NASSP Bulletin最新文献

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The Impact of Standards-Based Learning: Tracking High School Students’ Transition to the University 基于标准的学习的影响：追踪高中生向大学的过渡

Q3 Social Sciences

NASSP Bulletin

Pub Date : 2020-12-01 DOI: 10.1177/0192636520975862

T. Guskey, M. Townsley, Tom Buckmiller

This study sought to determine if the implementation of standards-based learning in high schools affects students’ transition to learning in university courses. Surveys and interviews with 13 students who had graduated from high schools implementing standards-based learning and who had completed their first academic semester at a midsize, private, Midwest university revealed no detrimental effects. The most frequently mentioned transition difficulties related to social issues and time management. Implications for implementing high school grading reforms are discussed.

这项研究试图确定高中实施基于标准的学习是否会影响学生向大学课程学习的过渡。对13名学生的调查和采访显示，这些学生毕业于实施标准化学习的高中，并在中西部一所中型私立大学完成了第一个学期的学习，没有产生任何不利影响。最常提到的过渡困难涉及社会问题和时间管理。讨论了实施高中分级改革的意义。

引用次数: 6

Traditional Principals’ Reaction to a Charter School Opening 传统校长对特许学校开学的反应

Q3 Social Sciences

NASSP Bulletin

Pub Date : 2020-12-01 DOI: 10.1177/0192636520975855

Dana L. Bickmore

Using multiple case studies, I examined how three traditional principals reacted and responded over time to the opening of a charter school in their attendance boundaries. Findings suggest principals’ reactions to competition shifted based on their perceptions of their status and competitive advantage in the market. These perceptual changes were the result of interactions with parents/guardians, staff, teachers, and students. This study has implications for how principals’ perceptions over time may affect engagement in competitive markets.

通过多个案例研究，我考察了三位传统校长对特许学校在他们的出勤范围内开设的反应和反应。调查结果表明，校长对竞争的反应会根据他们对自己在市场中的地位和竞争优势的看法而发生变化。这些感知变化是与父母/监护人、工作人员、教师和学生互动的结果。这项研究对校长的认知如何随着时间的推移影响竞争市场的参与具有启示意义。

引用次数: 1

In This Issue 本期报道

Q3 Social Sciences

NASSP Bulletin

Pub Date : 2020-12-01 DOI: 10.1177/0192636520979861

Pamela S. Salazar

Highly effective school leaders focus on learning and the impact of teaching. They empower teachers and other instructional personnel to support learning and create a positive learning culture where everyone learns and works together on behalf of students. They apply best practices to student learning. Articles in this issue of Bulletin offer unique ideas for principals to consider as they think about 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. Principals have been challenged with the impact of Covid-19 on students’ academic and mental well-being. In the lead article, researchers Pincus, Hannor-Walker, TeShaunda, Wright, and Justice highlight the importance of using school counselors to provide mental health counseling assisting with the social and emotional needs of students during and after the COVID-19 pandemic. The authors offer practical applications and useful strategies that secondary principals can employ to create a systemic approach for social and emotional prevention and intervention during and after the pandemic. The second article also casts a spotlight on some of the changes in schooling brought about by the onset of the corona-virus pandemic. In particular, due to the transition to online learning, educators have been compelled to rethink how they grade and report learning. One alternative grading approach that educators have considered is standards-based grading (SBG). In this study, researchers Guskey, Townsley, and Buckley sought to determine if the implementation of SBG in high school classes affects students’ transition to university learning environments. Findings suggest that high schools in the sample were not implementing SBG with high levels of fidelity. However, to the extent SBG was being implemented, there was no evidence that the practice was having a negative impact on students’ transition to higher education. Principals will find the discussion instructive and beneficial for leveraging standardsbased grading as a clearer description of students’ performance by separating achievement and non-cognitive factors.

高效的学校领导注重学习和教学的影响。它们使教师和其他教学人员能够支持学习，并创造一种积极的学习文化，在这种文化中，每个人都代表学生学习和共同努力。他们将最佳实践应用于学生的学习。本期《简报》的文章为校长们在思考工作时提供了独特的想法。我希望读者们能在如何改进学校教育以及发挥领导作用如何影响这种改进方面找到新的观点。校长们面临着新冠肺炎对学生学业和心理健康影响的挑战。在这篇主要文章中，研究人员Pincus、Hannor-Walker、TeShaunda、Wright和Justice强调了在COVID-19大流行期间和之后，利用学校辅导员提供心理健康咨询的重要性，以帮助满足学生的社会和情感需求。作者提供了实际应用和有用的策略，中学校长可以采用这些应用和策略，为大流行期间和之后的社会和情感预防和干预创造一种系统的方法。第二篇文章还关注了冠状病毒大流行的爆发给学校教育带来的一些变化。特别是，由于向在线学习的过渡，教育工作者不得不重新思考他们如何评分和报告学习。教育工作者考虑的另一种评分方法是基于标准的评分(SBG)。在这项研究中，研究者Guskey, Townsley和Buckley试图确定在高中班级实施SBG是否会影响学生向大学学习环境的过渡。调查结果表明，样本中的高中并未以高水平的保真度实施SBG。然而，就实施的程度而言，没有证据表明这种做法对学生向高等教育的过渡产生了负面影响。校长们会发现，通过区分成绩和非认知因素，以标准为基础的评分能够更清晰地描述学生的表现，这一讨论具有启发性和有益意义。

