Pub Date : 2022-11-10DOI: 10.1177/01926365221137044
Janay Johns Turner
In this case study, ten successful, veteran secondary teachers described their decision to remain teaching in a high-needs high school. These participants shared devotion to students, appreciation of colleagues, belief in social justice, and appreciation of diversity and challenge as reasons to continue teaching at the school. Surprisingly, there was no consensus regarding administrative support as a basis for continuing to teach.
{"title":"More Social Justice, Less Administrative Support: Surprising Insights into Successful, Veteran Teachers at a Title I High School","authors":"Janay Johns Turner","doi":"10.1177/01926365221137044","DOIUrl":"https://doi.org/10.1177/01926365221137044","url":null,"abstract":"In this case study, ten successful, veteran secondary teachers described their decision to remain teaching in a high-needs high school. These participants shared devotion to students, appreciation of colleagues, belief in social justice, and appreciation of diversity and challenge as reasons to continue teaching at the school. Surprisingly, there was no consensus regarding administrative support as a basis for continuing to teach.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46999757","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 : 2022-11-04DOI: 10.1177/01926365221134589
Kristabel Stark, Jessica B. Koslouski
Although instructional leaders increasingly acknowledge the influence of emotion on student learning, the role of emotion in teachers’ professional learning has received less attention. In this conceptual article, we draw on three psychological perspectives—cognitive, organizational, and developmental—to provide instructional leaders with an overview of the role of emotion in professional learning. Given the emotional complexities of teachers’ work, we explain how the affective aspects of learning are particularly salient during teachers’ professional learning opportunities. We provide instructional leaders with recommendations to optimize both the design and implementation of professional learning based on understandings of teachers’ emotions.
{"title":"The Emotions of Professional Learning: Considerations for Instructional Leaders","authors":"Kristabel Stark, Jessica B. Koslouski","doi":"10.1177/01926365221134589","DOIUrl":"https://doi.org/10.1177/01926365221134589","url":null,"abstract":"Although instructional leaders increasingly acknowledge the influence of emotion on student learning, the role of emotion in teachers’ professional learning has received less attention. In this conceptual article, we draw on three psychological perspectives—cognitive, organizational, and developmental—to provide instructional leaders with an overview of the role of emotion in professional learning. Given the emotional complexities of teachers’ work, we explain how the affective aspects of learning are particularly salient during teachers’ professional learning opportunities. We provide instructional leaders with recommendations to optimize both the design and implementation of professional learning based on understandings of teachers’ emotions.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49294664","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 : 2022-09-01DOI: 10.1177/01926365221123924
Elisabeth A. Luévanos, J. Anthony Luévanos, Jean A. Madsen
Does student voice matter? This study examined how Latinx students used their voice to share their experiences about how they were perceived and treated at their schools. Data collection included focus groups with Latinx students. Students’ responses indicated they did not feel safe nor did their school create a caring environment. Students’ also noted their concerns about not getting access to school counselors or post-secondary schooling. Findings indicated that listening to students is an important factor in keeping schools accountable for how they serve underrepresented students.
{"title":"Latinx High School Students' Perceptions About Their High School Experiences","authors":"Elisabeth A. Luévanos, J. Anthony Luévanos, Jean A. Madsen","doi":"10.1177/01926365221123924","DOIUrl":"https://doi.org/10.1177/01926365221123924","url":null,"abstract":"Does student voice matter? This study examined how Latinx students used their voice to share their experiences about how they were perceived and treated at their schools. Data collection included focus groups with Latinx students. Students’ responses indicated they did not feel safe nor did their school create a caring environment. Students’ also noted their concerns about not getting access to school counselors or post-secondary schooling. Findings indicated that listening to students is an important factor in keeping schools accountable for how they serve underrepresented students.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43959497","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 : 2022-08-29DOI: 10.1177/01926365221122786
Mei-Jiun Wu
By aligning factors that most commonly influence the achievement of Black and Hispanic students with the type of resources inside the black box of schooling, this study differentiated the achievement effect of school resources from what was brought by students to schools. The hierarchical regression results showed that minority students’ grade-repetition experience mattered substantially. But the differences between schools in poverty concentration, use of between-class and within-class tracking, class size, plus school discipline all contributed to the racial achievement gaps.
