Pub Date : 2021-11-09DOI: 10.32674/jsard.v6i2.3977
Suzanne Rodriguez, Jennifer Moradian-Watson, Mariya A. Yukhymenko
Principals need and require specific professional development that is rigorous, effective, and aligned to professional leadership standards and effective professional development constructs. This case study examined the professional development strategies, and practices, used by school districts and their alignment to the California Professional Standards for Educational Leaders (CPSEL) and effective professional development constructs. School district administrators and principals representing the Southern San Joaquin Valley, a predominantly rural area of California, participated in this research via interviews and focus groups. This research is critical as rural areas are often underrepresented in educational research. The findings indicate a lack of intentional alignment of principal professional development with professional standards and professional development constructs. The findings call for districts to take an intentional approach to principal development that is aligned with these frameworks to ensure principals are provided with effective and rigorous support for their educational leadership, growth, and development.
{"title":"An Examination of Principal Professional Development and its Alignment to Professional Standards and Professional Development Constructs","authors":"Suzanne Rodriguez, Jennifer Moradian-Watson, Mariya A. Yukhymenko","doi":"10.32674/jsard.v6i2.3977","DOIUrl":"https://doi.org/10.32674/jsard.v6i2.3977","url":null,"abstract":"Principals need and require specific professional development that is rigorous, effective, and aligned to professional leadership standards and effective professional development constructs. This case study examined the professional development strategies, and practices, used by school districts and their alignment to the California Professional Standards for Educational Leaders (CPSEL) and effective professional development constructs. School district administrators and principals representing the Southern San Joaquin Valley, a predominantly rural area of California, participated in this research via interviews and focus groups. This research is critical as rural areas are often underrepresented in educational research. The findings indicate a lack of intentional alignment of principal professional development with professional standards and professional development constructs. The findings call for districts to take an intentional approach to principal development that is aligned with these frameworks to ensure principals are provided with effective and rigorous support for their educational leadership, growth, and development.","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49010268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-09DOI: 10.32674/jsard.v6i2.3474
A. Horton
Student social class identity development is a relatively unexamined aspect of student identity development throughout adolescents’ educational experiences. Negative student social class identity development amongst low-social class adolescent students is increasing along with the growth of dual credit programs. This article will first discuss several negative and positive influences of dual credit programs on adolescent students’ social class identity development. Suggestions of specific dual credit program procedures that may help encourage a more positive social class identity development amongst low-social class students will follow.
{"title":"Student Social Class Identity Development: A Perspective on Dual Credit Programming","authors":"A. Horton","doi":"10.32674/jsard.v6i2.3474","DOIUrl":"https://doi.org/10.32674/jsard.v6i2.3474","url":null,"abstract":"Student social class identity development is a relatively unexamined aspect of student identity development throughout adolescents’ educational experiences. Negative student social class identity development amongst low-social class adolescent students is increasing along with the growth of dual credit programs. This article will first discuss several negative and positive influences of dual credit programs on adolescent students’ social class identity development. Suggestions of specific dual credit program procedures that may help encourage a more positive social class identity development amongst low-social class students will follow.","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48077400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-03DOI: 10.32674/JSARD.V6I1.2844
M. Carswell
Today’s school leaders need to prioritize the development of leadership capacity in classroom teachers. Leadership development commonly involves either teachers expressing an interest in leadership or school leaders finding talent in those teachers whom they believe have the capacity to grow into formal leadership roles. School leaders must be able to recognize teachers who overflow with terrific ideas and leadership potential and those who are less likely to self-identify as leadership candidates. However, as a school administrator desires to cultivate leadership capacity in teachers, he or she must devise a plan. To accomplish this task effectively, best practices and theory must be utilized. Therefore, this essay addresses the use of best practices as identified in the literature to promote a positive school climate, collaboration, motivation, reflective practice, and teacher leadership development.
