications This study has implications for both research and practice. Culturally responsive school leadership (CRSL) exists in multiple spaces and at various levels in a district. CRSL is not only a school-level function, but it can also be a district-level practice. Culturally responsive instructional leaders (in this case, not principals, but coaches) can have significant impact in promoting culturally relevant pedagogy. Originality/value This contribution moves beyond school leadership and examines how district leadership practices and decisions foster culturally relevant practices and the challenges in employing this equity work.
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Hopkins, Megan, Maxie Gluckman, and Tara Vahdani. "Emergent Change: A Network Analysis of Elementary Teachers’ Learning About English Learner Instruction." American Educational Research Journal 56, no. 6 (April 8, 2019): 2295–332. http://dx.doi.org/10.3102/0002831219840352.
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We study how a suburban U.S. district in the early stages of demographic change developed systems of support for teachers of English learners (ELs). Using district- and school-level social network and interview data, we examine elementary teachers’ EL-related professional learning opportunities, and how district and school organizational contexts enabled or constrained these opportunities. We find that the separation of language and content at the district level limited teachers’ learning opportunities, yet school leaders mitigated this separation by implementing structures that fostered norms of shared responsibility and collaborative teaching. Findings highlight the relevance of an organizational perspective for understanding how suburban districts respond to demographic change, and have implications for policymakers and practitioners with respect to creating inclusive environments for ELs.
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Gordon, Nora, and Carrie Conaway. "Backtalk: How districts can learn from their COVID response: Stats 101 not required." Phi Delta Kappan 102, no. 1 (August 25, 2020): 52–53. http://dx.doi.org/10.1177/0031721720956882.
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The COVID-19 pandemic forced schools to quickly cobble together new remote teaching and learning programs in spring 2020, but now that they have a little more time, they can step back and evaluate the programs they’ve put in place. Nora Gordon and Carrie Conaway describe how school and district leaders can evaluate their online programs without using complex statistics.
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Master, Benjamin, Min Sun, and Susanna Loeb. "Teacher Workforce Developments: Recent Changes in Academic Competitiveness and Job Satisfaction of New Teachers." Education Finance and Policy 13, no. 3 (July 2018): 310–32. http://dx.doi.org/10.1162/edfp_a_00215.
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Policy makers and school leaders are perennially concerned with the capacity of the nation's public schools to recruit and retain highly skilled teachers. Over the past two decades, policy strategies including the federal No Child Left Behind Act and alternative pathways to teaching, as well as changes in the broader labor market, have altered the context in which academically skilled college graduates choose whether to enter teaching, and, if so, where to teach. Using data from 1993 to 2008, we find that schools nationwide are recruiting a greater share of academically skilled college graduates into teaching, and that increases in teachers’ academic skills are especially large in urban school districts that serve predominantly nonwhite students. On the other hand, the increase in the share of academically skilled teachers coincides with the lower likelihood of nonwhite teachers being employed. Once teaching, nonwhite teachers report substantially lower job satisfaction than other teachers. The issue of how to recruit and support an academically skilled and diverse teacher workforce remains pressing.
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Adams, Jacob E. "Spending School Reform Dollars in Kentucky: Familiar Patterns and New Programs, But Is This Reform?" Educational Evaluation and Policy Analysis 16, no. 4 (December 1994): 375–90. http://dx.doi.org/10.3102/01623737016004375.
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School finance reform in Kentucky provided significant new general purpose and categorical revenues to school districts. This analysis of comparative case studies in four high- and low-wealth Kentucky districts asks: Did expenditures increase? Did expenditure patterns change? What did reform dollars buy? In short, expenditures increased in all districts, and spending patterns changed only incrementally, with slight percentage increases directed to instruction. Reform dollars purchased instructional materials, technology, and professional development; they compensated teachers; and they funded new, state-mandated programs. Still, nonprogrammatic financial reporting masked the extent to which reform dollars supported required changes in teaching and learning.
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Kasot, Nazim, and Mehmet Guneyli. "The views of English teachers’ towards school management and school managers*." International Journal of Learning and Teaching 13, no. 3 (July 26, 2021): 158–83. http://dx.doi.org/10.18844/ijlt.v13i3.5971.
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In this research, it is aimed to evaluate the teaching of English in North Cyprus on the basis of educational administration. The scope of education management was determined according to the opinions concerning school management and school administrators. Qualitative research approach and case study model were used as basis in the research. Participants were selected in accordance with the purposeful sampling, maximum diversity and easily accessible case sampling. Accordingly, 23 English teachers from 6 districts working in secondary education of Norhern Cyprus Ministry of National Education were selected. The data were obtained through interviews and analyzed by content analysis. It is an important result of this research that school administrators have positive perspectives towards English teaching. It has been revealed that school administrators do not expect different tasks from English teachers when compared to other course teachers. It was noteworthy that the building of English language classrooms was one of the striking expectations of English teachers from school administrators.
