Pub Date : 2020-05-23DOI: 10.1177/0192636520918303
J. Sears, L. G. Driscoll, J. Sughrue
Whether principals are required to allow service animals in the public schools is not entirely clear in law, policy, or practice. The matter is further complicated when the alleged harm caused by denying a request for a service animal is not clearly related to the educational program. The purpose of this article is to inform principals about the current laws and regulations that govern student requests regarding service animals, including a description of the rights and responsibilities of both students and school personnel in public schools. Guidance on developing actionable policies consistent with Fry v. Napoleon Community Schools, Americans with Disabilities Act of 2011, Individuals with Disabilities Education Act of 2004, and Section 504 of the Rehabilitation Act, 1973, is provided.
是否要求校长允许服务性动物进入公立学校在法律、政策或实践上都不完全清楚。当拒绝服务性动物的请求所造成的所谓伤害与教育计划没有明确的关系时，事情就变得更加复杂了。这篇文章的目的是告知校长关于管理学生对服务性动物的要求的现行法律法规，包括公立学校学生和学校工作人员的权利和责任的描述。为制定符合Fry v. Napoleon社区学校、2011年《美国残疾人法案》、2004年《残疾人教育法》和1973年《康复法案》第504条的可操作政策提供指导。
{"title":"Considerations for Principals: Service Animals in K-12 Public Schools","authors":"J. Sears, L. G. Driscoll, J. Sughrue","doi":"10.1177/0192636520918303","DOIUrl":"https://doi.org/10.1177/0192636520918303","url":null,"abstract":"Whether principals are required to allow service animals in the public schools is not entirely clear in law, policy, or practice. The matter is further complicated when the alleged harm caused by denying a request for a service animal is not clearly related to the educational program. The purpose of this article is to inform principals about the current laws and regulations that govern student requests regarding service animals, including a description of the rights and responsibilities of both students and school personnel in public schools. Guidance on developing actionable policies consistent with Fry v. Napoleon Community Schools, Americans with Disabilities Act of 2011, Individuals with Disabilities Education Act of 2004, and Section 504 of the Rehabilitation Act, 1973, is provided.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636520918303","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43685147","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 : 2020-03-01DOI: 10.1177/0192636520913624
Amanda L. Rose, J. Sughrue
Due to the nature of alternative preparation paths to classroom teaching and the unique challenges these teachers face, alternative certified teacher quality and retention are questionable. The purpose of this study was to investigate school leaders’ knowledge of the challenges of these teachers, the support provided in light of that knowledge, and the potential impact of the support on teacher retention. Alternative certified teachers need increased, differentiated professional development opportunities that support classroom performance, resulting in retention and student achievement.
{"title":"Promoting Retention of Alternative Certified Teachers Through Professional Development","authors":"Amanda L. Rose, J. Sughrue","doi":"10.1177/0192636520913624","DOIUrl":"https://doi.org/10.1177/0192636520913624","url":null,"abstract":"Due to the nature of alternative preparation paths to classroom teaching and the unique challenges these teachers face, alternative certified teacher quality and retention are questionable. The purpose of this study was to investigate school leaders’ knowledge of the challenges of these teachers, the support provided in light of that knowledge, and the potential impact of the support on teacher retention. Alternative certified teachers need increased, differentiated professional development opportunities that support classroom performance, resulting in retention and student achievement.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636520913624","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46981504","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 : 2020-03-01DOI: 10.1177/0192636520911197
Ed Dandalt, S. Brutus
This article uses an analysis of the language used in the Teacher Performance Appraisal Technical Requirements Manual in Ontario to highlight some procedural issues. Arguably, the existence of flaws in the teacher evaluation system is not only limited to evaluation practices but is also embedded in evaluation regulations. Furthermore, the article provides a novel example of how a study of teacher evaluation systems can go beyond teachers’ perspectives of evaluation practices and can also consider teacher evaluation regulations as a source of empirical inquiry and a form of knowledge.
