Journal of School Administration Research and Development最新文献_第2页

A Case Study of the Caregiver Digital Literacy Self-Efficacy During Distance Learning 远程学习中看护者数字素养自我效能感的个案研究

Journal of School Administration Research and Development Pub Date : 2023-10-26 DOI: 10.32674/jsard.v8i2.5815

Monica Rodriguez, Lu Liu

{"title":"A Case Study of the Caregiver Digital Literacy Self-Efficacy During Distance Learning","authors":"Monica Rodriguez, Lu Liu","doi":"10.32674/jsard.v8i2.5815","DOIUrl":"https://doi.org/10.32674/jsard.v8i2.5815","url":null,"abstract":"As a result of the COVID-19 pandemic, distance learning became popularized throughout the country as various schools were forced to transition to an online platform unexpectedly. This case study explored caregivers’ digital literacy self-efficacy and its connection to their academic involvement to primary grade students during distance learning in a public elementary school in the California’s Inland Empire. Data were collected through semi-structured interviews with open-ended questions conducted either in person or through Zoom. This study revealed that digital literacy self-efficacy of caregivers did not negatively affect the involvement they had in their students’ distance learning. There was also an increase in involvement no matter the computer comfortability of the caregiver and the challenges they faced throughout distance learning. The results of the study help inform district and school personnel on how to provide clear communication to caregivers and offer training for digital tools used throughout distance learning. Additionally, it guides districts on how taking the time to plan and create structure can provide caregivers a sense of comfortability knowing schools have a plan in place.","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136377151","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}

引用次数: 0

Problematic Smartphone Use Among High School Students 高中生使用智能手机的问题

Journal of School Administration Research and Development Pub Date : 2023-10-26 DOI: 10.32674/jsard.v8i2.4893

Kiva Spiratos, Paul Ratanasiripong

{"title":"Problematic Smartphone Use Among High School Students","authors":"Kiva Spiratos, Paul Ratanasiripong","doi":"10.32674/jsard.v8i2.4893","DOIUrl":"https://doi.org/10.32674/jsard.v8i2.4893","url":null,"abstract":"The world currently has more than three billion smartphone users. The smartphone is fully integrated into the daily life of individuals, including 95% of American teenagers. Excessive use of the smartphone leads to smartphone addiction and problematic smartphone use (PSU) which has been associated with depression, stress, reduced self-esteem, and decreased academic performance. This PSU study surveyed high school students grades nine thru twelve from a comprehensive and demographically diverse high school in the United States. This study was conducted with 319 high school students to assess for associations among PSU, depression, stress, self-esteem, grit, and academic performance. Results of this study indicated that students use the smartphone to support learning both inside and outside of the classroom. Results also indicated significant correlations among PSU, depression, stress, self-esteem, grit, and academic performance. Multiple regression analysis found stress, self-esteem, and grit to be significant predictors of PSU. Implications of this study included informing families, educators, district administrators, and policymakers to more fully and rigorously utilize the electronic device policy provided in California Assembly Bill 272 and to implement more robust and thoughtful classroom smartphone policies and practices. Recommendations are to continue to assess and build awareness of PSU among adolescents, especially post COVID-19 pandemic, when interpersonal relationships and personal connections are a focus of social emotional pandemic recovery.","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136377312","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}

引用次数: 0

Using Affirming Learning Walks to Build Capacity 使用肯定性学习步行来培养能力

Journal of School Administration Research and Development Pub Date : 2023-04-21 DOI: 10.32674/jsard.v8i1.4783

Donna Ross, L. Lamb, Joseph Johnson

引用次数: 0

Critical Pedagogy and Children’s Engagement with Climate Change 批判性教育学与儿童应对气候变化

Journal of School Administration Research and Development Pub Date : 2023-04-21 DOI: 10.32674/jsard.v8i1.2785

Üzeyir Tireli, Jens Jacobsen

引用次数: 0

Building Educational Leaders’ Capacity in a Community of Practice 在实践共同体中培养教育领导者的能力

Journal of School Administration Research and Development Pub Date : 2023-04-21 DOI: 10.32674/jsard.v8i1.4773

Théophile Muhayimana, Denise Schares, Megan Ruxton

{"title":"Building Educational Leaders’ Capacity in a Community of Practice","authors":"Théophile Muhayimana, Denise Schares, Megan Ruxton","doi":"10.32674/jsard.v8i1.4773","DOIUrl":"https://doi.org/10.32674/jsard.v8i1.4773","url":null,"abstract":"\u0000This qualitative study examined rural educational leaders’ perceptions of the outcomes of the 2019 Leadership Camps (LCs). This capacity-building opportunity helped educational leaders meet as a community of practice (CoP) where participants’ interactions contributed to learning with and from one another, reducing perceived isolation and increasing self-efficacy. We analyzed data collected from 242 participants’ responses using an open, axial, and selective coding process. With this sample, 52.5% of participants were rural educational leaders. Overall, educational leaders most often appreciated interacting, networking, and collaborating with peers. Additionally, educational leaders highlighted the importance of the in-depth understanding and application of the Leadership Standards and reflective practices. We claim that this approach to professional development within a CoP offers rural educational leaders various work-related growth opportunities, including fostering collaboration, promoting professional conversations, and creating a community for reduced isolation, which will likely enhance their job performance and satisfaction.\u0000","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49109336","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}

