Pub Date : 2019-02-15DOI: 10.1177/0192636519830772
James H. Nehring, Megin Charner-Laird, S. Szczesiul
This study examined classrooms in three, high performing, public secondary schools serving high need communities. Of 22 classes observed, we found approximately one third exhibited an instructional demand for 21st century skills. In many of the remaining classes, teachers appeared to apply misconceptions of 21st century skills, and unintentionally deployed those misconceptions to reinforce the narrow and shallow skill set associated with test-based accountability. Themes from teacher and administrator interviews support this finding. School and system level implications are discussed.
{"title":"Redefining Excellence: Teaching in Transition, From Test Performance to 21st Century Skills","authors":"James H. Nehring, Megin Charner-Laird, S. Szczesiul","doi":"10.1177/0192636519830772","DOIUrl":"https://doi.org/10.1177/0192636519830772","url":null,"abstract":"This study examined classrooms in three, high performing, public secondary schools serving high need communities. Of 22 classes observed, we found approximately one third exhibited an instructional demand for 21st century skills. In many of the remaining classes, teachers appeared to apply misconceptions of 21st century skills, and unintentionally deployed those misconceptions to reinforce the narrow and shallow skill set associated with test-based accountability. Themes from teacher and administrator interviews support this finding. School and system level implications are discussed.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":"103 1","pages":"31 - 5"},"PeriodicalIF":0.0,"publicationDate":"2019-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636519830772","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45288563","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 : 2019-02-11DOI: 10.1177/0192636519826709
M. Knight, R. Cooper
This study explored high school teachers’ perceptions of the effects of standards-based grading (SBG) on planning, instruction, assessment, classroom management, and student behaviors. Findings indicated that despite some infidelity and an initial implementation dip, systemic (SBG) changes made teaching clearer, more purposeful, and more conducive to student needs while enhancing student growth mind-set and ownership. The researchers concluded SBG is a viable reform because it makes teaching and learning more focused, effective, and enjoyable. Findings also led to several recommendations for administrators and teachers.
{"title":"Taking on a New Grading System: The Interconnected Effects of Standards-Based Grading on Teaching, Learning, Assessment, and Student Behavior","authors":"M. Knight, R. Cooper","doi":"10.1177/0192636519826709","DOIUrl":"https://doi.org/10.1177/0192636519826709","url":null,"abstract":"This study explored high school teachers’ perceptions of the effects of standards-based grading (SBG) on planning, instruction, assessment, classroom management, and student behaviors. Findings indicated that despite some infidelity and an initial implementation dip, systemic (SBG) changes made teaching clearer, more purposeful, and more conducive to student needs while enhancing student growth mind-set and ownership. The researchers concluded SBG is a viable reform because it makes teaching and learning more focused, effective, and enjoyable. Findings also led to several recommendations for administrators and teachers.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":"103 1","pages":"65 - 92"},"PeriodicalIF":0.0,"publicationDate":"2019-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636519826709","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49410477","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 : 2019-02-08DOI: 10.1177/0192636519826717
Valarie G. Lee, Margaret E. Madden
This research proposes Lesson Study as a professional development structure that allows principals and teachers in secondary schools to meet the demands of English and disciplinary literacy standards. It is a collaborative study between a university and eight schools. The essential questions is, “How can Lesson Study broaden content knowledge and affect instructional leadership?” Data are analyzed using qualitative methods. Findings suggest the possibilities of Lesson Study in creating principal teacher partnerships to address challenges of practice in today’s schools.
{"title":"“We’re in This Together”: Principals and Teachers as Partners and Learners in Lesson Study","authors":"Valarie G. Lee, Margaret E. Madden","doi":"10.1177/0192636519826717","DOIUrl":"https://doi.org/10.1177/0192636519826717","url":null,"abstract":"This research proposes Lesson Study as a professional development structure that allows principals and teachers in secondary schools to meet the demands of English and disciplinary literacy standards. It is a collaborative study between a university and eight schools. The essential questions is, “How can Lesson Study broaden content knowledge and affect instructional leadership?” Data are analyzed using qualitative methods. Findings suggest the possibilities of Lesson Study in creating principal teacher partnerships to address challenges of practice in today’s schools.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":"103 1","pages":"51 - 64"},"PeriodicalIF":0.0,"publicationDate":"2019-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636519826717","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48131017","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 : 2018-11-25DOI: 10.1177/0192636518812699
P. Fenning, Kisha V. Jenkins
School discipline and school safety are primary areas of concern for school administrators. This article summarizes the research literature regarding suspension in response to nonviolent and subjective offenses for racial/ethnic minorities. Steps that administrators can follow in applying a root cause analysis with a focus on school practices are provided. The following three areas of professional development and teacher support are offered to facilitate changes in school practices: (1) implicit bias, (2) empathy training, and (3) classroom consultation/teacher supports.
