Pub Date : 2019-09-01DOI: 10.1177/0192636519871624
Shane Justin Farnsworth, Pamela R. Hallam, S. Hilton
Principals are increasingly held accountable for student achievement. Existing research has found principal leadership indirectly affects student achievement. 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, researchers sought to better understand the relationship between the perceived learning-centered leadership of principals and faculty trust in those principals. Findings indicated that principal learning-centered leadership was significantly and positively related to faculty trust in the principal.
{"title":"Principal Learning-Centered Leadership and Faculty Trust in the Principal","authors":"Shane Justin Farnsworth, Pamela R. Hallam, S. Hilton","doi":"10.1177/0192636519871624","DOIUrl":"https://doi.org/10.1177/0192636519871624","url":null,"abstract":"Principals are increasingly held accountable for student achievement. Existing research has found principal leadership indirectly affects student achievement. 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, researchers sought to better understand the relationship between the perceived learning-centered leadership of principals and faculty trust in those principals. Findings indicated that principal learning-centered leadership was significantly and positively related to faculty trust in the principal.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636519871624","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43484142","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 : 2019-08-28DOI: 10.1177/0192636519871614
M. Koonce, John C. Pijanowski, Ed Bengtson, Kara Lasater
The purpose of this study was to identify factors that served as barriers to principal engagement in the professional development process, and identify what resources or supports were needed to increase engagement. The 249 survey participants were drawn from 112 different school systems. From that group 20 principals were purposefully sampled for interviews. The theoretical framework for this study drew from social cognitive, self-efficacy, and collective efficacy theories which served to frame school and district leaders’ roles in professional development.
{"title":"Principal Engagement in the Professional Development Process","authors":"M. Koonce, John C. Pijanowski, Ed Bengtson, Kara Lasater","doi":"10.1177/0192636519871614","DOIUrl":"https://doi.org/10.1177/0192636519871614","url":null,"abstract":"The purpose of this study was to identify factors that served as barriers to principal engagement in the professional development process, and identify what resources or supports were needed to increase engagement. The 249 survey participants were drawn from 112 different school systems. From that group 20 principals were purposefully sampled for interviews. The theoretical framework for this study drew from social cognitive, self-efficacy, and collective efficacy theories which served to frame school and district leaders’ roles in professional development.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636519871614","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48110459","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 : 2019-08-28DOI: 10.1177/0192636519871625
B. Blaum, Kerri Tobin
While much has been written about how principals motivate their teachers, there is a surprising paucity of research on what motivates principals themselves. Because a principal significantly impacts the academic achievement of students and because principal turnover disproportionately impacts low-income schools, it is imperative that we find a way to keep principals feeling motivated. We examined what principals say provides them motivation to succeed and found that praise—from students, supervisors, and parents—is very meaningful to them.
{"title":"Motivating the Motivators: An Examination of High School Principals’ Drive to Succeed","authors":"B. Blaum, Kerri Tobin","doi":"10.1177/0192636519871625","DOIUrl":"https://doi.org/10.1177/0192636519871625","url":null,"abstract":"While much has been written about how principals motivate their teachers, there is a surprising paucity of research on what motivates principals themselves. Because a principal significantly impacts the academic achievement of students and because principal turnover disproportionately impacts low-income schools, it is imperative that we find a way to keep principals feeling motivated. We examined what principals say provides them motivation to succeed and found that praise—from students, supervisors, and parents—is very meaningful to them.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636519871625","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46899837","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}
Offensive or antagonistic language targeted at individuals and social groups based on their personal characteristics (also known as cyber hate speech or cyberhate) has been frequently posted and widely circulated via the World Wide Web. This can be considered as a key risk factor for individual and societal tension surrounding regional instability. Automated Web-based cyberhate detection is important for observing and understanding community and regional societal tension—especially in online social networks where posts can be rapidly and widely viewed and disseminated. While previous work has involved using lexicons, bags-of-words, or probabilistic language parsing approaches, they often suffer from a similar issue, which is that cyberhate can be subtle and indirect—thus, depending on the occurrence of individual words or phrases, can lead to a significant number of false negatives, providing inaccurate representation of the trends in cyberhate. This problem motivated us to challenge thinking around the representation of subtle language use, such as references to perceived threats from “the other” including immigration or job prosperity in a hateful context. We propose a novel “othering” feature set that utilizes language use around the concept of “othering” and intergroup threat theory to identify these subtleties, and we implement a wide range of classification methods using embedding learning to compute semantic distances between parts of speech considered to be part of an “othering” narrative. To validate our approach, we conducted two sets of experiments. The first involved comparing the results of our novel method with state-of-the-art baseline models from the literature. Our approach outperformed all existing methods. The second tested the best performing models from the first phase on unseen datasets for different types of cyberhate, namely religion, disability, race, and sexual orientation. The results showed F-measure scores for classifying hateful instances obtained through applying our model of 0.81, 0.71, 0.89, and 0.72, respectively, demonstrating the ability of the “othering” narrative to be an important part of model generalization.