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引用次数: 0

Support for Marginalized Children: Influences of Micro and Meso Contexts on Socially Just Principal Practices 对边缘化儿童的支持:微观和中观背景对社会公正主要做法的影响

Q3 Social Sciences

NASSP Bulletin

Pub Date : 2020-12-01 DOI: 10.1177/0192636520976865

A. Oldham, Lee D. Flood, Pamela S. Angelle

This qualitative case study research examines the perceptions of three U.S. principals as they work for social justice in the school level meso context as enacted through the lens of their micro contextual values and beliefs. Through interviews with three rural high school principals, we look to the influence of context on decision making through a study of the principals’ articulations of the role of context in supporting or hindering their work for marginalized children. Findings from this study point to the culture of the community in which the school was situated and the challenges sometimes associated with the community as the most mentioned meso factor that guided the principals’ practice. The micro context of the leader’s personal story was a testament to what they valued and how they enacted these values as a leader for social justice. The study concludes with a model which reconceptualizes the macro, meso, and micro relationships not as a directional relationship that indicates the influence of one context onto another, but as a structural bond suggesting interdependency.

这项定性案例研究考察了三位美国校长在学校层面的微观环境中为社会正义而努力的看法，这些看法是通过他们的微观环境价值观和信仰来体现的。通过对三位农村高中校长的采访，我们通过研究校长对背景在支持或阻碍他们为边缘化儿童工作中的作用的阐述，来观察背景对决策的影响。这项研究的结果表明，学校所在社区的文化以及有时与社区相关的挑战是指导校长实践的最常见的中间因素。领导者个人故事的微观背景证明了他们的价值观，以及作为社会正义的领导者，他们是如何制定这些价值观的。该研究以一个模型结束，该模型将宏观、中观和微观关系重新定义为一种方向关系，而不是一种指示一个上下文对另一个上下文的影响，而是一种表明相互依存性的结构纽带。

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引用次数: 1

COVID-19’s Effect on Students: How School Counselors Rise to the Rescue 新冠肺炎对学生的影响：学校辅导员如何应对

Q3 Social Sciences

NASSP Bulletin

Pub Date : 2020-12-01 DOI: 10.1177/0192636520975866

R. Pincus, TeShaunda Hannor-Walker, Leonis Wright, J. Justice

The COVID-19 global pandemic has brought about many changes to our society, which will have long-term effects for our youth and adolescents. Due to social isolation and adverse childhood experiences, there are concerns of suicidality, technology addiction, and school safety as schools attempt to transition to a state of normalcy in the months to come. This crisis will require coordinated efforts to assist students in not only getting back on track academically but also in helping students cope with the trauma they have and are continuing to experience. As a result, insights from school counselors can be used to obtain a better understanding of the social and emotional effects of COVID-19 by collaborating with administrators to emphasize using school counselors as a mental health provider in schools. The authors highlight school counselors’ mental health training and their role in combating this issue and provide practical applications that can employed to create a systemic approach for social and emotional prevention and intervention during and after the pandemic.

新冠肺炎全球大流行给我们的社会带来了许多变化，这将对我们的青年和青少年产生长期影响。由于社会孤立和不良的童年经历，随着学校试图在未来几个月过渡到正常状态，人们对自杀、技术成瘾和学校安全感到担忧。这场危机将需要协调一致的努力，帮助学生不仅在学业上重回正轨，而且帮助学生应对他们所遭受并将继续经历的创伤。因此，通过与管理人员合作，强调将学校辅导员作为学校的心理健康提供者，可以利用学校辅导员的见解更好地了解新冠肺炎的社会和情感影响。作者强调了学校辅导员的心理健康培训及其在应对这一问题中的作用，并提供了实际应用，可用于在疫情期间和之后创建一种系统的社会和情绪预防和干预方法。

引用次数: 38

Renewing the Promise and Potential of School-Based Management 更新校本管理的承诺和潜力

Q3 Social Sciences

NASSP Bulletin

Pub Date : 2020-09-01 DOI: 10.1177/0192636520956717

M. Brunning, John Fischetti, Maxwell Smith

School-based management (SBM) remains a “hot topic” in educational circles. This article explores the reality of SBM internationally. It focusses on the perceptions of selected Australian public secondary principals who reflect on the drivers and impediments affecting their capacity to lead school-based innovation. While broadly supportive of SBM, the participants indicated that authority to make effective local decisions was ambiguous and inhibiting in the face of the managing system’s policies, procedures, and supervisory processes.