{"title":"Developing the Leadership Capacity of Teachers: Theory to Practice","authors":"M. Carswell","doi":"10.32674/JSARD.V6I1.2844","DOIUrl":"https://doi.org/10.32674/JSARD.V6I1.2844","url":null,"abstract":"Today’s school leaders need to prioritize the development of leadership capacity in classroom teachers. Leadership development commonly involves either teachers expressing an interest in leadership or school leaders finding talent in those teachers whom they believe have the capacity to grow into formal leadership roles. School leaders must be able to recognize teachers who overflow with terrific ideas and leadership potential and those who are less likely to self-identify as leadership candidates. However, as a school administrator desires to cultivate leadership capacity in teachers, he or she must devise a plan. To accomplish this task effectively, best practices and theory must be utilized. Therefore, this essay addresses the use of best practices as identified in the literature to promote a positive school climate, collaboration, motivation, reflective practice, and teacher leadership development.","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48141860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-31DOI: 10.32674/jsard.v6i1.2462
Nancy Akhavan, Nichole Walsh, Janeen Goree
Using an embedded quasi-experimental mixed-method approach, this exploratory study aimed to understand the benefits of mindfulness training for elementary school teachers and leaders in one rural school district. After the delivery of two 90-minute mindfulness professional developments with on-the-job practice of strategies over 2 weeks, quantitative statistical comparisons of the intervention and inactive control groups were made using survey results from the Mindfulness in Teaching Scale (Frank et al., 2016). Qualitative analyses used intervention participant journal entry responses along with one-on-one interviews. After analyses, the results suggest mindfulness training can benefit teachers, specifically in the use of intrapersonal mindfulness practices, reshaping daily interactions with students, and reducing stress.
本研究采用嵌入式准实验混合方法，旨在了解正念训练对某农村学区小学教师和领导的益处。在两周内进行两次90分钟的正念专业发展和在职策略实践后，使用“教学中的正念量表”的调查结果，对干预组和非干预对照组进行定量统计比较(Frank et al.， 2016)。定性分析使用了干预参与者的日记条目回复以及一对一访谈。经过分析，结果表明正念训练可以使教师受益，特别是在使用人际正念练习，重塑与学生的日常互动以及减轻压力方面。
{"title":"Benefits of Mindfulness Professional Development for Elementary Teachers","authors":"Nancy Akhavan, Nichole Walsh, Janeen Goree","doi":"10.32674/jsard.v6i1.2462","DOIUrl":"https://doi.org/10.32674/jsard.v6i1.2462","url":null,"abstract":"Using an embedded quasi-experimental mixed-method approach, this exploratory study aimed to understand the benefits of mindfulness training for elementary school teachers and leaders in one rural school district. After the delivery of two 90-minute mindfulness professional developments with on-the-job practice of strategies over 2 weeks, quantitative statistical comparisons of the intervention and inactive control groups were made using survey results from the Mindfulness in Teaching Scale (Frank et al., 2016). Qualitative analyses used intervention participant journal entry responses along with one-on-one interviews. After analyses, the results suggest mindfulness training can benefit teachers, specifically in the use of intrapersonal mindfulness practices, reshaping daily interactions with students, and reducing stress.","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":"6 1","pages":"24-42"},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69975737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-21DOI: 10.32674/JSARD.V5IS2.2834
P. Chennamsetti
This essay explores the challenges encountered by K-12 students, schools, and parents during the COVID-19 pandemic. Possible solutions are discussed to aid school leaders in the planning process.
{"title":"School Leadership During a Global Pandemic","authors":"P. Chennamsetti","doi":"10.32674/JSARD.V5IS2.2834","DOIUrl":"https://doi.org/10.32674/JSARD.V5IS2.2834","url":null,"abstract":"This essay explores the challenges encountered by K-12 students, schools, and parents during the COVID-19 pandemic. Possible solutions are discussed to aid school leaders in the planning process.","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46587471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-21DOI: 10.32674/JSARD.V5IS2.2840
Théophile Muhayimana
The pandemic disrupted teacher professional learning (TPL). This essay discusses key areas to be addressed in the TPL organization in the fall. They include health and safety; accelerated learning; technology; socio-emotional health; and equity.
{"title":"Teacher Professional Learning during the Global Pandemic","authors":"Théophile Muhayimana","doi":"10.32674/JSARD.V5IS2.2840","DOIUrl":"https://doi.org/10.32674/JSARD.V5IS2.2840","url":null,"abstract":"The pandemic disrupted teacher professional learning (TPL). This essay discusses key areas to be addressed in the TPL organization in the fall. They include health and safety; accelerated learning; technology; socio-emotional health; and equity. \u0000 ","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48985820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-21DOI: 10.32674/JSARD.V5IS2.2737
Yadu Prasad Gyawali
This essay reviews the emergency teaching-learning pedagogy in K-12 schools of Nepal during the COVID-19 global pandemic. It discusses three models (unidirectional, e-participatory, and mobile teaching) as alternative pedagogies of Nepalese educational institutions to continue teaching-learning for different disciplines such as language, arts, and social studies. Moreover, the essay discusses the appropriateness of each model for teaching-learning in urban, semi-urban, and rural settings in Nepal.
