Journal of School Administration Research and Development最新文献_第6页

A Survey of School Administrators’ Training and Support Related to Evaluating Special Education Teachers 学校管理人员对特殊教育教师评价的培训与支持调查

Journal of School Administration Research and Development Pub Date : 2018-06-20 DOI: 10.32674/jsard.v3i1.1929

Janelle E. Rodl, Wes Bonifay, Rebecca A. Cruz, Sarah Manchanda

{"title":"A Survey of School Administrators’ Training and Support Related to Evaluating Special Education Teachers","authors":"Janelle E. Rodl, Wes Bonifay, Rebecca A. Cruz, Sarah Manchanda","doi":"10.32674/jsard.v3i1.1929","DOIUrl":"https://doi.org/10.32674/jsard.v3i1.1929","url":null,"abstract":"\u0000 \u0000 \u0000 \u0000School administrators are often responsible for observing and evaluating special education teachers. The current study examined the training school administrators received, their needed knowledge and supports, and their confidence in performing job functions related to special education teacher evaluation. A total of 929 school administrators in California completed a 26-item survey in which they reported the training they had received, the usefulness of the training for informing practice, and the confidence they felt in evaluating special educators. Results indicated that most school administrators did not have a background in special education, did not receive training related to evaluating special educators, and felt less confident evaluating special educators than general educators. School administrators, especially those without a background in special education, may need more training and support related to evaluating special education teachers during preparation and in the early years of administration. Training and support should focus on evidence-based practices for teaching- ing students with disabilities. \u0000 \u0000 \u0000 \u0000","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69975597","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: 6

Exploratory Analysis of Teacher Artifacts as Evidence of Educator Effectiveness Implementation Fidelity 教师作品作为教育者效能执行忠实度证据的探索性分析

Journal of School Administration Research and Development Pub Date : 2018-06-20 DOI: 10.32674/jsard.v3i1.1928

P. Goldschmidt, Alia Congdon

{"title":"Exploratory Analysis of Teacher Artifacts as Evidence of Educator Effectiveness Implementation Fidelity","authors":"P. Goldschmidt, Alia Congdon","doi":"10.32674/jsard.v3i1.1928","DOIUrl":"https://doi.org/10.32674/jsard.v3i1.1928","url":null,"abstract":"We collected artifacts from 42 teachers participating in a statewide educator effectiveness system to examine the fidelity with which the formative components of the system were implemented. Specifical- ly, we collected written feedback from principals to teachers and teacher professional growth goals. We developed indicators of quality for each and examined whether there were relationships between these two indicators as well as with observations. Overall, principal feedback was often aligned with observation scores and the quality was directly related to the number of observation elements scored. Feedback is readily partitioned into two constructs: clarity of communication and instructional practices. Feedback consistently demonstrated clarity of communication but was less likely to address instructional practices. Importantly, novice teachers received poorer quality feedback than experienced teachers. Teacher Professional Growth Goals tended to be superficial and rarely included details such as specific action steps or measurable outcomes. Although exploratory, evidence that both feedback and growth goals varied to some extent by school imply that both feedback and growth goals can be impacted by better guidance.","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48070335","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

A Longitudinal Case Study of a School- University Partnership for Training Teachers 学校与大学合作培养教师的纵向个案研究

Journal of School Administration Research and Development Pub Date : 2018-06-20 DOI: 10.32674/jsard.v3i1.1931

S. Tracz, Paul L. Beare, C. Torgerson

引用次数: 6

Editor’s Note Editor’s音符

Journal of School Administration Research and Development Pub Date : 2018-06-20 DOI: 10.32674/jsard.v3i1.1927

Joshua Kunnath

引用次数: 0

A Model for Selecting Exemplary Mathematics and Science Teacher Leaders 数学科学模范教师领导的选择模型

Journal of School Administration Research and Development Pub Date : 2018-06-20 DOI: 10.32674/jsard.v3i1.1933

Susan D. Nickerson, M. Vaughn, L. Lamb, Donna Ross, Randolph A. Philipp, Raymond LaRochelle, K. Williams

引用次数: 3

Making Preparation Practical 准备工作切实可行

Journal of School Administration Research and Development Pub Date : 2018-06-20 DOI: 10.32674/jsard.v3i1.1934

James Marshall, D. Fisher

引用次数: 2

Book Review 书评

Journal of School Administration Research and Development Pub Date : 2018-06-20 DOI: 10.32674/jsard.v3i1.1935

Soraya Fallah, Cklara Moradian, Wendy Murawski

{"title":"Book Review","authors":"Soraya Fallah, Cklara Moradian, Wendy Murawski","doi":"10.32674/jsard.v3i1.1935","DOIUrl":"https://doi.org/10.32674/jsard.v3i1.1935","url":null,"abstract":"\u0000 \u0000 \u0000Ability, equity, and culture: Sustaining inclusive urban education reform, edited by Kozleski and Thorius (2014), is a remarkable compilation of work, written by a diverse ensemble of educators, researchers, practitioners, and advocates. A thought-provoking book that looks critically at urban education reform, the authors challenge readers to have a broader understanding of what the term inclusivity entails. The editors present the work of 17 authors who were all part of the National Institute for Urban School Improvement (NIUSI). These authors shed light on various aspects of systemic urban reform in policy, pedagogy, and practice. Issues discussed ranged from the micro to the macro change initiatives to classroom environments and district culture, as well as successful models of student-centered programs around the country. Using data from 12 years of research conducted under the sponsorship of NIUSI, the contributors paint a hopeful, if daunting, a portrait of what equitable, inclusive, and culturally responsive education should and could look like. Ultimately, the contributors of this book believe that sustainable, scalable, successful systemic educational reform is attainable, provided that all stakeholders are committed to cultural responsivity and inclusivity for all students. In order to achieve this goal, the authors posit that reform needs to combat discrimination based on socially constructed notions of difference, such as gender, race, ethnicity, ability, class, and sexual orientation. \u0000 \u0000 \u0000","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46933865","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