Keywords: Foreign language education, English teaching, school management, school administrators, North Cyprus;
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Mayer, Daniel P. "Do New Teaching Standards Undermine Performance on Old Tests?" Educational Evaluation and Policy Analysis 20, no. 2 (June 1998): 53–73. http://dx.doi.org/10.3102/01623737020002053.
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As almost every state attempts to reform mathematics instruction by implementing new teaching standards, state testing practices remain largely unchanged. Do these new standards undermine student performance on old tests? This question is investigated by examining whether middle and high school algebra students taught in a manner consistent with the National Council for Teachers of Mathematics Professional Standards performed differently on three standardized algebra assessments than students taught in traditional classrooms. The data come from 94 teachers, 2,369 students, and 40 schools in one of the nation’s largest school districts. Results indicate that the Standards do not undermine performance on the old tests. In fact, middle school algebra students whose teachers spent more time using the NCTM teaching approach had higher growth rates than students whose teachers spent less time using the approach. However, students with higher ability levels benefited more. The growth rates of the lowest achieving students, the high school students (who are disproportionately Black and poor), were not helped or hindered by the NCTM teaching approach. If, as other studies indicate, the new standards help students on more novel tests, the finding that students benefit or at least are not hurt on traditional tests strengthens the case for implementing the NCTM reforms.
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Oyen, Kari, and Amy Schweinle. "Addressing Teacher Shortages in Rural America: What Factors Help New Teachers Apply to Teach in Rural Settings?" Rural Educator 41, no. 3 (January 18, 2021): 12–25. http://dx.doi.org/10.35608/ruraled.v41i3.923.
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Teacher shortages in rural areas has become a public crisis. This shortage of key personnel requires stakeholders (higher education, state departments, local school districts) to examine factors that help teacher education students choose to apply to rural settings. The current study examines new teacher candidates’ background, preparation for teaching, and perceptions of protective factors on their decisions to work in rural areas. Data from teacher education students in their residencies from 14 institutions were analyzed. Results suggest that student background, including race, level of education, parent education, and high school location are important. White students, those pursuing undergraduate degrees, those from rural high schools, and students who feel more confident in teaching 21st-century critical thinking skills (e.g., using a variety of perspectives, engaging in self-assessment, teaching critical thinking) are also more likely to consider teaching in rural areas. Results are discussed as they relate to recruitment in rural areas.
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Ransom, Michael R., and Val E. Lambson. "Monopsony, Mobility, and Sex Differences in Pay: Missouri School Teachers." American Economic Review 101, no. 3 (May 1, 2011): 454–59. http://dx.doi.org/10.1257/aer.101.3.454.
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We examine the sex differences in the pay of school teachers in Missouri. In Missouri school districts, pay is determined by a salary schedule that maps teaching experience and education level of an individual to a salary level. In spite of this apparently mechanical rule for determining pay, female teachers earn less than male teachers, after controlling for experience and education. We explore how such a difference could arise from differential job mobility and find some evidence to support this idea. However, within district differences in pay are a more important source of differences in pay between men and women.
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Munongi, Lucia, and Jace Pillay. "The inclusion of children’s rights and responsibilities in the South African school curriculum." Improving Schools 21, no. 1 (October 4, 2017): 48–62. http://dx.doi.org/10.1177/1365480217732233.
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This study aimed to explore Grade 9 learners’ perceptions on the extent to which rights and responsibilities are taught in the school curriculum. The sample consisted of 577 learners from 13 public, independent and independent-subsidised schools, randomly sampled from four Johannesburg education districts. Data were collected through a quantitative questionnaire that was self-administered. Results showed that rights and responsibilities were being taught to a low or moderate extent in various learning areas. The findings suggest a gap in the teaching of children’s rights and responsibilities in the school curriculum. Based on the findings, we make several recommendations for the inclusion of children’s rights in the school curriculum in South African schools.
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Brewer, T. Jameson, Kerry Kretchmar, Beth Sondel, Sarah Ishmael, and Megan Manfra. "Teach For America’s preferential treatment: School district contracts, hiring decisions, and employment practices." education policy analysis archives 24 (February 7, 2016): 15. http://dx.doi.org/10.14507/epaa.24.1923.
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Teach For America (TFA) began in 1990 as an organization purportedly interested in working towards ameliorating a national teacher shortage by sending its corps members into urban and rural schools. In the decades that followed, especially during and immediately following a nationwide onslaught of teacher layoffs instigated by the 2008 Great Recession, teaching shortages no longer exist in many of the districts TFA continues to place corps members. In response to growing criticism, TFA has altered its public rhetoric, suggesting now that their “corps members” are better than traditionally trained teachers – including veteran teachers – and are hired only through equal hiring processes rather than being afforded preferential treatment. We analyze Memorandum of Understandings (MOUs) between TFA and regional school districts, TFA’s official literature, and public discourse to address the degree to which TFA is privileged in hiring practices. We provide evidence that school districts are contractually obligated to reserve and protect positions exclusively for corps members, jobs held by corps members are not a result of equal and open competition, corps member positions are specifically not limited to “so-called shortage areas,” and TFA’s partnership with charter schools and alumni of the organization have skewed hiring practices in favor of TFA over non-TFA teachers.