{"title":"Racial and Ethnic Disparities in Exclusionary School Discipline: Implications for Administrators Leading Discipline Reform Efforts","authors":"P. Fenning, Kisha V. Jenkins","doi":"10.1177/0192636518812699","DOIUrl":"https://doi.org/10.1177/0192636518812699","url":null,"abstract":"School discipline and school safety are primary areas of concern for school administrators. This article summarizes the research literature regarding suspension in response to nonviolent and subjective offenses for racial/ethnic minorities. Steps that administrators can follow in applying a root cause analysis with a focus on school practices are provided. The following three areas of professional development and teacher support are offered to facilitate changes in school practices: (1) implicit bias, (2) empathy training, and (3) classroom consultation/teacher supports.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":"102 1","pages":"291 - 302"},"PeriodicalIF":0.0,"publicationDate":"2018-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636518812699","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49261020","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 : 2018-11-22DOI: 10.1177/0192636518812703
Julia C. Duncheon, David E. DeMatthews
Early college high schools, which allow underrepresented students to earn up to an associate’s degree during 9th through 12th grades, have been lauded for their potential to increase college access and opportunity. Yet little is known about the role of the principal. Using data drawn from 10 administrators in the borderlands of West Texas, this qualitative study uses an instructional leadership framework to explore how early college principals support students’ college preparation at the intersection of secondary and postsecondary education.
{"title":"Early College High School Principals: Preparing Historically Underrepresented Students for College Success","authors":"Julia C. Duncheon, David E. DeMatthews","doi":"10.1177/0192636518812703","DOIUrl":"https://doi.org/10.1177/0192636518812703","url":null,"abstract":"Early college high schools, which allow underrepresented students to earn up to an associate’s degree during 9th through 12th grades, have been lauded for their potential to increase college access and opportunity. Yet little is known about the role of the principal. Using data drawn from 10 administrators in the borderlands of West Texas, this qualitative study uses an instructional leadership framework to explore how early college principals support students’ college preparation at the intersection of secondary and postsecondary education.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":"102 1","pages":"269 - 290"},"PeriodicalIF":0.0,"publicationDate":"2018-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636518812703","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49496734","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 : 2018-11-16DOI: 10.1177/0192636518812701
A. Sinclair, Laura E. Bray, Yan Wei, Erin Clancy, J. Wexler, Devin M. Kearns, C. Lemons
Secondary school administrators increasingly include students with disabilities in general education classrooms with coteaching models. Theoretically, coteaching enables two educators to attend to the learning needs of students with disabilities while exposing them to grade-level content area instruction. However, our study on teachers’ perceptions of coteaching found that teachers often viewed their schools’ leadership decisions as adversely affecting their ability coteach effectively. The purpose of this article is to provide administrators with an overview of common coteaching models, summarize findings from our study on teachers’ perceptions of how their schools’ leadership influenced their coteaching practices, and provide a set of guiding questions to consider when seeking to support coteaching.
{"title":"Coteaching in Content Area Classrooms: Lessons and Guiding Questions for Administrators","authors":"A. Sinclair, Laura E. Bray, Yan Wei, Erin Clancy, J. Wexler, Devin M. Kearns, C. Lemons","doi":"10.1177/0192636518812701","DOIUrl":"https://doi.org/10.1177/0192636518812701","url":null,"abstract":"Secondary school administrators increasingly include students with disabilities in general education classrooms with coteaching models. Theoretically, coteaching enables two educators to attend to the learning needs of students with disabilities while exposing them to grade-level content area instruction. However, our study on teachers’ perceptions of coteaching found that teachers often viewed their schools’ leadership decisions as adversely affecting their ability coteach effectively. The purpose of this article is to provide administrators with an overview of common coteaching models, summarize findings from our study on teachers’ perceptions of how their schools’ leadership influenced their coteaching practices, and provide a set of guiding questions to consider when seeking to support coteaching.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":"102 1","pages":"303 - 322"},"PeriodicalIF":0.0,"publicationDate":"2018-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636518812701","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49453155","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 : 2018-11-16DOI: 10.1177/0192636518812714
Yinying Wang
School leadership can be developed and strengthened from many approaches, including, but not limited to, transformational, instructional, distributed, and social justice leadership. This article presents an alternative perspective to develop school leadership from the social network perspectives. Drawing upon the growing body of research on social networks in school leadership, this article elucidates the evidence-based school leadership practices from four facets: social ties, network structure, social influence, and school culture. These four facets influence one another as the school leaders emerge, exercise leadership, and build a nurturing school culture through forging social ties, shaping network structure, and gaining social influence.