{"title":"Teacher Performance Appraisal Regulation: A Policy Case Analysis","authors":"Ed Dandalt, S. Brutus","doi":"10.1177/0192636520911197","DOIUrl":"https://doi.org/10.1177/0192636520911197","url":null,"abstract":"This article uses an analysis of the language used in the Teacher Performance Appraisal Technical Requirements Manual in Ontario to highlight some procedural issues. Arguably, the existence of flaws in the teacher evaluation system is not only limited to evaluation practices but is also embedded in evaluation regulations. Furthermore, the article provides a novel example of how a study of teacher evaluation systems can go beyond teachers’ perspectives of evaluation practices and can also consider teacher evaluation regulations as a source of empirical inquiry and a form of knowledge.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636520911197","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45327632","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 : 2020-02-26DOI: 10.1177/0192636520907694
Orly Shapira-Lishchinsky
The study aimed to elicit a universally accepted meaning of “ethical practice in school” from teachers’ codes of ethics formulated by educational leaders including school principals, the nation’s government, and teachers’ union representatives. Analysis was based on a random sample of 30 codes of ethics in various countries using a qualitative methodology. The findings generated a multidimensional model. School principals’ access to this model may advance making decisions that foster an ethical school environment worldwide.
{"title":"A Multinational Study of Teachers’ Codes of Ethics: Attitudes of Educational Leaders","authors":"Orly Shapira-Lishchinsky","doi":"10.1177/0192636520907694","DOIUrl":"https://doi.org/10.1177/0192636520907694","url":null,"abstract":"The study aimed to elicit a universally accepted meaning of “ethical practice in school” from teachers’ codes of ethics formulated by educational leaders including school principals, the nation’s government, and teachers’ union representatives. Analysis was based on a random sample of 30 codes of ethics in various countries using a qualitative methodology. The findings generated a multidimensional model. School principals’ access to this model may advance making decisions that foster an ethical school environment worldwide.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636520907694","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48875442","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 : 2019-11-27DOI: 10.1177/0192636519889151
T. Guskey
School leaders today are making important decisions regarding education innovations based on published average effect sizes, even though few understand exactly how effect sizes are calculated or what they mean. This article explains how average effect sizes are determined in meta-analyses and the importance of including measures of variability with any average effect size. By considering the variation in effect sizes among studies of the same innovation, education leaders can make better decisions about innovations and greatly increase the likelihood of achieving optimal results from implementation.
{"title":"Interpreting Average Effect Sizes: Never a Center Without a Spread","authors":"T. Guskey","doi":"10.1177/0192636519889151","DOIUrl":"https://doi.org/10.1177/0192636519889151","url":null,"abstract":"School leaders today are making important decisions regarding education innovations based on published average effect sizes, even though few understand exactly how effect sizes are calculated or what they mean. This article explains how average effect sizes are determined in meta-analyses and the importance of including measures of variability with any average effect size. By considering the variation in effect sizes among studies of the same innovation, education leaders can make better decisions about innovations and greatly increase the likelihood of achieving optimal results from implementation.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636519889151","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47602721","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 : 2019-11-01DOI: 10.1109/mcom.1980.1090170
C. Lof
ions are not necessarily 'absolute truth;' rather, they are more 'truth to scale.' Second, he 36 cartographic perspectives lumbl·r 27, Spring 1997 suggests that care be taken to not make GIS into a system which is more real than our maps already appear. Third, map design has a dual nature in both analytical processes and intuitive (or, 'gut') processes. Finally, he suggests better education for maps users. The real strength of the book is also its weakness. The editors have collected a truly broad set of perspectives. Within these pages, the reader moves between some very systematic approaches (Nelson and Gilmartin, Kumler and Buttenfield, McGranaghan, etc.), to more broadly philosophical ideas (Huffman and Belbin), to very practical strategies (Mersey, Monmonier). This 'big tent' approach is good for bringing out ideas. On the other hand, the variety of foci does not allow a truly detailed exploration of cartographic design. The papers tend to not be in-depth and are not conceptually integrated with each other. To compound the issue, the authors in this volume vary in their interpretation of cartographic d esign. Some put forth broad theoretical statements that define design as a process which is analytical and intuitive. Other authors focus on research questions dealing with narrowly defined