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Wren, Douglas G. "Promoting Privilege." Murmurations: Emergence, Equity and Education 3, no. 1 (June 9, 2021): 1. http://dx.doi.org/10.31946/meee.v3i1.35.
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Point of view: I am a cisgender, White male in my sixties. I retired recently after working with children in a professional capacity since the mid-1970s. My first career involved organizing and managing youth sports programs for public recreation departments. I began my second career as an elementary school teacher in the privileged white neighborhood where I grew up near Atlanta, Georgia. There were no African American students at any of the public schools I attended. By the time I took a position in the central office after teaching for 14 years, Black students comprised 77% of the county’s 98,000 students (Anderson & Smith-Hunt, 2005). I spent my last six years in the classroom teaching fifth graders and serving as the school’s gifted liaison teacher. In the latter role, I administered tests to students to determine if they were eligible for the “gifted” label. At that time, I also taught an assessment course to teachers who were seeking a gifted add-on endorsement to their teaching certificates. I recently retired from a large school district in a different state after working as an educational measurement and assessment specialist for 12 years. Value: Numerous educational policies and procedures in the United States benefit children from privileged families over their traditionally underserved counterparts, which include students of color and low-income students. This piece describes a public school district’s inequitable practices related to its program for gifted students, practices that are not uncommon in many American school districts. “Education is one of the best ways to address systemic inequities, but education systems in the US seem to be increasingly subject to criticism that they are unable to change and promote equity” (Cheville, 2018, p. 1). Despite their inherent resistance to change, educational agencies must be made aware of discriminatory policies and procedures. Stakeholders must then hold policy makers and educational leaders to account. As James hanged until it is faced” (1962, p. 38). Summary: Gifted education programs in public schools comprise mainly middle-class and upper-middle-class students of European and Asian descent. Students from low socioeconomic groups, African American students, Latinx students, and Indigenous American students continue to be underrepresented in gifted programs, despite the fact that this inequity was brought to light many years ago (Ford, 1998). Given our nation’s long history of overt and covert racism, it is not surprising that the manner by which students are identified for gifted services is systemically entrenched and at the heart of the problem. Most states have mandates or provide guidance to local school districts regarding identification criteria; however, very few of the measurement instruments and methods used to evaluate of children for gifted services are effective at facilitating equal representation of all groups in gifted education programs. This piece examines one school district’s guidelines used to identify students for gifted services, including admittance to its prestigious school for gifted children. Because the guidelines are typical of practices employed by many other school districts, the information contained herein is generalizable to a larger audience.
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Bell, Teri L., Kay Sather Bull, Jeanne M. Barrett, Diane Montgomery, and Adrienne E. Hyle. "Future Special Education Teachers Perceptions of Rural Teaching Environments." Rural Special Education Quarterly 12, no. 4 (December 1993): 31–38. http://dx.doi.org/10.1177/875687059301200405.
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For many rural communities, the recruitment and retention of special educators has emerged as a prominent concern. The purpose of this study was to assess the attitudes of future special educators regarding urban, suburban, and rural teaching environments. Specifically, research objectives focused on social, cultural, personal and professional attitudes, future career decisions, and their relationship to teaching locale. Findings indicate that, generally, special education students had chosen their career field for altruistic reasons. The variables that drew beginning teachers to school districts were care for students, parental involvement and educational resources. Districts which could provide these should have few recruiting problems, no matter where they were located. However, if all other things are equal, the majority (60%) desired suburban placements, 23% desired rural placements and urban placements came in last. Students who grew up in rural areas were more likely to favor returning to rural areas to teach than those from urban or suburban areas, but only 20% of rurally raised students would prefer returning to rural districts. Salaries do not seem to be an issue for any except those who want to teach in urban areas.
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Barbee-Lee, Myrna, Kimber Seymour, Anita L. Hett, Gillian Norris, Shona Stack, Allana Cartier, Patricia Haycox, Leeann Armstrong, and Laarni Herbert. "School Nursing in a Pandemic: Striving for Excellence in Santa Fe Public Schools." NASN School Nurse 36, no. 5 (April 13, 2021): 276–83. http://dx.doi.org/10.1177/1942602x211005166.
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When the COVID-19 (coronavirus disease 2019) pandemic led to school closures around the nation in March 2020, the role of the school nurse changed significantly, and it has continued to evolve as districts grapple with how to safely meet students’ academic needs while also protecting the health of their communities. Nurses working for Santa Fe Public Schools in New Mexico have taken their new roles seriously and have been working closely with their district leaders, the New Mexico Department of Health, School Health Advocates, and the Public Education Department to facilitate evidence-based policies and procedures. Activities have included cohorting, contact tracing, resource development, education (of staff and families), planning and implementation of safety procedures, coordination of surveillance testing, and staff screening, along with finding new, COVID safe ways to provide standard school nursing services, including immunization administration, hearing and vision screening, teaching, and promoting wellness and mental health.
