Blazing New Trails - Connexions

More documents

Recommendations

Info

198 CRITICAL ISSUES IN PROMOTING ACADEMIC ACHIEVEMENT Theilheimer, R. (1993). Something for everyone: Benefits of mixed-age grouping for children, parents and teachers. Young Children, 48(5), 82–84. Waters, T. A., & Grubb, S. (2005). Distinguishing the essential from the important: Using research to strengthen the use of standards for administrator preparation and licensure programs. Alexandria, VA: The Journal of the National Association of State Board of Education. Yin, R.K. (1989). Case study research: Design and method. Berkley: Sage.
CRITICAL ISSUES IN PROMOTING ACADEMIC ACHIEVEMENT Distinguishing Practices for Administrators: A Case Study of a University’s Lab Settings’ Journey to Academic Excellence 199 Gloria Gresham Determining effective or distinguishing practices implemented by academically successful educational institutions that lead to student academic success is crucial for school administrators today. In our high accountability environment fueled by the 2002 No Child Left Behind Act, educational leaders scramble to meet high standards, such as, testing requirements, reading and math expectations, and higher qualifications for teachers (Jennings & Renter, 2006; Odland, 2006). School leaders may turn to canned instructional programs with claims of scientifically proven practices, and oftentimes, require teachers to follow these programs in hopes that higher student achievement will follow. Even though, effective schools research emerged over thirty years ago which identified common characteristics of effective schools, numerous educational institutions struggle to meet national and state expectations (Effective Schools, 2008). For example, in the state of Texas, there are 1,235 school campuses including charter campuses. In 2009, only 117 or approximately 10% of these campuses achieved the state’s top accountability rating of exemplary, and 73 or six percent were rated unacceptable. Furthermore, results from the 2009 National Assessment of Educational Progress indicated no significant change in fourth grade reading scores, and eighth grade scores were only one point higher compared to 2007. Mathematics scores were higher when compared to 2007 scores at grade eight but unchanged at grade four. Academic gaps between ethnic minorities and whites are not narrowing (National Center for Educational Statistics, 2010). However, some schools have promoted student achievement. The intent of this study was to discover the organizational and instructional practices of one university’s educational lab settings that led to documented student academic success over time. Recent literature supports this effort of unearthing distinguishing or successful practices. LITERATURE REVIEW The Effective Schools movement began in the late seventies and early eighties in response to the Coleman report (The Equal Educational Opportunity Survey) published in July 1966 that stated schools did not make a difference (Lezotte, n.d.). Spurred by this report, a group led by Ronald Edmonds including educators, policy makers, and concerned citizens assembled to initiate school reform (Lake Forest College, 1995). A product of the Effective Schools' research was a list of correlates or characteristics exhibited by successful schools. The correlates were critical aspects of an effective school because they “represent the leading organizational and contextual indicators that have been shown to influence student learning” (Lezotte, n.d., p. 7). Over time, these correlates evolved to include the following elements of safe and orderly environment, climate of high expectations for success, instructional leadership, Gloria Gresham, Stephen F. Austin State University
Page 1 and 2:
20 NCPEA 11 BLAZING NEW TRAILS: Pre
Page 3 and 4:
NCPEA EXECUTIVE BOARD 2010-2011 Pre
Page 5 and 6:
NCPEA HONOR ROLL OF PRESIDENTS, 194