{"title":"“The Enemy Among Us”","authors":"Wafa Alorainy, P. Burnap, Han Liu, M. Williams","doi":"10.1145/3324997","DOIUrl":"https://doi.org/10.1145/3324997","url":null,"abstract":"Offensive or antagonistic language targeted at individuals and social groups based on their personal characteristics (also known as cyber hate speech or cyberhate) has been frequently posted and widely circulated via the World Wide Web. This can be considered as a key risk factor for individual and societal tension surrounding regional instability. Automated Web-based cyberhate detection is important for observing and understanding community and regional societal tension—especially in online social networks where posts can be rapidly and widely viewed and disseminated. While previous work has involved using lexicons, bags-of-words, or probabilistic language parsing approaches, they often suffer from a similar issue, which is that cyberhate can be subtle and indirect—thus, depending on the occurrence of individual words or phrases, can lead to a significant number of false negatives, providing inaccurate representation of the trends in cyberhate. This problem motivated us to challenge thinking around the representation of subtle language use, such as references to perceived threats from “the other” including immigration or job prosperity in a hateful context. We propose a novel “othering” feature set that utilizes language use around the concept of “othering” and intergroup threat theory to identify these subtleties, and we implement a wide range of classification methods using embedding learning to compute semantic distances between parts of speech considered to be part of an “othering” narrative. To validate our approach, we conducted two sets of experiments. The first involved comparing the results of our novel method with state-of-the-art baseline models from the literature. Our approach outperformed all existing methods. The second tested the best performing models from the first phase on unseen datasets for different types of cyberhate, namely religion, disability, race, and sexual orientation. The results showed F-measure scores for classifying hateful instances obtained through applying our model of 0.81, 0.71, 0.89, and 0.72, respectively, demonstrating the ability of the “othering” narrative to be an important part of model generalization.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1145/3324997","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64018449","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 : 2019-06-01DOI: 10.1177/0192636519853029
Ashley Lawrence, Carolyn B. Stone
This study investigated the relationship between the Transformed School Counseling (TSC) initiative counselor educator programs, the perceptions of school principals hiring TSC-prepared school counselors, and factors affecting principal’s hiring practices. Results indicated that principal’s value TSC candidates because they: (a) have effective principal-counselor relationships that positively affect students, (b) exemplify leadership qualities, (c) align their work with the mission of the school, (d) have strong communication skills, and (e) do not require additional training.
{"title":"Principals’ Perceptions of Transformed School Counselors","authors":"Ashley Lawrence, Carolyn B. Stone","doi":"10.1177/0192636519853029","DOIUrl":"https://doi.org/10.1177/0192636519853029","url":null,"abstract":"This study investigated the relationship between the Transformed School Counseling (TSC) initiative counselor educator programs, the perceptions of school principals hiring TSC-prepared school counselors, and factors affecting principal’s hiring practices. Results indicated that principal’s value TSC candidates because they: (a) have effective principal-counselor relationships that positively affect students, (b) exemplify leadership qualities, (c) align their work with the mission of the school, (d) have strong communication skills, and (e) do not require additional training.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636519853029","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46419415","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 : 2019-06-01DOI: 10.1177/0192636519853018
Stacey Rainbolt, E. Fowler, K. Mansfield
Disproportionality in school discipline is a serious and ongoing problem. Some schools are experimenting with alternative models to address persistent inequities. This article features one high school’s adoption of a restorative practices discipline program with a focus on teachers’ perceptions of their experiences and the efficacy of the program. Findings indicate that restorative practices can be a powerful means to strengthen relationships and reduce the number of students receiving exclusionary consequences.
{"title":"High School Teachers’ Perceptions of Restorative Discipline Practices","authors":"Stacey Rainbolt, E. Fowler, K. Mansfield","doi":"10.1177/0192636519853018","DOIUrl":"https://doi.org/10.1177/0192636519853018","url":null,"abstract":"Disproportionality in school discipline is a serious and ongoing problem. Some schools are experimenting with alternative models to address persistent inequities. This article features one high school’s adoption of a restorative practices discipline program with a focus on teachers’ perceptions of their experiences and the efficacy of the program. Findings indicate that restorative practices can be a powerful means to strengthen relationships and reduce the number of students receiving exclusionary consequences.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636519853018","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49404873","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 : 2019-03-05DOI: 10.1177/0192636519830766
David J. Lomascolo, Pamela S. Angelle
This quantitative study examined perceptions of K-12 public school principals toward the Tennessee teacher tenure law under Senate Bill 1528 and how principals perceived that the law has affected their ability to evaluate and retain effective teachers. The Tennessee Teacher Tenure Principal Perception Survey was adopted and slightly modified from Davidson’s (1998) study of principal perceptions of teacher tenure in Tennessee. Quantitative results found that principals characterized the teacher tenure law as having a positive impact on their ability to evaluate and retain effective teachers. Results from this study highlight that future research and reform should focus on the use of stakeholder and principal perception data in policy initiatives and education agendas at the school building, community, and state levels.