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Mahdum, Mahdum, Hadriana Hadriana, and Maria Safriyanti. "Exploring Teacher Perceptions and Motivations to ICT Use in Learning Activities in Indonesia." Journal of Information Technology Education: Research 18 (2019): 293–317. http://dx.doi.org/10.28945/4366.
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Aim/Purpose: This study aims to investigate the perceptions and motivations of state senior high school teachers in rural districts in Indonesia towards ICT use in learning activities. Background: In 2013, Indonesian government launched an ICT-based curriculum known as 2013 Curriculum. According to this curriculum, ICT must be integrated into all subjects as learning resources and media. Even though there are growing numbers of research investigating teacher perceptions and motivation to ICT use in teaching and learning process, little has focused on teachers in rural districts in Indonesia. Research on ICT use in education in Indonesia generally focuses on teachers in urban areas. Methodology: The data of this study were collected through a set of questionnaires administered to 616 senior high school teachers from four rural districts in Indonesia. The questionnaire reliability was analyzed using the Cronbach Alpha with the help of SPSS software. The percentage was mainly used in the descriptive analysis. Whereas, Mann-Whitney U-test was used for inferential statistics as the data were not normally distributed. Contribution: Even though this study has limitation related to sample size, the results contribute to the existing theory and practice related to ICT integration in Indonesia. This study could be an incentive for improving readiness of teachers in rural areas regarding ICT use in learning activities. Findings: The results of this study indicated that the teachers had a good level of perception and motivation toward ICT integration in learning activities. However, they still faced with several issues related to facilities and technical expertise. Recommendations for Practitioners: The school principals together with related parties in the Education Office have to work together in designing IT training programs for teachers so that they have more knowledge and skills related to the use of ICT in teaching and learning activities and at the same time they can increase their confidence in using ICT. The government as a policy-maker should provide financial support for the schools to adequately provide ICT equipment needed in schools, as well as to prepare the necessary facilities and infrastructure. Recommendation for Researchers: In terms of ICT use in learning activities, more research needs to be done on the relationship between the use of ICT and students’ attainment in rural districts context. Impact on Society: This study suggests that teachers in rural districts in Indonesia have good perceptions of ICT integration in learning activities. However, to apply ICT-based curriculum as expected by the government, it is important for teachers to continue improving their ability and enriching their knowledge related to the use of ICT through training, both held by schools or other institutions so that teachers can vary their teaching methods or teaching strategies. Future Research: Further research may address how the use of ICT in learning activities affects students’ attainment in rural district context.
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Takahashi, Akihiko, and Makoto Yoshida. "Ideas for Establishing Lesson-Study Communities." Teaching Children Mathematics 10, no. 9 (May 2004): 436–43. http://dx.doi.org/10.5951/tcm.10.9.0436.
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Many educators in the United States have recently become interested in lesson study, a professional development approach popular in Japan, as a promising source of ideas for improving education (Stigler and Hiebert 1999). Numerous schools and school districts have attempted to use lesson study to improve their teaching practice and student learning (Council for Basic Education 2000; Germain- McCarthy 2001; Lewis 2002; Research for Better Schools 2002; Stepanek 2001; Weeks 2001).
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Cravens, Xiu, Timothy A. Drake, Ellen Goldring, and Patrick Schuermann. "Teacher peer excellence groups (TPEGs)." Journal of Educational Administration 55, no. 5 (August 7, 2017): 526–51. http://dx.doi.org/10.1108/jea-08-2016-0095.
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Purpose The purpose of this paper is to study the viability of implementing a protocol-guided model designed to provide structure and focus for teacher collaboration from Shanghai in today’s US public schools. The authors examine whether the new model, Teacher Peer Excellence Group (TPEG), fosters the desired key features of productive communities of practice where teachers can jointly construct, transform, preserve, and continuously deepen the meaning of effective teaching. The authors also explore the extent to which existing school conditions – principal instructional leadership, trust, teacher efficacy, and teachers’ sense of school-wide professional community – enable or moderate the desired outcomes. Design/methodology/approach Data for this paper are drawn from a series of surveys administered to teachers from 24 pilot schools in six school districts over two school years. Descriptive and multilevel modeling analyses are conducted. Findings The findings provide encouraging evidence that, given sufficient support and guidance, teachers report higher levels of engagement in deprivatized practice and instructional collaboration. These findings also hold after controlling for key enabling conditions and school characteristics. Social implications The TPEG approach challenges school leaders to take on the responsibilities of helping teachers make their practice public, sharable, and better – three critical objectives in the shift to develop the profession of teaching. Originality/value The indication of TPEG model’s positive impact on strengthening the features of communities of practice in selected public schools provides the impetus for further efforts in understanding the transformational changes needed and challenges ahead at the classroom, school, and district levels.