design elements. There does not appear to be any organization to the order of these chapters. The result is that ideas are often juxtaposed with one another, requiring the reader move between contrasts such as postmodernism, Gestalt theory, gender differences, maps and children, and feature matching. Another problem with the book is that some of the equipment used in the studies can now be considered 'old' (monochrome LCD panels, 486 computers). Likewise, there is little mention of the influence of the World Wide Web on cartography; a venue that was just emerging at the time these papers were presented in Ottawa in 1994. The best use for this book would be in an advanced cartographic design class or seminar (although the book price may be prohibitive for students). The chapters are each conceptually independent and all of the readings offer a number of opportunities for discussion about design in a number of contexts: communication, cognition, philosophy, aesthetics, etc. Because the book covers such a wide range of viewpoints, most of the essays are bound to raise the ire of someone in a group discussion while simultaneously pleasing someone else. The cartographic professional may come away with a mixed evaluation. On the one hand, no startling new breakthroughs in design theory and practice are offered here. Nor is there any consensus on cartographic theory in general. On the other hand, the reader will find the chapters igniting research questions and philosophical ideas in their own minds. By reading these diverse viewpoints, readers are prompted to re-evaluate and re-consider their own theories about cartographic design. Most of the authors make clear
{"title":"In this Issue…","authors":"C. Lof","doi":"10.1109/mcom.1980.1090170","DOIUrl":"https://doi.org/10.1109/mcom.1980.1090170","url":null,"abstract":"ions are not necessarily 'absolute truth;' rather, they are more 'truth to scale.' Second, he 36 cartographic perspectives lumbl·r 27, Spring 1997 suggests that care be taken to not make GIS into a system which is more real than our maps already appear. Third, map design has a dual nature in both analytical processes and intuitive (or, 'gut') processes. Finally, he suggests better education for maps users. The real strength of the book is also its weakness. The editors have collected a truly broad set of perspectives. Within these pages, the reader moves between some very systematic approaches (Nelson and Gilmartin, Kumler and Buttenfield, McGranaghan, etc.), to more broadly philosophical ideas (Huffman and Belbin), to very practical strategies (Mersey, Monmonier). This 'big tent' approach is good for bringing out ideas. On the other hand, the variety of foci does not allow a truly detailed exploration of cartographic design. The papers tend to not be in-depth and are not conceptually integrated with each other. To compound the issue, the authors in this volume vary in their interpretation of cartographic d esign. Some put forth broad theoretical statements that define design as a process which is analytical and intuitive. Other authors focus on research questions dealing with narrowly defined design elements. There does not appear to be any organization to the order of these chapters. The result is that ideas are often juxtaposed with one another, requiring the reader move between contrasts such as postmodernism, Gestalt theory, gender differences, maps and children, and feature matching. Another problem with the book is that some of the equipment used in the studies can now be considered 'old' (monochrome LCD panels, 486 computers). Likewise, there is little mention of the influence of the World Wide Web on cartography; a venue that was just emerging at the time these papers were presented in Ottawa in 1994. The best use for this book would be in an advanced cartographic design class or seminar (although the book price may be prohibitive for students). The chapters are each conceptually independent and all of the readings offer a number of opportunities for discussion about design in a number of contexts: communication, cognition, philosophy, aesthetics, etc. Because the book covers such a wide range of viewpoints, most of the essays are bound to raise the ire of someone in a group discussion while simultaneously pleasing someone else. The cartographic professional may come away with a mixed evaluation. On the one hand, no startling new breakthroughs in design theory and practice are offered here. Nor is there any consensus on cartographic theory in general. On the other hand, the reader will find the chapters igniting research questions and philosophical ideas in their own minds. By reading these diverse viewpoints, readers are prompted to re-evaluate and re-consider their own theories about cartographic design. Most of the authors make clear ","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1109/mcom.1980.1090170","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44947950","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 : 2019-10-21DOI: 10.1177/0192636519882084
M. Townsley, Tom Buckmiller, R. Cooper
As secondary school leaders consider a shift toward standards-based grading (SBG) practices, they are no doubt weighing the odds of a successful implementation process. This research followed up on a study from 2014 to identify the challenges secondary school leaders experience when changing the currency of the classroom from points to learning. The results indicated that the game is changing and a new wave of SBG implementation is on the horizon.