{"title":"What Makes a Difference in Achievement for Black and Hispanic Students: Identifying Factors of Influence Inside the Black Box of Schooling Production","authors":"Mei-Jiun Wu","doi":"10.1177/01926365221122786","DOIUrl":"https://doi.org/10.1177/01926365221122786","url":null,"abstract":"By aligning factors that most commonly influence the achievement of Black and Hispanic students with the type of resources inside the black box of schooling, this study differentiated the achievement effect of school resources from what was brought by students to schools. The hierarchical regression results showed that minority students’ grade-repetition experience mattered substantially. But the differences between schools in poverty concentration, use of between-class and within-class tracking, class size, plus school discipline all contributed to the racial achievement gaps.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44153757","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 : 2022-08-29DOI: 10.1177/01926365221120395
Aarti P. Bellara, Bianca Montrosse-Moorhead, Tutita M. Casa, E. J. Gubbins, Stacy M. Hayden
Partnerships between educational researchers and school-based administrators and educators is imperative to successfully identifying evidence-based practices to improve pedagogy, curriculum, and student outcomes. In this paper, we recognize how being approached by educational researchers can be overwhelming for administrators and educators. We offer a perspective that may help school-based personnel understand the motivation behind research requests and how administrators can frame their response to these requests using a critical lens to ensure these partnerships are beneficial to their school community.
{"title":"Making Research-Practice Partnerships Work for you: What Might Researchers Want you to Know","authors":"Aarti P. Bellara, Bianca Montrosse-Moorhead, Tutita M. Casa, E. J. Gubbins, Stacy M. Hayden","doi":"10.1177/01926365221120395","DOIUrl":"https://doi.org/10.1177/01926365221120395","url":null,"abstract":"Partnerships between educational researchers and school-based administrators and educators is imperative to successfully identifying evidence-based practices to improve pedagogy, curriculum, and student outcomes. In this paper, we recognize how being approached by educational researchers can be overwhelming for administrators and educators. We offer a perspective that may help school-based personnel understand the motivation behind research requests and how administrators can frame their response to these requests using a critical lens to ensure these partnerships are beneficial to their school community.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47854338","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 : 2022-08-04DOI: 10.1177/01926365221117487
Jennifer Bailey, F. Kaiser, Christopher J. Thomas, Scott Dillingham, Daniel Norwood, Nikia Smith, Arthur Brown
Recent reports indicate the national principal attrition rate is at an all-time high. Scholars suggest a lack of responsive professional development as a leading factor in why principals leave the field. Further, the pandemic has exposed daily uncertainties for school leaders as they navigate new territory, bringing forth new considerations in how to best support their immediate needs and continued growth. While research shows that other fields, like healthcare and law enforcement, have utilized live and digital simulations for practitioners in technical skill development and responsive training, educational leadership has predominantly utilized passive simulation practice, like in-basket activities or role-playing during preparation programs. This article explores the current research regarding leadership development, providing context for the potential impact of simulation practice as a targeted professional development method that may extend beyond pre-service preparation and continue as learning pathways for in-service school leaders.