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White, Paula A. "Teacher Empowerment Under “Ideal” School-Site Autonomy." Educational Evaluation and Policy Analysis 14, no. 1 (March 1992): 69–82. http://dx.doi.org/10.3102/01623737014001069.
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Few systematic studies have been conducted to determine how school decentralization works, how authority is allocated, and how school decentralization affects teachers. Over 100 personal interviews with teachers and administrators provide the base for this detailed analysis of teacher empowerment in several highly decentralized school districts. This study examines three questions: how teachers respond to opportunities for more influence, how these opportunities affect their teaching, and how these opportunities affect teachers’ work life and sense of efficacy.
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Devi, N. Nomika, and Nongmeikapam Premika Devi. "Working Conditions Of Teachers Of Elementary Schools In The Valley Districts Of Manipur." Thematics Journal of Geography 8, no. 8 (August 23, 2019): 178–92. http://dx.doi.org/10.26643/tjg.v8i8.8143.
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Working conditions of teachers include many tangible and intangible factors such as proper sanitary conditions, arrangements for good air and water, provision for adequate resting places, quite atmosphere, good climate, proper lighting, and cordial relations between the workers and the head with smooth liaison between the two. The State Education Commission, Manipur 1992 observed that “Lack of even the minimum essential facilities in schools particularly elementary schools, is a serious handicap in raising the quality of school education in the state. The State Education Commission, Manipur also reported that the teachers are sore about their low emoluments, poor conditions of service and lack of even essential physical infrastructure and proper teaching-learning environment in most of the schools. The matter calls for serious attention. The objective is to study the overall working conditions of elementary school teachers in the valley districts of Manipur. The investigator selected representative sample of 96 schools from different managements on the basis of stratified cluster sampling technique. Working conditions questionnaire were administered to 600 teachers. It was found 23% of the respondents reported that they do not have toilet facilities. It was reported that 42.17% teachers had insufficient numbers of teachers in their respective schools. Majority of the respondents (59%) reported that salaries were not paid in time. . Majority of the elementary teachers did not have computer knowledge (62.67%). It was also found that 32.5% did not teach their concern subject. In terms of using teaching aids (65.33%) and preparing lesson-plan(100%), the responses were high. 75.67% of teachers reported to have cordial relationship among the teachers. Only 37.33% of teachers have computer knowledge and 14.17% respondents used computer in teaching. In the age of technology the use of computer is a must. Majority of the elementary teachers did not have computer knowledge (62.67%).
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Wang, Zhuoying, Shifang Tang, and Kara Sutton-Jones. "Texas Rural vs. Nonrural School District Student Growth Trajectories on a High-Stakes Science Exam: A Multilevel Approach." Social Sciences 8, no. 6 (May 31, 2019): 166. http://dx.doi.org/10.3390/socsci8060166.
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This study compares the science achievement growth trajectories of fifth-grade students in rural and nonrural school districts in Texas. Using a growth hierarchical linear model, we explored the effects of time, school location (rural vs. nonrural), and their interaction on students’ science performance as measured by the high-stakes State of Texas Assessment of Academic Readiness (STAAR) science test over five academic years. We found that rural school students lagged in science at the initial stage when STAAR was first administered in the 2011–2012 school year. With time, the gap between rural and nonrural district students’ science performance persisted. We further added eight district-level factors that might influence students’ academic performance into the model and found that three variables (i.e., student mobility rate, percentage of students identified ELs, and teacher turnover rate) constantly influenced students’ science scores. The implications for teaching pedagogy and research are discussed regarding science education in Texas rural districts.
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Lee, Valerie E., and Julia B. Smith. "Gender Equity in Teachers’ Salaries: A Multilevel Approach." Educational Evaluation and Policy Analysis 12, no. 1 (March 1990): 57–81. http://dx.doi.org/10.3102/01623737012001057.
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This study investigates the possibility of differences in the salaries of male and female teachers in America’s secondary schools, once differences in their qualifications are taken into account. The random sample of 8,894 teachers in 377 high schools is from the Administrator and Teacher Survey, which collected data in 1983–1984 from a random subset of the schools originally sampled in the High School and Beyond study (Moles, 1988). In examining salary differences in public, Catholic, and other private schools, the study uses two techniques: ordinary least-squares (OLS) regression and hierarchical linear modeling (HLM). HLM allows for adjustment of differing labor market conditions between schools and districts, a factor identified in the literature as important but not systematically controlled heretofore. Qualification differences considered include training (education and courses taken in major teaching area), type of teaching (mathematics, science, coaching), and experience (years of experience and new teacher status). Other school factors that might justifiably affect salary levels are considered, including market conditions, the proportion of female faculty, school sector, whether the school offers extra pay for extra responsibilities, and whether the school participates in a merit pay program. Unadjusted salary differences of about $2,600 favoring males are reduced to about $1,100, $1,700, and $2,600 for public, Catholic, and other private schools, respectively, by statistical adjustment for qualifications, market, and responsibility differences. We must conclude, however, that significant salary discrimination against female teachers exists in all high school sectors.