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Pub Date : 2019-10-20DOI: 10.1177/0192636519877456
Carla M. Evans, Suzanne Graham, Melissa L. Lefebvre
This exploratory study uses data from 413 principals to examine whether and how competency-based education has been implemented in the Northeast states and the extent to which there is variation in implementation between states with different policies. Results suggest that competency-based practices that are most similar to current practices are reported more and practices that diverge from current practices are reported less. There were statistically significant differences between states with “advanced” and nonexistent competency-based education policies on three measures. Secondary principals could use this study to understand key features of the reform and the likely barriers and challenges to implementation regardless of their state policy context.
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Pub Date : 2019-09-01DOI: 10.1177/0192636519877981
Pamela S. Salazar
The research is clear, principals make a big difference in shaping the education that goes on in a school. If a school is going to succeed academically, the principal is key. The expectation of student achievement at high levels have placed the school leader as the central focus of school reform efforts. The school leader is accountable for all the administrative and leadership duties as well as the instructional programs and is perceived by school and community stakeholders to be responsible for results for all students. As administrators work to address these heightened expectations, several key issues consistently challenge them. This issue offers several important articles that principals will find valuable in pursuit of becoming more accomplished, skillful, and successful. Dramatically improving student achievement in our worst-performing schools requires dramatic changes that produce significant achievement gains in a short period of time, followed by a longer period of sustained improvement. Turning around a school requires a specialized approach led by a principal with very specific skills and competencies. In the lead article, researchers Hitt, Meyers, Zh, and Woodruff investigated the extent to which recently developed turnaround principal competencies relate to student achievement. Specifically, they conducted correlational analyses to better understand the extent to which the seven turnaround competencies accurately identify meaningful competencies of turnaround principals. Findings indicate the model reflects the internal states of principals who orchestrate rapid and dramatic transformation. Key competencies that leaders can practice to succeed in turnaround are described. Principal leadership affects school performance. In the second article, researchers Hallam, Farnsworth, and Hilton explored the relationship between faculty trust in their principal and the principal’s learning-centered leadership using the Vanderbilt Assessment of Leadership in Education measurement of principal learning-centered leadership and the Omnibus T-Scale measurement of faculty trust in the principal. Results indicate that principal learning-centered leadership is significantly and
研究表明，校长在塑造学校的教育方面起着很大的作用。如果一所学校要在学术上取得成功，校长是关键。对学生取得高水平成绩的期望已将学校领导作为学校改革努力的中心焦点。学校领导负责所有行政和领导职责以及教学计划，学校和社区利益相关者认为学校领导对所有学生的成绩负责。当管理人员努力解决这些日益高涨的期望时，几个关键问题始终对他们构成挑战。本期提供了几篇重要的文章，校长们会发现这些文章在追求更高的成就、技巧和成功方面很有价值。在我们表现最差的学校里，要想大幅提高学生的成绩，就需要做出巨大的改变，在短时间内取得显著的成绩，然后再进行更长时间的持续改进。扭转一所学校的局面需要一位具有特定技能和能力的校长领导的专业方法。在这篇主要文章中，研究人员Hitt、Meyers、Zh和Woodruff调查了最近发展起来的转变主体能力与学生成绩的关系。具体而言，他们进行了相关分析，以更好地了解七种周转能力在多大程度上准确识别周转负责人的有意义的能力。研究结果表明，该模型反映了负责人的内部状态，他们策划了快速而戏剧性的转变。描述了领导者可以实践的关键能力，以在转型中取得成功。校长领导影响学校表现。在第二篇文章中，研究人员Hallam、Farnsworth和Hilton使用范德比尔特教育领导力评估法（Vanderbilt Assessment of leadership In Education）对校长学习中心领导力的测量和教师对校长信任的综合T量表测量，探讨了教师对校长的信任与校长学习中心领导之间的关系。结果表明，以主体学习为中心的领导显著
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Pub Date : 2019-09-01DOI: 10.1177/0192636519871618
D. Hitt, C. Meyers, D. Woodruff, Guorong Zhu
Building upon the prior development of a model of turnaround principal competencies, we investigated the extent to which the identified principal competencies correlate with student achievement. Participants met rigorous selection criteria for having effectively turned around their schools during their first 2 years as principal. We conducted correlational analyses to examine the strength of relationship between each of the seven competencies and found that the model appears to reflect the internal states of principals who orchestrate school turnaround. We suggest that this initial effort should be further refined as additional data sources become available, but note that this model, given the popularity of principal competencies in districts, can inform current policies and practices.
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