{"title":"Teacher Tenure in Tennessee: An Examination of Principal Perceptions Post–Race to the Top","authors":"David J. Lomascolo, Pamela S. Angelle","doi":"10.1177/0192636519830766","DOIUrl":"https://doi.org/10.1177/0192636519830766","url":null,"abstract":"This quantitative study examined perceptions of K-12 public school principals toward the Tennessee teacher tenure law under Senate Bill 1528 and how principals perceived that the law has affected their ability to evaluate and retain effective teachers. The Tennessee Teacher Tenure Principal Perception Survey was adopted and slightly modified from Davidson’s (1998) study of principal perceptions of teacher tenure in Tennessee. Quantitative results found that principals characterized the teacher tenure law as having a positive impact on their ability to evaluate and retain effective teachers. Results from this study highlight that future research and reform should focus on the use of stakeholder and principal perception data in policy initiatives and education agendas at the school building, community, and state levels.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636519830766","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44354536","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 : 2019-03-01DOI: 10.1177/0192636519830770
M. Derrington, J. Martinez
Teacher perceptions after 5 years of implementing evaluation protocols that were initiated under Race to the Top revealed attitudes about the evaluation instrument used and the nature of their relationship with the evaluator. This study surveyed middle and high school teachers in nine Eastern Tennessee school districts. Data indicated unintended consequences as a result of their evaluations, including impacts on relationships with principals as well as the concerns with principal time needed for evaluations. Findings imply that the reformed evaluation system is not effectively providing learning opportunities for secondary teachers who had previously been judged as competent.
{"title":"Exploring Teachers’ Evaluation Perceptions: A Snapshot","authors":"M. Derrington, J. Martinez","doi":"10.1177/0192636519830770","DOIUrl":"https://doi.org/10.1177/0192636519830770","url":null,"abstract":"Teacher perceptions after 5 years of implementing evaluation protocols that were initiated under Race to the Top revealed attitudes about the evaluation instrument used and the nature of their relationship with the evaluator. This study surveyed middle and high school teachers in nine Eastern Tennessee school districts. Data indicated unintended consequences as a result of their evaluations, including impacts on relationships with principals as well as the concerns with principal time needed for evaluations. Findings imply that the reformed evaluation system is not effectively providing learning opportunities for secondary teachers who had previously been judged as competent.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636519830770","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48802787","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 : 2019-02-22DOI: 10.1177/0192636519830769
Carol Dahir, Daniel Cinotti, Robert Feirsen
The New York State Education Department recently passed legislation that requires school districts to implement a programmatic, data-driven approach to school counseling. This change moves the state toward comprehensive school counseling and away from traditional “guidance”; however, these policy changes often do not translate into practice for some time, if ever. This exploratory study includes survey data from district administrators, school building leaders, and supervisors of school counselors pertaining to their perceptions of the roles and expectations for practicing school counselors. There were significant differences between groups in the expectations and perceptions of the frequency of specific activities performed by these professionals, demonstrating a lack of agreement on important areas of the new regulations. These data have implications for the translation of policy changes into practice and shed light on gaps among key stakeholders that have limited the role of school counselors for decades. Implications for administrators and practicing counselors, especially with regard to communicating and understanding the benefits to students of comprehensive, data-driven practice, are included.
{"title":"Beyond Compliance: Assessing Administrators’ Commitment to Comprehensive School Counseling","authors":"Carol Dahir, Daniel Cinotti, Robert Feirsen","doi":"10.1177/0192636519830769","DOIUrl":"https://doi.org/10.1177/0192636519830769","url":null,"abstract":"The New York State Education Department recently passed legislation that requires school districts to implement a programmatic, data-driven approach to school counseling. This change moves the state toward comprehensive school counseling and away from traditional “guidance”; however, these policy changes often do not translate into practice for some time, if ever. This exploratory study includes survey data from district administrators, school building leaders, and supervisors of school counselors pertaining to their perceptions of the roles and expectations for practicing school counselors. There were significant differences between groups in the expectations and perceptions of the frequency of specific activities performed by these professionals, demonstrating a lack of agreement on important areas of the new regulations. These data have implications for the translation of policy changes into practice and shed light on gaps among key stakeholders that have limited the role of school counselors for decades. Implications for administrators and practicing counselors, especially with regard to communicating and understanding the benefits to students of comprehensive, data-driven practice, are included.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636519830769","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47410291","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 : 2019-02-15DOI: 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":null,"pages":null},"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}
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