Page 7 and 8:
TABLE OF CONTENTS Contributing Auth
Page 9:
Betty J. Alford, Stephen F. Austin
Page 12 and 13:
xii Yearbook Reviewers Kenneth Rasm
Page 15:
INVITED CHAPTERS PART 1
Page 18 and 19:
4 PRESIDENT’S MESSAGE (3) The fed
Page 21 and 22:
Shadows and Images II 7 LIVING LEGE
Page 23 and 24:
Shadows and Images II 9 see little
Page 25 and 26:
Shadows and Images II 11 settings,
Page 27:
Shadows and Images II 13 into the m
Page 30 and 31:
16 INVITED CHAPTERS Purpose of the
Page 32 and 33:
18 INVITED CHAPTERS do not recogniz
Page 34 and 35:
20 INVITED CHAPTERS Research Proced
Page 36 and 37:
22 INVITED CHAPTERS Political maneu
Page 38 and 39:
24 INVITED CHAPTERS CONCLUSION This
Page 40 and 41:
26 INVITED CHAPTERS Johnson, R. B.,
Page 43 and 44:
Complexities in the Workload of Pri
Page 45 and 46:
Page 47 and 48:
Page 49 and 50:
Page 51 and 52:
Page 53 and 54:
Page 55 and 56:
Page 57 and 58:
Page 59 and 60:
Page 61 and 62:
47 CRITICAL ISSUES IN SHARED LEADER
Page 63 and 64:
Professional Learning Communities:
Page 65 and 66:
Page 67 and 68:
Page 69 and 70:
Page 71:
Page 74 and 75:
Page 76 and 77:
Page 78 and 79:
Page 80 and 81:
Page 82 and 83:
Page 84 and 85:
Page 86 and 87:
Page 88 and 89:
Page 90 and 91:
Page 92 and 93:
Page 95 and 96:
Page 97 and 98:
Special Education Director Burnout
Page 99 and 100:
Page 101 and 102:
Page 103 and 104:
Page 105 and 106:
Page 107 and 108:
Page 109 and 110:
Superintendent Decision-making and
Page 111 and 112:
Page 113 and 114:
Page 115 and 116:
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
Page 123 and 124:
CRITICAL ISSUES IN CRITICAL ISSUES
Page 125 and 126:
Administrative Functions The Admini
Page 127 and 128:
The Administration of Special Educa
Page 129 and 130:
Page 131 and 132:
Page 133:
Page 137 and 138:
CRITICAL ISSUES IN PROMOTING ACADEM
Page 139 and 140:
The Effective Practices and Beliefs
Page 141 and 142:
Page 143 and 144:
Page 145 and 146:
Page 147 and 148:
Page 149 and 150:
CRITICAL ISSUES IN PROMOTING ACADEM
Page 151 and 152:
Creating Shared Meaning in High Per
Page 153 and 154:
Page 155 and 156:
Page 157 and 158:
Page 159 and 160:
Page 161 and 162: Creating Shared Meaning in High Per
Page 173: Creating Shared Meaning in High Per
Page 176 and 177: 162 CRITICAL ISSUES IN PROMOTING AC
Page 193 and 194: CRITICAL ISSUES IN PROMOTING ACADEM
Page 195 and 196: Principals and Teachers Stated Beli
Page 211: Principals and Teachers Stated Beli
Page 215 and 216: Distinguishing Practices for Admini
Page 225: CRITICAL ISSUES IN SCHOOL IMPROVEME
Page 228 and 229: 214 CRITICAL ISSUES IN SCHOOL IMPRO
Page 262 and 263:
248 CRITICAL ISSUES IN SCHOOL IMPRO
Page 264 and 265:
Page 266 and 267:
Page 268 and 269:
Page 270 and 271:
Page 272 and 273:
Page 274 and 275:
Page 276 and 277:
Page 278 and 279:
Page 280 and 281:
Page 282 and 283:
Page 284 and 285:
Page 287 and 288:
Page 289 and 290:
The Social Justice Implications of
Page 291 and 292:
Page 293 and 294:
Page 295 and 296:
Page 297 and 298:
Page 299 and 300:
Page 301 and 302:
Name Exton Gateway Experiences with
Page 303 and 304:
Experiences with PTELL in Six Illin
Page 305 and 306:
Page 307 and 308:
Page 309:
Part 5 CRITICAL ISSUES IN EDUCATION
Page 312 and 313:
298 CRITICAL ISSUES IN EDUCATION LE
Page 314 and 315:
Page 316 and 317:
Page 318 and 319:
Page 320 and 321:
Page 322 and 323:
Page 324 and 325:
Page 326 and 327:
Page 328 and 329:
Page 330 and 331:
Page 333 and 334:
CRITICAL ISSUES IN EDUCATION LEADER
Page 335 and 336:
Service to the Profession: The Forg
Page 337 and 338:
Page 339 and 340:
Qualitative Data Service to the Pro
Page 341 and 342:
Page 343:
Page 346 and 347:
Page 348 and 349:
Page 350 and 351:
Page 352 and 353:
Page 354 and 355:
Page 356 and 357:
Page 358 and 359:
Page 360 and 361:
Page 362 and 363:
Page 364 and 365:
Page 366 and 367:
show all

Blazing New Trails - Connexions

Create successful ePaper yourself

Delete template?

Save as template?