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Holowka, Peter. "Cloud Computing and K-12 School IT Infrastructure in Western Canada: From Challenges to Opportunities." International Research Journal of Electronics and Computer Engineering 4, no. 1 (March 30, 2018): 17. http://dx.doi.org/10.24178/irjece.2018.4.1.17.
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This paper is based on the findings of an exhaustive study of all 75 large K-12 districts in Canada's three western-most provinces: British Columbia, Alberta, and Saskatchewan. This study encompassed over 1.1 million students and a geographical area of 2,258,483 square kilometers. Facilitating teaching and learning activities for so many students across such a large territory, with diverse provincial regulations, is an impressive feat achieved by the information technology leaders of the K-12 school districts. Multiple case study analysis, followed by correlation analysis, were used to explore the nature of IT infrastructure and cloud computing use in Western Canada. A data transformation model mixed methods triangulation design methodology was used. This paper discusses the strategies used in Western Canada to deliver educational technology resources through to students, teachers, parents, and district staff. The findings of this study are that cloud computing is the primary IT infrastructure in Western Canadian K-12 education. All school districts in the three provinces studied use cloud computing for some aspects of their infrastructure. In instances where cloud computing infrastructure is not used, school-level LAN and server infrastructure is used. In addition to being an alternative to cloud computing, the rare instances of school-level server use are either to supplement or complement a district’s centralized cloud computing infrastructure, with cloud computing infrastructure existing in parallel.
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Buenvinida, Lerma P., Maria Teresa M. Rodriguez, Sherwin B. Sapin, Nilda S. Alforja, and Francisco P. Panopio. "Senior High School Teachers’ Readiness In Implementing 21st Century Learning: An Input To School Improvement Plan." Advances in Social Sciences Research Journal 7, no. 9 (September 10, 2020): 42–51. http://dx.doi.org/10.14738/assrj.79.8967.
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This study aimed to identify the level of teachers’ readiness in implementing the 21st century learning; determine the relationship between teachers’ demographic profile and level of understanding 21st century learning; determine the difference between Bay and Los Baños districts teachers’ readiness; and design a training program for teachers. The respondents were the regular/permanent senior high school teachers of the Department of Education in the said districts, School Year 2019-2020. The teacher-respondents were from three and six public senior high schools from Bay and Los Baños, Laguna, respectively; adopted questionnaire and used simple random sampling technique. Findings, reveal that the level of teachers’ readiness was high but they still need professional development in order to: increase the knowledge about 21st century learning; assessment of students, use technology as a tool in teaching; and have advanced training on different strategies in handling 21st century students. The teachers’ profiles such as sex, age, teaching position, years in service and educational attainment influenced the level of teachers’ understanding in implementing the 21st century learning; while there is no difference on teachers’ level of readiness between the Bay and Los Baños districts. Hence, a comprehensive training program is recommended to enhance teachers’ professional and technical skills.
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Smith, Linda Gray, Sue Wood, Greg Rich, Everett Singleton, and Timothy Wall. "Redesigned Partnerships as a Result of Redesigned Educational Preparation Program." Educational Renaissance 8, no. 1 (February 27, 2020): 4–19. http://dx.doi.org/10.33499/edren.v8i1.127.
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This study investigated the ability of a redesigned teacher preparation program to effectively meet the needs of teacher candidates and partner school districts. The study examined the effects of the redesigned school of education program on perceptions of teacher candidates, administrators, teachers in partner districts, and faculty members. Findings from school-partnership districts and the school of education were explored. The goal was to use best practices to meet the needs of teacher candidates and provide rich theoretical and clinical experiences in diverse school settings. Findings indicated a change in perceptions of teacher candidates in understanding the importance of equity in the teaching process and of the connection between theory presented in the classroom and application in settings of diverse learners. Teachers and principals indicated an appreciation for renewal through the collaborative experience with teacher candidates during field experiences.
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Whitfield, Jennifer G., Hersh Waxman, and Timothy Scott. "Comparing Robert Noyce Scholars and Non- Robert Noyce Scholars Perceptions of Teaching." Journal of Research in STEM Education 2, no. 2 (December 1, 2016): 90–105. http://dx.doi.org/10.51355/jstem.2016.24.
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Staffing high schools with highly qualified math and science teachers continues to be a challenge for school districts across the U.S. (NCTAF, 2010; Ingersoll & Merril, 2010). One way to address this challenge is to offer financial incentives, in the form of scholarships or grants, for high performing college students to become high school mathematics or science teachers. Oftentimes, attached to these financial incentives are service commitments to which recipients must agree to teach for a specified number of years in a high-need school or district. Investigating the impact these types of scholarship programs have on the high school math and science teacher staffing issue is an area that warrants more research. To help identify some characteristics of students involved in these types of financial incentive programs, our study investigates how the Robert Noyce Scholarship Program influenced students’ decisions to become a high school mathematics or science teachers and their dispositions about teaching in schools. In this study, we administered a 70 item survey to 61 participants (29 experimental group, 32 control group) during the summer of 2015. Latent variables were created using Exploratory Factor Analysis and differences between the experimental and control groups were tested with the Mann-Whitney U and Chi-Square tests. Findings indicate statistically significant differences in three areas: (a) scholarship recipients’ decisions to become a high school mathematics or science teacher, (b) plans for graduate education, and (c) teacher preparation.
