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Mental Health Stigma of K-12 Principals 中小学校长的心理健康污名
NASSP Bulletin Pub Date : 2023-06-01 DOI: 10.1177/01926365231178834
Michael Teahon, Chelsea Feusner, Emilie Meyer, Tammi Ohmstede-Schmoker, D. Tillman, D. Hof
{"title":"Mental Health Stigma of K-12 Principals","authors":"Michael Teahon, Chelsea Feusner, Emilie Meyer, Tammi Ohmstede-Schmoker, D. Tillman, D. Hof","doi":"10.1177/01926365231178834","DOIUrl":"https://doi.org/10.1177/01926365231178834","url":null,"abstract":"Research shows that mental health of children is becoming a major consideration in schools across the country. The purpose of this study is to identify principals who are supportive of those with mental illness and advocate for greater access to services. Responses from 139 principals of Nebraska schools addressed mental health stigma of principals based on various factors. Results yielded that gender and school level are important influences on mental health stigma.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46479827","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
Secondary Administrators’ Perspectives of Literacy Interventions Within a Multitiered System of Support 二级管理者对多层次支持系统中读写干预的看法
NASSP Bulletin Pub Date : 2023-06-01 DOI: 10.1177/01926365231178833
Julia Venghaus, J. Pilgrim, Brenda M. Morton, C. Rex
{"title":"Secondary Administrators’ Perspectives of Literacy Interventions Within a Multitiered System of Support","authors":"Julia Venghaus, J. Pilgrim, Brenda M. Morton, C. Rex","doi":"10.1177/01926365231178833","DOIUrl":"https://doi.org/10.1177/01926365231178833","url":null,"abstract":"Response to intervention (RtI) is a multitiered system of support framework that focuses on best practices for intervention. Because many secondary students exhibit weak literacy skills, the focus of this study is reading interventions. This qualitative study examines administrators’ perspectives of implementing literacy interventions within a multitiered system of support, such as RTI, at secondary schools in Southeast Texas. Three primary themes emerged from the research. The first primary theme, time, represents difficulties administrators expressed with finding the time in the school day to schedule interventions that work with the constraints of secondary school requirements. The second primary theme, staffing, reflected the recognition that secondary schools, which typically include teachers with content specialties, do not necessarily have personnel trained to implement literacy interventions. The final primary theme, training, acknowledges the role of disciplinary literacy and ways professional development could support implementation of reading interventions to secondary students all while focusing on the campus vision.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48131461","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
A Meta-Analysis of the Predictors of On-time High School Graduation in the United States 美国高中准时毕业预测因素的元分析
NASSP Bulletin Pub Date : 2023-04-25 DOI: 10.1177/01926365231170404
Yunzheng Zheng, Xingyuan Gao, Jianping Shen, Megan Russell Johnson, Huilan Y. Krenn
{"title":"A Meta-Analysis of the Predictors of On-time High School Graduation in the United States","authors":"Yunzheng Zheng, Xingyuan Gao, Jianping Shen, Megan Russell Johnson, Huilan Y. Krenn","doi":"10.1177/01926365231170404","DOIUrl":"https://doi.org/10.1177/01926365231170404","url":null,"abstract":"On-time high school graduation is an important topic in educational research, policy, and practice. However, no comprehensive meta-analyses had been conducted on this topic. The current meta-analysis reviewed 47 articles published from 1985 to April 2022 and aggregated the effect in four dimensions: student background, family support, school program and support, and school climate, with a focus on school-related practices, policies, and programs. Twelve factors along various dimensions had statistically significant positive or negative effects on on-time graduation. Implications of these findings are discussed.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43702184","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
In This Issue… 在本期中……
NASSP Bulletin Pub Date : 2023-03-01 DOI: 10.1177/01926365231160585
{"title":"In This Issue…","authors":"","doi":"10.1177/01926365231160585","DOIUrl":"https://doi.org/10.1177/01926365231160585","url":null,"abstract":"","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135026523","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
High School Principals’ Perceptions of Dual Enrollment Policy in Ohio and Texas 俄亥俄州和得克萨斯州高中校长对双重招生政策的认知
NASSP Bulletin Pub Date : 2023-03-01 DOI: 10.1177/01926365231158595
Dustin Hornbeck, J. Malin, Julia C. Duncheon, Jingjing Tan