校本管理一直是教育界的“热门话题”。本文探讨了国际上SBM的现状。它侧重于选定的澳大利亚公立中学校长的看法，他们反映了影响他们领导校本创新能力的驱动因素和障碍。虽然普遍支持SBM，但与会者指出，面对管理系统的政策、程序和监督过程，做出有效地方决策的权力是模糊的，而且受到抑制。

引用次数: 3

Race Against Time: The Effects of Principal Race and Time Use on Teacher Perceptions of Leadership 与时间赛跑：主要种族和时间使用对教师领导力认知的影响

Q3 Social Sciences

NASSP Bulletin

Pub Date : 2020-09-01 DOI: 10.1177/0192636520957745

J. Keese, M. Suárez, H. Waxman

To examine the relationships between principal time use, race, and teacher perceptions of their school and principal, this study analyzes data from the 2015-2016 NCES National Teacher and Principal Surveys. Data from 31,950 teachers and 5,710 principals were analyzed using ordinal logistic regressions while controlling for principal time use in curricular tasks, student interactions, administrative tasks, parent interactions as well as principal and student population race. Significant findings include that teacher perceptions of their school and principal were significantly related to the racial composition of their school’s student body and/or the principal’s race, but not to principal time use. Implications and recommendations for researchers and school leaders are offered.

为了研究校长时间使用、种族和教师对学校和校长的看法之间的关系，本研究分析了2015-2016年NCES全国教师和校长调查的数据。在控制校长在课程任务、学生互动、行政任务、家长互动以及校长和学生人口种族方面的时间使用情况的同时，使用有序逻辑回归分析了来自31,950名教师和5,710名校长的数据。重要的发现包括，教师对学校和校长的看法与学校学生群体的种族构成和/或校长的种族显著相关，但与校长的时间使用无关。对研究人员和学校领导提出了启示和建议。

引用次数: 1

Service Animals in PreK-12 Schools: Legal and Policy Implications for School Leaders 学前学校的服务动物：对学校领导的法律和政策影响

Q3 Social Sciences

NASSP Bulletin

Pub Date : 2020-09-01 DOI: 10.1177/0192636520923394

Kathy B. Ewoldt, Cynthia Dieterich, K. Brady

Despite increasing animal prevalence in public spaces, few districts have proactively developed policies to integrate assistance, therapy, service, and emotional support animals that are both legally sound and support the needs of individual students. Federal legislation defines a variety of animals that could accompany students, but only those trained to perform a specific disability-related task are considered service animals. Policy development to address the increasing prevalence of service animals on school campuses has not been widely examined. This article uses standard legal analysis to gather data from court rulings in the United States; uses secondary sources such as peer-reviewed journals, special education journals, and professional organizations; and provides recommendations on how to develop a sound service animal policy and procedures.

尽管动物在公共场所的流行率越来越高，但很少有地区积极制定政策，将援助、治疗、服务和情感支持动物结合起来，既符合法律规定，又能满足个别学生的需求。联邦立法定义了可以陪伴学生的各种动物，但只有那些接受过执行特定残疾相关任务训练的动物才被视为服务动物。针对校园中服务动物日益普遍的问题制定的政策尚未得到广泛审查。本文使用标准的法律分析来收集来自美国法院裁决的数据；使用二级来源，如同行评审期刊、特殊教育期刊和专业组织；并就如何制定健全的动物服务政策和程序提出建议。

引用次数: 0

What Type of School Leadership Makes Teachers Want to Stay? 什么样的学校领导让教师愿意留下来?

Q3 Social Sciences

NASSP Bulletin

Pub Date : 2020-08-26 DOI: 10.1177/0192636520949682

Angela Urick

The purpose of this study is to identify different types of school leadership as perceived by teachers and to test the extent that these types predict teacher retention. School leadership varies by perception, context, and may influence a teacher’s decision to leave their current school or the profession. Four statistically different types of leadership were found using teachers’ perceptions of principal and shared leadership behaviors. Teachers who perceived less principal leadership were more likely to leave their school. Teachers who reported more frequent principal and shared leadership were more likely to stay in their current school the following year.

