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Journal of School Administration Research and Development最新文献

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An Examination of Principal Professional Development and its Alignment to Professional Standards and Professional Development Constructs 校长专业发展及其与专业标准和专业发展结构的契合
Journal of School Administration Research and Development Pub Date : 2021-11-09 DOI: 10.32674/jsard.v6i2.3977
Suzanne Rodriguez, Jennifer Moradian-Watson, Mariya A. Yukhymenko
{"title":"An Examination of Principal Professional Development and its Alignment to Professional Standards and Professional Development Constructs","authors":"Suzanne Rodriguez, Jennifer Moradian-Watson, Mariya A. Yukhymenko","doi":"10.32674/jsard.v6i2.3977","DOIUrl":"https://doi.org/10.32674/jsard.v6i2.3977","url":null,"abstract":"Principals need and require specific professional development that is rigorous, effective, and aligned to professional leadership standards and effective professional development constructs. This case study examined the professional development strategies, and practices, used by school districts and their alignment to the California Professional Standards for Educational Leaders (CPSEL) and effective professional development constructs. School district administrators and principals representing the Southern San Joaquin Valley, a predominantly rural area of California, participated in this research via interviews and focus groups. This research is critical as rural areas are often underrepresented in educational research. The findings indicate a lack of intentional alignment of principal professional development with professional standards and professional development constructs. The findings call for districts to take an intentional approach to principal development that is aligned with these frameworks to ensure principals are provided with effective and rigorous support for their educational leadership, growth, and development.","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49010268","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: 2
Student Social Class Identity Development: A Perspective on Dual Credit Programming 学生社会阶层认同发展：双学分规划视角
Journal of School Administration Research and Development Pub Date : 2021-11-09 DOI: 10.32674/jsard.v6i2.3474
A. Horton
{"title":"Student Social Class Identity Development: A Perspective on Dual Credit Programming","authors":"A. Horton","doi":"10.32674/jsard.v6i2.3474","DOIUrl":"https://doi.org/10.32674/jsard.v6i2.3474","url":null,"abstract":"Student social class identity development is a relatively unexamined aspect of student identity development throughout adolescents’ educational experiences. Negative student social class identity development amongst low-social class adolescent students is increasing along with the growth of dual credit programs. This article will first discuss several negative and positive influences of dual credit programs on adolescent students’ social class identity development. Suggestions of specific dual credit program procedures that may help encourage a more positive social class identity development amongst low-social class students will follow.","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48077400","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
Developing the Leadership Capacity of Teachers: Theory to Practice 培养教师的领导能力:从理论到实践
Journal of School Administration Research and Development Pub Date : 2021-06-03 DOI: 10.32674/JSARD.V6I1.2844
M. Carswell
{"title":"Developing the Leadership Capacity of Teachers: Theory to Practice","authors":"M. Carswell","doi":"10.32674/JSARD.V6I1.2844","DOIUrl":"https://doi.org/10.32674/JSARD.V6I1.2844","url":null,"abstract":"Today’s school leaders need to prioritize the development of leadership capacity in classroom teachers. Leadership development commonly involves either teachers expressing an interest in leadership or school leaders finding talent in those teachers whom they believe have the capacity to grow into formal leadership roles. School leaders must be able to recognize teachers who overflow with terrific ideas and leadership potential and those who are less likely to self-identify as leadership candidates. However, as a school administrator desires to cultivate leadership capacity in teachers, he or she must devise a plan. To accomplish this task effectively, best practices and theory must be utilized. Therefore, this essay addresses the use of best practices as identified in the literature to promote a positive school climate, collaboration, motivation, reflective practice, and teacher leadership development.","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48141860","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
Benefits of Mindfulness Professional Development for Elementary Teachers 小学教师正念专业发展的益处
Journal of School Administration Research and Development Pub Date : 2021-05-31 DOI: 10.32674/jsard.v6i1.2462
Nancy Akhavan, Nichole Walsh, Janeen Goree
{"title":"Benefits of Mindfulness Professional Development for Elementary Teachers","authors":"Nancy Akhavan, Nichole Walsh, Janeen Goree","doi":"10.32674/jsard.v6i1.2462","DOIUrl":"https://doi.org/10.32674/jsard.v6i1.2462","url":null,"abstract":"Using an embedded quasi-experimental mixed-method approach, this exploratory study aimed to understand the benefits of mindfulness training for elementary school teachers and leaders in one rural school district. After the delivery of two 90-minute mindfulness professional developments with on-the-job practice of strategies over 2 weeks, quantitative statistical comparisons of the intervention and inactive control groups were made using survey results from the Mindfulness in Teaching Scale (Frank et al., 2016). Qualitative analyses used intervention participant journal entry responses along with one-on-one interviews. After analyses, the results suggest mindfulness training can benefit teachers, specifically in the use of intrapersonal mindfulness practices, reshaping daily interactions with students, and reducing stress.","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69975737","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