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Suiter, Samantha, Jan Oakley, and Justin Goodman. "Prevalence of Student Dissection-Choice Policies in U.S. Schools." American Biology Teacher 78, no. 7 (September 1, 2016): 560–67. http://dx.doi.org/10.1525/abt.2016.78.7.560.
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Although animal dissection is common in classrooms, growing concerns for animal welfare and advances in nonanimal teaching methods have prompted the creation of policies that allow students to choose humane alternatives to classroom animal use. We assessed the prevalence and content of policies that allow students to opt out of animal dissection in states and large public school districts across the United States – data that have not previously been collected or analyzed. We found that such policies exist at the state level in 22 states (plus the District of Columbia) and in many large public school districts in the other remaining states. These data illustrate that at least 63% of students in U.S. public schools have access to some kind of dissection choice, although the content of these policies varies widely. We discuss these results and recommend components of a comprehensive student dissection-choice policy.
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Dye, Christopher K. "Descriptive Profile and Survey of Alternatively Certified Texas Music Educators." Journal of Music Teacher Education 27, no. 3 (September 14, 2017): 24–37. http://dx.doi.org/10.1177/1057083717731769.
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The purpose of the study was to examine the features of Texas’s Alternative Route to Certification (ARC) programs in music education, the demographics and prior experiences of program completers, and the employment of ARC completers in K–12 public schools. Data were collected from the State Board of Educator Certification about demographics and employment information for all individuals who completed ARC programs in music education between 2002 and 2012 ( N = 1,200), and individuals from that population were surveyed concerning their experiences ( n = 214). Survey respondents completed programs that varied widely in duration, features, instructional modalities, and providing institutions. Music educator gender and ethnicity were significantly associated with the route used to pursue alternative certification. Relative to the distribution of music teaching positions across the state, ARC completers were disproportionately employed in large urban districts, charter school districts, and in districts with large proportions of economically disadvantaged students.
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Bonner, Patricia J., Susan R. Warren, and Ying H. Jiang. "Voices From Urban Classrooms: Teachers’ Perceptions on Instructing Diverse Students and Using Culturally Responsive Teaching." Education and Urban Society 50, no. 8 (June 15, 2017): 697–726. http://dx.doi.org/10.1177/0013124517713820.
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This study explored the perceptions of 430 P-12 urban teachers regarding the instruction of diverse students and their own ability to effectively implement culturally responsive teaching (CRT). Employing qualitative methodology, four open-ended sentence stems were used to capture teachers’ thoughts, beliefs, and experiences. Results reveal teachers’ strong commitment to CRT, an understanding of behaviors which constitute CRT, a strong sense of efficacy in teaching diverse students, and anticipation of positive outcomes through proactively addressing diverse students’ needs. This research provides valuable information for school districts and schools of education as they develop culturally responsive teachers for today’s diverse classrooms.
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Murnane, Richard, and David Cohen. "Merit Pay and the Evaluation Problem: Why Most Merit Pay Plans Fail and a Few Survive." Harvard Educational Review 56, no. 1 (April 1, 1986): 1–18. http://dx.doi.org/10.17763/haer.56.1.l8q2334243271116.
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Richard J. Murnane and David K. Cohen use the framework of microeconomics to account for the short lives of most merit pay plans. They demonstrate that teaching is not an activity that satisfies the conditions under which performance-based pay is an efficient method of compensating workers. They then show that merit pay plans survive in a few school districts,in part because the districts are special and in part because the merit pay plans are quite different from conventional notions of performance-based pay.
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Dr. Mohammad Javed, Prof. Dr. Syed Manzoor Hussain Shah, and Dr. Habib Elahi. "Principals’ Perceptions of Deteriorating Quality of Education at Secondary School Certificate Level in Khyber Pakhtunkhwa, Pakistan." sjesr 4, no. 2 (May 25, 2021): 263–70. http://dx.doi.org/10.36902/sjesr-vol4-iss2-2021(263-270).