引用次数: 0

Breaking the Cycle of Teacher Attrition 打破教师流失的恶性循环

Journal of School Administration Research and Development Pub Date : 2023-04-21 DOI: 10.32674/jsard.v8i1.3960

Anwyn Tompkins

{"title":"Breaking the Cycle of Teacher Attrition","authors":"Anwyn Tompkins","doi":"10.32674/jsard.v8i1.3960","DOIUrl":"https://doi.org/10.32674/jsard.v8i1.3960","url":null,"abstract":"\u0000Teachers are prematurely leaving the profession at substantially high rates. The purpose of this research was to (a) collect and analyze factors linked to retention and potential attrition (i.e., how often a teacher considers leaving the profession), (b) provide specific and updated data on the causes of this problem along with potential solutions, and (c) meet the objective of improving retention policy and practice at all the levels of leadership within the education system. The sources used for this study are extensive literature and a mixed-methods survey about experiences sent by email to teachers across the state of California. The survey collected usable responses from 2,196 teachers about their experiences with teacher preparation programs, induction or mentorship programs, and their first five years of teaching. The researcher analyzed the responses to determine the relationships between the experiences and to make recommendations for leadership. The findings of this research show that teachers across the State of California feel high amounts of stress in their first five years of teaching, in addition to being generally unprepared for the profession and feeling unsupported in their induction programs. All of these factors are related to the frequency with which teachers consider leaving the profession throughout their careers. Recommendations for leadership include creating hands-on, practical, specific experiences prior to and in the early years of teaching; building better relationships between all staff members, including mentors; reducing the workload for teachers generally; and developing clearer communication and transparency between all stakeholders throughout the educational system.\u0000","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43176446","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}

引用次数: 0

Mathematics Instructional Leadership 数学教学领导力

Journal of School Administration Research and Development Pub Date : 2023-04-21 DOI: 10.32674/jsard.v8i1.3692

Kelly Gomez Johnson, T. Williams

{"title":"Mathematics Instructional Leadership","authors":"Kelly Gomez Johnson, T. Williams","doi":"10.32674/jsard.v8i1.3692","DOIUrl":"https://doi.org/10.32674/jsard.v8i1.3692","url":null,"abstract":"\u0000To optimize teacher support, administrators need subject-specific knowledge, skills, and beliefs to lead, not just manage, instructional change. Professional development (PD) is needed with the many roles administrators are already called to fill. In this study, 38 elementary administrators participated in PD in mathematics instructional leadership. Findings from the Administrator Self-Efficacy Survey for Mathematics, derived from the Principal Self-Efficacy Survey (Smith & Guarino, 2005), show that subject-specific, district-led PD designed around sources of self-efficacy (Bandura, 1977, 1982, 1986) had a significant impact on increasing administrators’ mathematics instructional leadership self-efficacy. Specifically, administrators increased their beliefs to influence effective mathematics practice, apply district PD to instructional leadership practices, and justify change during reform. These results show promise for future mathematics-specific instructional leadership development. Results from this study can inform PD design for districts and leaders aiming to promote and support school administrators as instructional leaders and advocates for evidence-based practice.\u0000","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47492878","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}

引用次数: 0

Principals Struggling with School Financing in Turkey 土耳其校长与学校融资斗争

Journal of School Administration Research and Development Pub Date : 2023-04-21 DOI: 10.32674/jsard.v8i1.4077

Mete Sipahioğlu

引用次数: 0

Supporting School-Law Enforcement Partnerships 支持学校执法伙伴关系

Journal of School Administration Research and Development Pub Date : 2022-10-27 DOI: 10.32674/jsard.v7i2.4032

Laura E. Welfare, A. Bowers, G. Lawson

引用次数: 0

School Leadership During COVID-19 2019冠状病毒病期间的学校领导

Journal of School Administration Research and Development Pub Date : 2022-10-27 DOI: 10.32674/jsard.v7i2.3838

Miguel M. Gonzales, Maria B. Roberts, Sylvia Tegano

{"title":"School Leadership During COVID-19","authors":"Miguel M. Gonzales, Maria B. Roberts, Sylvia Tegano","doi":"10.32674/jsard.v7i2.3838","DOIUrl":"https://doi.org/10.32674/jsard.v7i2.3838","url":null,"abstract":"\u0000In one university-based school leadership preparation program, aspiring school principals were asked to intern virtually with principals during the COVID-19 school closures. During this internship experience, they interviewed principals about leading during a pandemic and wrote reflective responses explaining what they learned about leading during the pandemic. This case study examines the reflections and lessons learned of leading schools during COVID-19 from 27 aspiring principals in two cohorts of a university-based school leadership preparation program. The researchers employed an abductive qualitative analysis for each aspiring principals' reflection using both deductive and inductive coding methods. Findings revealed fourth themes: (1) the need for structure and organization, (2) attending humanistic needs, (3) struggling to respond to policy changes; and (4) finding meaning and uplifting morale. This study can be used to help inform and guide educational leadership preparation and development programs on how to redirect coursework and field-based experiences to better prepare aspiring school principals to lead during school closures.\u0000","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45317679","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}

引用次数: 1