{"title":"High School Principals’ Perceptions of Dual Enrollment Policy in Ohio and Texas","authors":"Dustin Hornbeck, J. Malin, Julia C. Duncheon, Jingjing Tan","doi":"10.1177/01926365231158595","DOIUrl":"https://doi.org/10.1177/01926365231158595","url":null,"abstract":"Dual enrollment policies and programs, where students earn both high school and college credits, have been scaled up across the United States in the last two decades. In this mixed methods study, we survey high school principals in Ohio and Texas, two states with robust dual enrollment policies. The study addressed one broad research question: What are principals’ perceptions of dual enrollment access, participation, and governance? Findings revealed three main themes: (1) economic/credential student motivations for dual enrollment; (2) mixed views about rigor; (3) issues surrounding the loss of principal autonomy.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45535589","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
Resilient Leaders: Resilient Determinants When Entering Principalship 韧性领导者：进入校长职位时的韧性决定因素
NASSP Bulletin Pub Date : 2023-02-27 DOI: 10.1177/01926365231159070
Lior Halevi, Chen Schechter
{"title":"Resilient Leaders: Resilient Determinants When Entering Principalship","authors":"Lior Halevi, Chen Schechter","doi":"10.1177/01926365231159070","DOIUrl":"https://doi.org/10.1177/01926365231159070","url":null,"abstract":"The study examines factors that boost principals’ sense of resilience in their first year, as well as those that undermine it. 61 interviews were conducted with 21 school principals from five different districts throughout their first year in the role. Analysis revealed five categories of resilience-undermining factors. (1) Work overload that creates a sense of stress; (2) Difficulties in dealing with key players; (3) Lack of administrative knowledge; (4) Acceptance or rejection by the staff; and (5) Coping with the Covid-19 crisis. The analysis also revealed five categories of resilience-boosting factors: (1) Growth resulting from biographical events; (2) Short-term successes; (3) Supportive environment; (4) Drawing strength from the student environment; and (5) Acceptance by the staff. This study proposes ways of coping with the challenges of principalship through the prism of the resilience determinants of principals when entering their role.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47401032","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
Understanding and Addressing the Well-Being of School Counselors 理解和解决学校辅导员的福祉
NASSP Bulletin Pub Date : 2023-02-08 DOI: 10.1177/01926365231153436
Alisha Jones, John C. Pijanowski
{"title":"Understanding and Addressing the Well-Being of School Counselors","authors":"Alisha Jones, John C. Pijanowski","doi":"10.1177/01926365231153436","DOIUrl":"https://doi.org/10.1177/01926365231153436","url":null,"abstract":"Diminished self-care practices and heightened stress of school counselors are continuing problems in education. With role ambiguity, high student-to-counselor ratios, emotional exhaustion, and other factors adding pressure to the roles and responsibilities of school counselors, this study investigated the well-being practiced of Missouri school counselors and the internal and external factors which influence them. Findings demonstrate several ways in which school counselors fail to meet basic well-being benchmarks, examples of positive school principal supports, and systemic counselor role ambiguity, mission creep, and high caseloads that contribute to stress and burnout. These results indicate three levels of decision-making that are paramount to school counselors achieving and sustaining healthy well-being practices—the individual counselor's role in self-care and professional advocacy; the school leader's approach to defining the counselor's role and promoting a healthy workplace culture; and the ways in which policymakers affect systemic change.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43254022","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
U.S. Traditional Public School Principals’ Sensemaking of Their Role as School Marketers 美国传统公立学校校长对学校营销者角色的感知
NASSP Bulletin Pub Date : 2023-02-08 DOI: 10.1177/01926365231155394
D. B. Reid
{"title":"U.S. Traditional Public School Principals’ Sensemaking of Their Role as School Marketers","authors":"D. B. Reid","doi":"10.1177/01926365231155394","DOIUrl":"https://doi.org/10.1177/01926365231155394","url":null,"abstract":"The purpose of this study was to report how principals describe their role as marketers for their school and examine how these perceptions influence the ways in which principals engage in their daily work. To investigate this phenomenon I conducted 30 interviews with 10 traditional public school principals in the U.S. state of New Jersey. Specifically, I asked: How, if at all, do principals report acting as marketers for their school? and (2) How do marketing-related activities influence principals’ traditionally thought of work? The findings of this work indicate principals believe one of their most pressing responsibilities as school leader is to market their school to parents/guardians and the local community. As a result of this belief, principals spend a significant amount of time engaging in marketing-related tasks such as promoting their school and building a brand that is recognizable to the community.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47216326","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
