Blazing New Trails - Connexions

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134 CRITICAL ISSUES IN PROMOTING ACADEMIC ACHIEVEMENT Arnold, M., Perry, R., Watson, R., Minatra, K., & Schwartz, R. (2006, December 27). The practitioner: How successful principals lead and influence. Retrieved from the Connexions Web site: http://cnx.org/content/m14255/1.1/ Banks, J. (1998). Lives and values of researchers: Implications for educating citizens in a multicultural society. Educational Researcher, 27(7), 4–17. Burke, M. A., Baca, R., Picus, L. O., & Jones, C. E. (2002). Leveraging resources for student success: How school leaders build equity. Thousand Oaks, CA: Corwin Press. Carrier, K. A. (2005). Key issues for teaching English language learners in academic classrooms. Middle School Journal, 37(2), 4–9. Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass. Covey, S. R., Merrill, A. R., & Merrill, R. R. (1995). First things first. New York: Simon & Schuster. Crandall, J. A., Jaramillo, A., Olsen, L., & Peyton, J. K. (2001). Diverse teaching strategies for immigrant children. In R. W. Cole (Ed.), More strategies for educating everybody’s children (pp. 33–71). Alexandria, VA: Association for Supervision and Curriculum Development. Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2 nd ed.). Thousand Oaks, CA: Sage. Davis, S., Darling-Hammond, L., LaPointe, M., & Meyerson, D. (2005). Review of research. School leadership study. Developing successful principals. Palo Alto, CA: Stanford Educational Leadership Institute. Evans, R. (2005, April). Reframing the achievement gap. Phi Delta Kappan, 86(8), 582–589. Retrieved from Academic Search Complete database. Fry, R., & Gonzales, F. (2008, August 26). One-in-five and growing fast: A profile of Hispanic public school students. Washington, DC: Pew Hispanic Center. Hawley, W.D., & Nieto, S. (2010, November). Another inconvenient truth: Race and ethnicity. Educational Leadership, 66–71. Hodges, H. (2001). Overcoming pedagogy of poverty. In R.W. Cole (Ed.), More strategies for educating everybody’s children (pp. 1–9). Alexandria, VA: Association for Supervision and Curriculum. Kelley, R., Thornton, B., & Daugherty, R. (2005, Fall). Relationships between measures of leadership and school climate. Education, 126(1), 17. Retrieved from MasterFILE Premier database. Kim, D., Zabel, J., Stiefel, L., & Schwartz, A. (2006, October). School efficiency and student subgroups: Is a good school good for everyone? Peabody Journal of Education, 81(4), 95–117. Kohler, A. D., & Lazarin, M. (2007). Hispanic education in the United States. Statistical Brief No. 8. Washington, DC: National Council of La Raza. Kuykendall, C. (2004). From rage to hope: Strategies for reclaiming Black and Hispanic students. Bloomington, IN: Solution Tree. League of United Latin American Citizens. (2010). Education Advocacy Sheet. Retrieved from:http://lulac.org/ assets/pdfs/LULAC_Education_Advocacy_Sheet_092010.pdf Levine, T., & Marcus, A. (2007). Closing the achievement gap through teacher collaboration: Facilitating multiple trajectories of teacher learning. Journal of Advanced Academics, 19(1), 116–138. Retrieved from Academic Search Complete database. Lindsey, R., Roberts, L. M., Campbell Jones, F. (2005). The culturally proficient school: An implementation guide for school leaders. Thousand Oaks, CA: Corwin Press. Scharrer, G., & Lacoste-Caputo, J. (2010, May 16). State’s future is here. San Antonio Express-News. 1A, 14A– 15A Suro, R., & Passel, J. (2003, October 1). The rise of the second generation: Changing patterns in Hispanic population growth. A project of the Pew Hispanic Center. Retrieved from http://pewhispanic.org/ files/reports/22.pdf Waters, T., Marzano, R. J., & McNulty, B. (2003). Balanced leadership: What 30 years of research tells us about the effect of leadership on student achievement (Working Paper). Mid-Continent Regional Educational Laboratory
CRITICAL ISSUES IN PROMOTING ACADEMIC ACHIEVEMENT Creating Shared Meaning in High Performing, Low Socioeconomic Urban Elementary Schools: Going Extra, Above, and Beyond 135 JoAnn Danelo Barbour Olga Pacot The evidence has been clear for many years that the majority of low-income, urban children of color rank at the bottom of almost every measure of academic achievement (Olson & Jerald, 1998). Among 17,000 U.S. schools sustaining high performance as measured by test scores, success occurred most often in more affluent schools; not one school out of 2,100 with a poverty rate above 75%, and hardly any of the 7,000 additional schools with poverty rates above 25% were able to show consistent improvement over more than a two-year period (Bracey, 2004). Additionally, considering the data from award-winning Chicago public school principals between 1996–1998, “... schools of outstanding principals have a higher percentage of white students, a lower percentage of black students, a lower percentage of low-income students, lower mobility rates and higher attendance rates than the schools of Chicago principals who have not won the award” (Erbe & Holloway, 2000, p. 6). Recently, however, scholars have indicated that some schools in low socioeconomic status (SES) urban areas perform much higher than what the national studies suggest; and, contrary to the evidence of the bottom ranking of low-income urban children, there are schools in low SES urban areas that are performing at high levels and have shown improvements from previously poor ratings on state assessment tests (Fullan & Steigelbauer, 1991; Wolf, Borko, Elliot, & McIver, 2000; Uchiyama & Wolf, 2002). School principals may be a key factor in making a difference in high performing schools in low SES urban areas. The purpose of this chapter is to discuss findings from a study in which we examined the behaviors and values of two high-achieving low-SES urban elementary school principals. We highlight several effective principal behaviors and values shared by the principals and their teachers. The following four questions guided this study: 1. Based on extant scholarship, what are principals’ leadership behaviors that appear to contribute to high-achieving, low socioeconomic urban elementary schools? 2. What decision making practices are in place in two high-achieving, low socioeconomic urban elementary schools? 3. What types of human interactions occur between the principal and teachers/staff of two high-achieving, low socioeconomic urban elementary schools? 4. What educational beliefs and values are held by the two principals in highachieving low socioeconomic urban elementary schools? JoAnn Danelo Barbour, Texas Woman’s University Olga Pacot, Dallas Independent School District
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20 NCPEA 11 BLAZING NEW TRAILS: Pre
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NCPEA EXECUTIVE BOARD 2010-2011 Pre
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NCPEA HONOR ROLL OF PRESIDENTS, 194
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TABLE OF CONTENTS Contributing Auth
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Betty J. Alford, Stephen F. Austin
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xii Yearbook Reviewers Kenneth Rasm
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INVITED CHAPTERS PART 1
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4 PRESIDENT’S MESSAGE (3) The fed
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Shadows and Images II 7 LIVING LEGE
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Shadows and Images II 13 into the m
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16 INVITED CHAPTERS Purpose of the
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18 INVITED CHAPTERS do not recogniz
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20 INVITED CHAPTERS Research Proced
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22 INVITED CHAPTERS Political maneu
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24 INVITED CHAPTERS CONCLUSION This
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26 INVITED CHAPTERS Johnson, R. B.,
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Complexities in the Workload of Pri
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Professional Learning Communities:
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