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This descriptive study was carried out in six different districts of KP province of Pakistan and they were Mansehra, Malakand, Kohat, Dera Ismail Khan, Charsadda, and Bannu. There was the common objection that the quality of education has declined at various stages of education. This study focused on the analysis of the main causes of deterioration of quality at the Secondary School Level in the province of KP, Pakistan. These major causes of deterioration of excellence in education were revealed by a review of the study. Some key factors, considered to be the foundation of quality education, were highlighted. The methodology of the study was properly described. The researcher himself visited the sampled institutions and administered the questionnaire to the respondents to collect the data. Out of six different districts of Khyber Pakhtunkhwa, 440 Principals of Government Boys' Secondary Schools were selected as the population of this study. The sample contained 132 principals (30%). The tool of the study included a structured interview containing six open-ended items. Both qualitative and quantitative treatment was given to the analysis of data and presented in graphical and tabular forms. The study uncovered major causes of deterioration about quality at the secondary level, which is an ineffective system of monitoring and accountability, flawed examination system, insufficient infrastructural facilities, congested classrooms, lack of competent and trained teaching faculty, un-warranted political involvement, outdated teaching methods, and inadequate latest teaching facilities. The study also suggested various teaching strategies, which are suitable for various types of learners and could be applied in classrooms.
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Jacobson, Stephen L., and Sylvia Kennedy. "Notes: Deferred Salary Leaves in Education: A Canadian Alternative to Reductions in the Teaching Work Force." Educational Evaluation and Policy Analysis 14, no. 1 (March 1992): 83–87. http://dx.doi.org/10.3102/01623737014001083.
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A number of Canadian school districts have implemented deferred salary leave plans as an alternative to reducing the size of their teaching force. These plans, allowing teachers to defer a proportion of their salaries over several years to fund a year of leave, also provide educators with an added opportunity for personal and professional revitalization.
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Malen, Betty. "Enriching the Preparation of Education Researchers and Practitioner-Scholars: Linking School District Research Priorities and University-Based Policy Evaluation Research Courses." Journal of Research on Leadership Education 12, no. 1 (September 16, 2016): 97–115. http://dx.doi.org/10.1177/1942775116663712.
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This article analyzes a novel effort to strengthen the preparation of both practitioner-scholars and education researchers. It describes a university–district partnership that offers graduate students the opportunity to develop research understandings and skills through participation in a “real” research project and provides district leaders the formative evaluation information they need to guide decision making on major reform initiatives. The article suggests that partnerships that link school district research priorities with university-based, policy evaluation research courses can enrich the university’s approach to the teaching of research methods and can yield rigorous studies that both serve local districts and speak to broader academic and professional audiences.
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Reischl, Catherine H., Debi Khasnabis, and Kevin Karr. "Cultivating a school-university partnership for teacher learning." Phi Delta Kappan 98, no. 8 (May 2017): 48–53. http://dx.doi.org/10.1177/0031721717708295.
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The Mitchell Scarlett Teaching and Learning Collaborative (MSTLC) is a vigorous, six-year-old partnership between two Title I schools — Mitchell Elementary School and Scarlett Middle School in Ann Arbor, Mich. — and the teacher education program at the University of Michigan. MSTLC was formed between educators who had related but quite different problems to solve: As the schools began to collaborate in 2010, the Ann Arbor Public Schools needed to address the achievement gap in its two lowest SES and lowest-achieving schools relative to other district schools, and the University of Michigan needed a school site where teaching interns could learn to teach diverse students and where it could implement and refine its newly reformed, practice-based elementary teacher education curriculum.
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Chingos, Matthew M., and Martin R. West. "Do More Effective Teachers Earn More Outside the Classroom?" Education Finance and Policy 7, no. 1 (January 2012): 8–43. http://dx.doi.org/10.1162/edfp_a_00052.
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We examine earnings records for more than 130,000 classroom teachers employed by Florida public schools between the 2001–2 and 2006–7 school years, roughly 35,000 of whom left the classroom during that time. A majority of those leaving the classroom remained employed by public school districts. Among teachers in grades 4–8 leaving for other industries, a 1 standard deviation increase in estimated value added to student math and reading achievement is associated with 6–8 percent higher earnings outside teaching. The relationship between effectiveness and earnings is stronger in other industries than it is for the same groups of teachers while in the classroom, suggesting that current teacher compensation systems do not fully account for the higher opportunity wages of effective teachers.
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Zhou, Kun, Shu Ting Li, and Yin Zhang. "The Study on the Planning and Architectural Design of the Ultra-Large-Scale High School Accommodating the Development of Education - Taking XIFEI NO.1 High School as an Example." Applied Mechanics and Materials 368-370 (August 2013): 125–29. http://dx.doi.org/10.4028/www.scientific.net/amm.368-370.125.
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Recently, to concentrate superior education resources, many ultra-large-scale secondary schools are established around constantly, but in the process of construction and operation, many problems are exposed, due to the lack of design standards and experiences. At the same time, how to adapt to the concept of quality education and quality education method is the great challenge of the ultra-large-scale secondary architectural design in this stage. In the planning of XIFEI NO.1 high school, according to school development trends and learning from the advanced foreign countries, with systematic design methods and design concept of "schools within a school, resource sharing and walking system", the rational design of functional configuration and spatial organization for school buildings has been accomplished. In this plan, the core of the school is established with the multifunctional library and resource center, the function modules are established with the grade school districts to build the multi-level space for teaching, communicating and working. This is a positive exploration of the ultra-large boarding school planning and architectural design.