{"title":"Pedagogical Transformation Models in Schools in Nepal during the Global Pandemic","authors":"Yadu Prasad Gyawali","doi":"10.32674/JSARD.V5IS2.2737","DOIUrl":"https://doi.org/10.32674/JSARD.V5IS2.2737","url":null,"abstract":"This essay reviews the emergency teaching-learning pedagogy in K-12 schools of Nepal during the COVID-19 global pandemic. It discusses three models (unidirectional, e-participatory, and mobile teaching) as alternative pedagogies of Nepalese educational institutions to continue teaching-learning for different disciplines such as language, arts, and social studies. Moreover, the essay discusses the appropriateness of each model for teaching-learning in urban, semi-urban, and rural settings in Nepal.","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48072857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-20DOI: 10.32674/JSARD.V5IS2.3384
J. Kunnath
{"title":"Editor’s Note: 5th Anniversary Special Issue, Part 2","authors":"J. Kunnath","doi":"10.32674/JSARD.V5IS2.3384","DOIUrl":"https://doi.org/10.32674/JSARD.V5IS2.3384","url":null,"abstract":"","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41412714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-04DOI: 10.32674/JSARD.V5I2.3156
L. Ross, Bipasha Biswas, Beth Halaas, H. Jones
This paper explores the effectiveness of public school-based mental health treatment for K-12 students. Extant clinical data from 2017- 2018 for behavioral health service recipients (n = 874) was used in this analysis. Relationships among clinical diagnosis at discharge, duration in treatment, student participation, and status of mental health improvement were examined. Logistic regression explored associations among variables of interest. Results indicate 74.3% (n = 649) of students were identified by clinicians with improvement in mental health status at discharge. The most prominent mental health diagnoses being treated in the schools were depression, anxiety, and trauma. Students involved in treatment were over 15 times more likely to be categorized as having an improved mental health status; students who lacked participation were 63% less likely to improve. Our results highlight the necessity for school administrators to prioritize and support school-based mental health services. The findings provide school administrators guidance, evidence, and impetus for implementing effective school-based mental health programs.
{"title":"Analysis of a School-Based Behavioral Health Program: Exploring the Value of Mental Health Services for Vulnerable Students","authors":"L. Ross, Bipasha Biswas, Beth Halaas, H. Jones","doi":"10.32674/JSARD.V5I2.3156","DOIUrl":"https://doi.org/10.32674/JSARD.V5I2.3156","url":null,"abstract":"This paper explores the effectiveness of public school-based mental health treatment for K-12 students. Extant clinical data from 2017- 2018 for behavioral health service recipients (n = 874) was used in this analysis. Relationships among clinical diagnosis at discharge, duration in treatment, student participation, and status of mental health improvement were examined. Logistic regression explored associations among variables of interest. Results indicate 74.3% (n = 649) of students were identified by clinicians with improvement in mental health status at discharge. The most prominent mental health diagnoses being treated in the schools were depression, anxiety, and trauma. Students involved in treatment were over 15 times more likely to be categorized as having an improved mental health status; students who lacked participation were 63% less likely to improve. Our results highlight the necessity for school administrators to prioritize and support school-based mental health services. The findings provide school administrators guidance, evidence, and impetus for implementing effective school-based mental health programs.","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49587702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-30DOI: 10.32674/JSARD.V5IS1.2631
Wendy W. Murawski
Moving to virtual instruction can be daunting, but it is no reason to stop including students with disabilities. Co-teaching can, and should, be used as a service delivery model to support students in their least restrictive environment, which is often the general education classroom. School leaders need to continue to promote inclusive education, even during a pandemic.
{"title":"Ensuring Co-teaching Continues Virtually: A School Leader’s Imperative","authors":"Wendy W. Murawski","doi":"10.32674/JSARD.V5IS1.2631","DOIUrl":"https://doi.org/10.32674/JSARD.V5IS1.2631","url":null,"abstract":"Moving to virtual instruction can be daunting, but it is no reason to stop including students with disabilities. Co-teaching can, and should, be used as a service delivery model to support students in their least restrictive environment, which is often the general education classroom. School leaders need to continue to promote inclusive education, even during a pandemic.","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48790259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：