Student Outcomes from the Pilot Test of a Comprehensive School Safety Framework for High Schools: Student Ownership, Accountability, and Responsibility for School Safety (SOARS) 高中综合学校安全框架试点测试的学生成绩：学生对学校安全的所有权、责任和责任（SOARS）
NASSP Bulletin Pub Date : 2022-12-01 DOI: 10.1177/01926365221143078
C. Vincent, H. Walker, D. Espelage, Alberto Valido, Christopher Murray, Rita Svanks, Brion Marquez, J. Pennefather
{"title":"Student Outcomes from the Pilot Test of a Comprehensive School Safety Framework for High Schools: Student Ownership, Accountability, and Responsibility for School Safety (SOARS)","authors":"C. Vincent, H. Walker, D. Espelage, Alberto Valido, Christopher Murray, Rita Svanks, Brion Marquez, J. Pennefather","doi":"10.1177/01926365221143078","DOIUrl":"https://doi.org/10.1177/01926365221143078","url":null,"abstract":"This paper has two purposes: First, we describe the components of the Student Ownership, Accountability, and Responsibility for School Safety (SOARS) framework in the context of the literature on school safety. Second, we offer outcomes from a pilot study testing the framework's impact on student perceptions of: (a) school belonging, (b) sense of personal safety, (c) level of disruption, (d) level of delinquency, (e) responsibility for school safety, (f) engagement in victimizing behavior, and (g) sense of being victimized by peers. We conducted a study with two conditions, intervention and control. The study was conducted in Oregon and Illinois. Four high schools participated in the study. Two high schools received access to the SOARS framework and two high schools served as controls. We collected usage data of the Advocatr app, the central components of the SOARS framework, as well as survey data from students. We examined Advocatr use by overall frequency as well as across student race and gender. Survey data were analyzed using an ANCOVA analytic approach. Almost all outcomes were in the desired direction. Intervention effects on student-reported school belonging, sense of personal safety, and level of disruption reached statistical significance. Effect sizes ranged from small to medium, with the largest effect in students’ perceptions of personal safety. We contextualize our study in the literature on school safety and describe the alignment of the SOARS components with existing recommendations for increasing students’ safety at school.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49180388","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
After Kennedy vs. Bremerton School Dist: Managing Religious Diversity in the Public School Workplace 肯尼迪诉布雷默顿学区案后:管理公立学校工作场所的宗教多样性
NASSP Bulletin Pub Date : 2022-12-01 DOI: 10.1177/01926365221145190
R. Roberts
{"title":"After Kennedy vs. Bremerton School Dist: Managing Religious Diversity in the Public School Workplace","authors":"R. Roberts","doi":"10.1177/01926365221145190","DOIUrl":"https://doi.org/10.1177/01926365221145190","url":null,"abstract":"The United States Supreme Court in Kennedy v. Bremerton Sch. Dist. held that a local school district violated the First Amendment freedom of religious expression rights when it directed an assistant football coach to stop praying on the fifty-yard line of a high school football field after each game. In finding for the high-school football coach, the U.S. Supreme Court significantly narrowed the use of the Establishment Clause of the Constitution to limit workplace religious activities of public-school teachers, school administrators, and other school district employes. The article argues that the decision will force school districts across the country to reassess their policies regarding the workplace religious activities of their employes including teachers. The article examines how the decision will impact school districts’ regulation of workplace prayers by public school teachers and several types of symbolic religious speech. Finally, the article argues that school districts may need to update their policies and practices governing the workplace religious activities of their employes including teachers.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41549337","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
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