School Leadership During a Global Pandemic 全球疫情期间的学校领导力
Journal of School Administration Research and Development Pub Date : 2020-12-21 DOI: 10.32674/JSARD.V5IS2.2834
P. Chennamsetti
{"title":"School Leadership During a Global Pandemic","authors":"P. Chennamsetti","doi":"10.32674/JSARD.V5IS2.2834","DOIUrl":"https://doi.org/10.32674/JSARD.V5IS2.2834","url":null,"abstract":"This essay explores the challenges encountered by K-12 students, schools, and parents during the COVID-19 pandemic. Possible solutions are discussed to aid school leaders in the planning process.","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46587471","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
Teacher Professional Learning during the Global Pandemic 全球大流行期间的教师专业学习
Journal of School Administration Research and Development Pub Date : 2020-12-21 DOI: 10.32674/JSARD.V5IS2.2840
Théophile Muhayimana
{"title":"Teacher Professional Learning during the Global Pandemic","authors":"Théophile Muhayimana","doi":"10.32674/JSARD.V5IS2.2840","DOIUrl":"https://doi.org/10.32674/JSARD.V5IS2.2840","url":null,"abstract":"The pandemic disrupted teacher professional learning (TPL). This essay discusses key areas to be addressed in the TPL organization in the fall. They include health and safety; accelerated learning; technology; socio-emotional health; and equity. \u0000 ","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48985820","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: 3
Pedagogical Transformation Models in Schools in Nepal during the Global Pandemic 全球大流行期间尼泊尔学校的教学转变模式
Journal of School Administration Research and Development Pub Date : 2020-12-21 DOI: 10.32674/JSARD.V5IS2.2737
Yadu Prasad Gyawali
{"title":"Pedagogical Transformation Models in Schools in Nepal during the Global Pandemic","authors":"Yadu Prasad Gyawali","doi":"10.32674/JSARD.V5IS2.2737","DOIUrl":"https://doi.org/10.32674/JSARD.V5IS2.2737","url":null,"abstract":"This essay reviews the emergency teaching-learning pedagogy in K-12 schools of Nepal during the COVID-19 global pandemic. It discusses three models (unidirectional, e-participatory, and mobile teaching) as alternative pedagogies of Nepalese educational institutions to continue teaching-learning for different disciplines such as language, arts, and social studies. Moreover, the essay discusses the appropriateness of each model for teaching-learning in urban, semi-urban, and rural settings in Nepal.","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48072857","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: 3
Editor’s Note: 5th Anniversary Special Issue, Part 2 编者按:五周年特刊，第二部分
Journal of School Administration Research and Development Pub Date : 2020-12-20 DOI: 10.32674/JSARD.V5IS2.3384
J. Kunnath
{"title":"Editor’s Note: 5th Anniversary Special Issue, Part 2","authors":"J. Kunnath","doi":"10.32674/JSARD.V5IS2.3384","DOIUrl":"https://doi.org/10.32674/JSARD.V5IS2.3384","url":null,"abstract":"","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41412714","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
Analysis of a School-Based Behavioral Health Program: Exploring the Value of Mental Health Services for Vulnerable Students 基于学校的行为健康项目分析：探索弱势学生心理健康服务的价值
Journal of School Administration Research and Development Pub Date : 2020-12-04 DOI: 10.32674/JSARD.V5I2.3156
L. Ross, Bipasha Biswas, Beth Halaas, H. Jones
{"title":"Analysis of a School-Based Behavioral Health Program: Exploring the Value of Mental Health Services for Vulnerable Students","authors":"L. Ross, Bipasha Biswas, Beth Halaas, H. Jones","doi":"10.32674/JSARD.V5I2.3156","DOIUrl":"https://doi.org/10.32674/JSARD.V5I2.3156","url":null,"abstract":"This paper explores the effectiveness of public school-based mental health treatment for K-12 students. Extant clinical data from 2017- 2018 for behavioral health service recipients (n = 874) was used in this analysis. Relationships among clinical diagnosis at discharge, duration in treatment, student participation, and status of mental health improvement were examined. Logistic regression explored associations among variables of interest. Results indicate 74.3% (n = 649) of students were identified by clinicians with improvement in mental health status at discharge. The most prominent mental health diagnoses being treated in the schools were depression, anxiety, and trauma. Students involved in treatment were over 15 times more likely to be categorized as having an improved mental health status; students who lacked participation were 63% less likely to improve. Our results highlight the necessity for school administrators to prioritize and support school-based mental health services. The findings provide school administrators guidance, evidence, and impetus for implementing effective school-based mental health programs.","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49587702","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
Ensuring Co-teaching Continues Virtually: A School Leader’s Imperative 确保合作教学切实持续：学校领导的当务之急
Journal of School Administration Research and Development Pub Date : 2020-10-30 DOI: 10.32674/JSARD.V5IS1.2631
Wendy W. Murawski
{"title":"Ensuring Co-teaching Continues Virtually: A School Leader’s Imperative","authors":"Wendy W. Murawski","doi":"10.32674/JSARD.V5IS1.2631","DOIUrl":"https://doi.org/10.32674/JSARD.V5IS1.2631","url":null,"abstract":"Moving to virtual instruction can be daunting, but it is no reason to stop including students with disabilities. Co-teaching can, and should, be used as a service delivery model to support students in their least restrictive environment, which is often the general education classroom. School leaders need to continue to promote inclusive education, even during a pandemic.","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48790259","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
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