{"title":"It All Starts With Forging Social Ties: Developing School Leadership From the Social Network Perspectives","authors":"Yinying Wang","doi":"10.1177/0192636518812714","DOIUrl":"https://doi.org/10.1177/0192636518812714","url":null,"abstract":"School leadership can be developed and strengthened from many approaches, including, but not limited to, transformational, instructional, distributed, and social justice leadership. This article presents an alternative perspective to develop school leadership from the social network perspectives. Drawing upon the growing body of research on social networks in school leadership, this article elucidates the evidence-based school leadership practices from four facets: social ties, network structure, social influence, and school culture. These four facets influence one another as the school leaders emerge, exercise leadership, and build a nurturing school culture through forging social ties, shaping network structure, and gaining social influence.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":"102 1","pages":"323 - 340"},"PeriodicalIF":0.0,"publicationDate":"2018-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636518812714","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42702459","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}
STAT3 is pivotal for a wide variety of immune responses. Dimerization, phosphorylation at specific residues and shuttling between cellular compartments are crucial for STAT3 functions. Phosphorylation at Tyr705 (pY705) allows interaction with the SH2 domain of a partner STAT3 molecule and thus stabilizes dimerization. Phosphorylation of Ser727 (pS727) affects the activity of STAT3 but the detailed structural and biological mechanisms are not established. Here, Yang et al. show that pS727, in cooperation with N-terminal domain (NTD) ‘hand-shake’ dimerization, accelerates the STAT3 activation–inactivation cycle, leading to pY705 de-phosphorylation and CRM1-independent post-activation export from the nucleus. Inhibition of STAT3 activation–inactivation cycles delays responses to IL-6. Interactions of the C-terminal tail (CTT) with SH2 on the same molecule and CTT on the partner STAT3 molecule support pY705–SH2 association and sustain pY705 activation; pS727 weakens these interactions by phosphorylation or acetylation of the CTT to inactivate STAT3. The authors thus construct a multi-step model of pS727-regulated STAT3 inactivation.
{"title":"In This Issue . . .","authors":"Pamela S. Salazar","doi":"10.1093/intimm/dxaa007","DOIUrl":"https://doi.org/10.1093/intimm/dxaa007","url":null,"abstract":"STAT3 is pivotal for a wide variety of immune responses. Dimerization, phosphorylation at specific residues and shuttling between cellular compartments are crucial for STAT3 functions. Phosphorylation at Tyr705 (pY705) allows interaction with the SH2 domain of a partner STAT3 molecule and thus stabilizes dimerization. Phosphorylation of Ser727 (pS727) affects the activity of STAT3 but the detailed structural and biological mechanisms are not established. Here, Yang et al. show that pS727, in cooperation with N-terminal domain (NTD) ‘hand-shake’ dimerization, accelerates the STAT3 activation–inactivation cycle, leading to pY705 de-phosphorylation and CRM1-independent post-activation export from the nucleus. Inhibition of STAT3 activation–inactivation cycles delays responses to IL-6. Interactions of the C-terminal tail (CTT) with SH2 on the same molecule and CTT on the partner STAT3 molecule support pY705–SH2 association and sustain pY705 activation; pS727 weakens these interactions by phosphorylation or acetylation of the CTT to inactivate STAT3. The authors thus construct a multi-step model of pS727-regulated STAT3 inactivation.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":"102 1","pages":"267 - 268"},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/intimm/dxaa007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44341943","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 : 2018-09-01DOI: 10.1177/0192636518802033
David J. Hvidston, Courtney McKim, W. Holmes
The goals for this qualitative study were to examine principals’ perceptions regarding their own supervision and evaluation. Two research questions guided the qualitative inquiry: (1) What are the greatest strengths of your own supervision and evaluation? and (2) What recommendations would you give to superintendents to improve your own supervision and evaluation? The study used an online tool to gather perceptions from principals regarding their own evaluation and supervision. Participants solicited included 275 principals from elementary, middle, or high schools, in a mountain west state. Out of the participants solicited, 95 principals agreed to participate (35% response rate). The emerging themes for the first research question were (1) trust and communication and (2) goal setting. The emerging themes for the second research question were (1) regular observations with feedback and (2) components to improve supervision and evaluation. Results from this study provided implications for those who supervise principals, as well as for those who train superintendents.
{"title":"What Are Principals’ Perceptions? Recommendations for Improving the Supervision and Evaluation of Principals","authors":"David J. Hvidston, Courtney McKim, W. Holmes","doi":"10.1177/0192636518802033","DOIUrl":"https://doi.org/10.1177/0192636518802033","url":null,"abstract":"The goals for this qualitative study were to examine principals’ perceptions regarding their own supervision and evaluation. Two research questions guided the qualitative inquiry: (1) What are the greatest strengths of your own supervision and evaluation? and (2) What recommendations would you give to superintendents to improve your own supervision and evaluation? The study used an online tool to gather perceptions from principals regarding their own evaluation and supervision. Participants solicited included 275 principals from elementary, middle, or high schools, in a mountain west state. Out of the participants solicited, 95 principals agreed to participate (35% response rate). The emerging themes for the first research question were (1) trust and communication and (2) goal setting. The emerging themes for the second research question were (1) regular observations with feedback and (2) components to improve supervision and evaluation. Results from this study provided implications for those who supervise principals, as well as for those who train superintendents.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":"102 1","pages":"214 - 227"},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636518802033","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48835935","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}
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