{"title":"The Intersection of Preparation and Practice: School Leadership Learning Through Simulation","authors":"Jennifer Bailey, F. Kaiser, Christopher J. Thomas, Scott Dillingham, Daniel Norwood, Nikia Smith, Arthur Brown","doi":"10.1177/01926365221117487","DOIUrl":"https://doi.org/10.1177/01926365221117487","url":null,"abstract":"Recent reports indicate the national principal attrition rate is at an all-time high. Scholars suggest a lack of responsive professional development as a leading factor in why principals leave the field. Further, the pandemic has exposed daily uncertainties for school leaders as they navigate new territory, bringing forth new considerations in how to best support their immediate needs and continued growth. While research shows that other fields, like healthcare and law enforcement, have utilized live and digital simulations for practitioners in technical skill development and responsive training, educational leadership has predominantly utilized passive simulation practice, like in-basket activities or role-playing during preparation programs. This article explores the current research regarding leadership development, providing context for the potential impact of simulation practice as a targeted professional development method that may extend beyond pre-service preparation and continue as learning pathways for in-service school leaders.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44527525","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 : 2022-05-28DOI: 10.1177/01926365221103917
Pamela S. Salazar
Principals play a crucial role in establishing the culture of a school and ensuring quality instruction and learning for each student. Articles in this issue of Bulletin offer unique ideas for principals to consider as they reflect on their work. It is my hope that readers will find new perspectives on how schooling can be improved and how the exercise of leadership influences this improvement. An effective school leader can ensure a high-quality inclusive school where all students have equitable access to effective instruction and receive the support they need to excel. In the lead article, researchers Soares, Harrison, Melloy, Baran, and Mohimann discuss the inclusion of students with emotional and behavioral disorders (EBD), consider barriers to effectiveness, and review legal mandates. A comprehensive list of recommendations is presented and described to assist administrators in overcoming the many barriers that school leaders often face when trying to develop an inclusive climate. Principals will find this article especially insightful for the many resources that can help them create and support inclusive school environments. Multiple research studies describe how effective instructional leadership relates to school performance. However, relatively few studies have examined the relationship between destructive leadership and instructional leadership. Researchers Wang and Merritt explore the two leadership approaches to determine if there is a possibility that destructive leaders can become effective instructional leaders. Results uncovered several prevalent destructive leadership behaviors and their relationship with ineffective instructional leadership. The article provides key information on what teachers believe are destructive leadership behaviors that result in ineffective instructional leadership. School leaders play a critical role in creating an environment that facilitates tolerant discussions of controversial political issues. Researcher Journell provides a review of the literature showing why the discussion of controversial topics is necessary in K–12 education and the influence of school leadership on that practice. Several implications for school leaders who wish to create a school environment that facilitates tolerant discussions of controversial political issues are presented. Principals will find this research enlightening and instructive as they work to structure teaching and learning in ways that help students gain critical thinking and civil discourse skills. Building a safe and caring learning community where students feel both physically and emotionally safe is key to students having a successful educational experience. However, numerous surveys and studies suggest many students do not feel safe in their school environment and as a result, student engagement and academic learning Editorial
{"title":"In this issue","authors":"Pamela S. Salazar","doi":"10.1177/01926365221103917","DOIUrl":"https://doi.org/10.1177/01926365221103917","url":null,"abstract":"Principals play a crucial role in establishing the culture of a school and ensuring quality instruction and learning for each student. Articles in this issue of Bulletin offer unique ideas for principals to consider as they reflect on their work. It is my hope that readers will find new perspectives on how schooling can be improved and how the exercise of leadership influences this improvement. An effective school leader can ensure a high-quality inclusive school where all students have equitable access to effective instruction and receive the support they need to excel. In the lead article, researchers Soares, Harrison, Melloy, Baran, and Mohimann discuss the inclusion of students with emotional and behavioral disorders (EBD), consider barriers to effectiveness, and review legal mandates. A comprehensive list of recommendations is presented and described to assist administrators in overcoming the many barriers that school leaders often face when trying to develop an inclusive climate. Principals will find this article especially insightful for the many resources that can help them create and support inclusive school environments. Multiple research studies describe how effective instructional leadership relates to school performance. However, relatively few studies have examined the relationship between destructive leadership and instructional leadership. Researchers Wang and Merritt explore the two leadership approaches to determine if there is a possibility that destructive leaders can become effective instructional leaders. Results uncovered several prevalent destructive leadership behaviors and their relationship with ineffective instructional leadership. The article provides key information on what teachers believe are destructive leadership behaviors that result in ineffective instructional leadership. School leaders play a critical role in creating an environment that facilitates tolerant discussions of controversial political issues. Researcher Journell provides a review of the literature showing why the discussion of controversial topics is necessary in K–12 education and the influence of school leadership on that practice. Several implications for school leaders who wish to create a school environment that facilitates tolerant discussions of controversial political issues are presented. Principals will find this research enlightening and instructive as they work to structure teaching and learning in ways that help students gain critical thinking and civil discourse skills. Building a safe and caring learning community where students feel both physically and emotionally safe is key to students having a successful educational experience. However, numerous surveys and studies suggest many students do not feel safe in their school environment and as a result, student engagement and academic learning Editorial","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48120741","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 : 2022-05-18DOI: 10.1177/01926365221102378
C. Vincent, H. Walker, D. Espelage, C. Murray, Rita Svanks, J. Pennefather, Alberto Valido, Brion Marquez
We present outcomes from a field test of a student-centered and technology-driven school safety framework. We describe the framework components rooted in school violence prevention. Results from our field test indicate moderate student and teacher use of the framework components, improvements in student perceptions of school safety, reductions in student reported peer victimization, and reductions in teacher and parent reported inappropriate student behavior. Consumer satisfaction rating were adequate. We present recommendations for implementing a school safety framework emphasizing student voice.