本研究的目的是识别教师所感知的不同类型的学校领导，并测试这些类型预测教师留任的程度。学校领导因感知、环境而异，并可能影响教师离开当前学校或职业的决定。利用教师对校长的认知和共同领导行为，发现了四种统计上不同的领导类型。认为校长领导能力不足的教师更有可能离开学校。那些经常担任校长和共同领导的教师更有可能在接下来的一年留在现在的学校。

引用次数: 2

Well-being at work and its association with work-home interactions: a study of young Vietnamese employees. 工作中的幸福感及其与工作和家庭互动的关系：对越南年轻雇员的研究。

IF 2 Q3 Social Sciences

NASSP Bulletin

Pub Date : 2020-08-06 eCollection Date: 2021-01-01 DOI: 10.5114/hpr.2020.97915

Bui Thi Hong Thai, Nguyen Thi Nhu Trang, Tran Thi Minh Duc

Background: Studying well-being at work and how it is related to employees' work-home interactions has been of great concern to both researchers and policy-makers in recent years. The aim of this study is to investigate the status of well-being at work of young Vietnamese employees working in Hanoi city and how dimensions of their work-home interaction contribute to their well-being at work.

Participants and procedure: A self-administered questionnaire survey was conducted on 675 Vietnamese employees whose age was under 35 years. Demo and Paschoal's well-being at work scale and the Survey Work-Home Interaction - Nijmegen (SWING) scale were applied to measure employees' well-being at work and work-home interactions respectively. The control variables include employees' sex, marital status, working tenure, work position, mentoring, and type of organization.

Results: This study documented differences in the status of well-being at work between groups by gender, work position, mentoring, whereas no difference was found between groups in age, marital status, working tenure or types of organization. Regression results demonstrated that altogether positive work-home, negative work-home, positive home-work interactions and work position can explain quite well the variance of employees' well-being at work, and the predictive power of positive interaction for well-being at work was significantly stronger than that of work position and negative work-home interaction.

Conclusions: Our results suggested that to promote employees' well-being at work, organizations should invest in boosting the positive interactions between work and home life of employees. Work position, gender issue and mentoring are also meaningful determinants of well-being at work.

背景：近年来，研究工作幸福感及其与员工工作-家庭互动的关系一直是研究人员和政策制定者非常关注的问题。本研究的目的是调查在河内市工作的越南青年雇员的工作幸福感状况，以及工作与家庭的互动如何影响他们的工作幸福感：对 675 名年龄在 35 岁以下的越南雇员进行了自填式问卷调查。Demo和Paschoal的工作幸福感量表以及奈梅亨工作-家庭互动调查量表（SWING）分别用于测量员工的工作幸福感和工作-家庭互动。控制变量包括员工的性别、婚姻状况、工作年限、工作职位、导师和组织类型：研究结果表明，不同性别、工作职位和指导的群体在工作幸福感方面存在差异，而不同年龄、婚姻状况、工作年限和组织类型的群体在工作幸福感方面没有差异。回归结果表明，积极的工作-家庭互动、消极的工作-家庭互动、积极的家庭-工作互动和工作职位可以很好地解释员工工作幸福感的变异，而且积极互动对工作幸福感的预测能力明显强于工作职位和消极的工作-家庭互动：我们的研究结果表明，为提高员工的工作幸福感，组织应投资于促进员工工作与家庭生活之间的积极互动。工作职位、性别问题和指导也是工作幸福感的重要决定因素。

{"title":"Well-being at work and its association with work-home interactions: a study of young Vietnamese employees.","authors":"Bui Thi Hong Thai, Nguyen Thi Nhu Trang, Tran Thi Minh Duc","doi":"10.5114/hpr.2020.97915","DOIUrl":"10.5114/hpr.2020.97915","url":null,"abstract":"Background: Studying well-being at work and how it is related to employees' work-home interactions has been of great concern to both researchers and policy-makers in recent years. The aim of this study is to investigate the status of well-being at work of young Vietnamese employees working in Hanoi city and how dimensions of their work-home interaction contribute to their well-being at work.Participants and procedure: A self-administered questionnaire survey was conducted on 675 Vietnamese employees whose age was under 35 years. Demo and Paschoal's well-being at work scale and the Survey Work-Home Interaction - Nijmegen (SWING) scale were applied to measure employees' well-being at work and work-home interactions respectively. The control variables include employees' sex, marital status, working tenure, work position, mentoring, and type of organization.Results: This study documented differences in the status of well-being at work between groups by gender, work position, mentoring, whereas no difference was found between groups in age, marital status, working tenure or types of organization. Regression results demonstrated that altogether positive work-home, negative work-home, positive home-work interactions and work position can explain quite well the variance of employees' well-being at work, and the predictive power of positive interaction for well-being at work was significantly stronger than that of work position and negative work-home interaction.Conclusions: Our results suggested that to promote employees' well-being at work, organizations should invest in boosting the positive interactions between work and home life of employees. Work position, gender issue and mentoring are also meaningful determinants of well-being at work.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":"67 1","pages":"18-30"},"PeriodicalIF":2.0,"publicationDate":"2020-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10694611/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87625068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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