{"title":"Initial Field Test of the SOARS (Student Ownership, Accountability, and Responsibility for School Safety) Framework for High Schools","authors":"C. Vincent, H. Walker, D. Espelage, C. Murray, Rita Svanks, J. Pennefather, Alberto Valido, Brion Marquez","doi":"10.1177/01926365221102378","DOIUrl":"https://doi.org/10.1177/01926365221102378","url":null,"abstract":"We present outcomes from a field test of a student-centered and technology-driven school safety framework. We describe the framework components rooted in school violence prevention. Results from our field test indicate moderate student and teacher use of the framework components, improvements in student perceptions of school safety, reductions in student reported peer victimization, and reductions in teacher and parent reported inappropriate student behavior. Consumer satisfaction rating were adequate. We present recommendations for implementing a school safety framework emphasizing student voice.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43987459","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 : 2022-05-17DOI: 10.1177/01926365221102379
Amanda Merritt, Yinying Wang
This study examines destructive leadership and its relationship with instructional leadership. Destructive leadership refers to a leader’s repeated behaviors that prioritize self-serving interests by undermining organizational interest and at the expense of harming subordinates. A total of 154 teachers completed a survey that measured their principals’ destructive and instructional leadership. Results of multiple regression analyses indicate that destructive leadership predicted ineffective instructional leadership. This study called for attention to identifying destructive leaders in school leadership training, hiring, and evaluation.
{"title":"Destructive Leaders in Schools: Can They Be Instructional Leaders?","authors":"Amanda Merritt, Yinying Wang","doi":"10.1177/01926365221102379","DOIUrl":"https://doi.org/10.1177/01926365221102379","url":null,"abstract":"This study examines destructive leadership and its relationship with instructional leadership. Destructive leadership refers to a leader’s repeated behaviors that prioritize self-serving interests by undermining organizational interest and at the expense of harming subordinates. A total of 154 teachers completed a survey that measured their principals’ destructive and instructional leadership. Results of multiple regression analyses indicate that destructive leadership predicted ineffective instructional leadership. This study called for attention to identifying destructive leaders in school leadership training, hiring, and evaluation.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43511372","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 : 2022-05-11DOI: 10.1177/01926365221100589
Wayne Journell
It has been well established that controversial issue discussions are an integral component to a high-quality civic education. However, as the United States has become increasingly politically polarized, teachers have become more hesitant to engage students in discussions of controversial political issues. Two decades worth of literature on teaching controversial issues has shown that a primary factor in determining whether teachers will engage students in controversial issue discussions is whether they feel supported by their school administrators. Yet, school leaders have rarely been the focus of civic education efforts. This article seeks to bridge that divide by first providing a review of the research showing the importance of engaging with controversy in K-12 education and the influence of school leadership on that process and then ending with implications for school administrators who wish to support teachers who broach controversy in their classrooms.
{"title":"Classroom Controversy in the Midst of Political Polarization: The Essential Role of School Administrators","authors":"Wayne Journell","doi":"10.1177/01926365221100589","DOIUrl":"https://doi.org/10.1177/01926365221100589","url":null,"abstract":"It has been well established that controversial issue discussions are an integral component to a high-quality civic education. However, as the United States has become increasingly politically polarized, teachers have become more hesitant to engage students in discussions of controversial political issues. Two decades worth of literature on teaching controversial issues has shown that a primary factor in determining whether teachers will engage students in controversial issue discussions is whether they feel supported by their school administrators. Yet, school leaders have rarely been the focus of civic education efforts. This article seeks to bridge that divide by first providing a review of the research showing the importance of engaging with controversy in K-12 education and the influence of school leadership on that process and then ending with implications for school administrators who wish to support teachers who broach controversy in their classrooms.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46523496","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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