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Classroom Controversy in the Midst of Political Polarization: The Essential Role of School Administrators 政治两极分化中的课堂争议：学校管理者的本质角色
NASSP Bulletin Pub Date : 2022-05-11 DOI: 10.1177/01926365221100589
Wayne Journell
{"title":"Classroom Controversy in the Midst of Political Polarization: The Essential Role of School Administrators","authors":"Wayne Journell","doi":"10.1177/01926365221100589","DOIUrl":"https://doi.org/10.1177/01926365221100589","url":null,"abstract":"It has been well established that controversial issue discussions are an integral component to a high-quality civic education. However, as the United States has become increasingly politically polarized, teachers have become more hesitant to engage students in discussions of controversial political issues. Two decades worth of literature on teaching controversial issues has shown that a primary factor in determining whether teachers will engage students in controversial issue discussions is whether they feel supported by their school administrators. Yet, school leaders have rarely been the focus of civic education efforts. This article seeks to bridge that divide by first providing a review of the research showing the importance of engaging with controversy in K-12 education and the influence of school leadership on that process and then ending with implications for school administrators who wish to support teachers who broach controversy in their classrooms.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":"106 1","pages":"133 - 153"},"PeriodicalIF":0.0,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46523496","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
Practice-to-Research: Responding to the Complexities of Inclusion for Students with Emotional and Behavioral Disorders with Recommendations for Schools 从实践到研究:回应情感和行为障碍学生包容的复杂性及对学校的建议
NASSP Bulletin Pub Date : 2022-05-09 DOI: 10.1177/01926365221097434
Denise A. Soares, Judith R. Harrison, K. Melloy, Alyssa Baran, Morgan Mohlmann
{"title":"Practice-to-Research: Responding to the Complexities of Inclusion for Students with Emotional and Behavioral Disorders with Recommendations for Schools","authors":"Denise A. Soares, Judith R. Harrison, K. Melloy, Alyssa Baran, Morgan Mohlmann","doi":"10.1177/01926365221097434","DOIUrl":"https://doi.org/10.1177/01926365221097434","url":null,"abstract":"School administrators are instructional leaders responsible for ensuring high quality inclusive education for all students including those with disabilities. In this article, the authors review legal mandates, discuss inclusion of students with emotional and behavioral disorders (EBD) in practice, and obstacles to effectiveness. Recommendations are provided to assist administrators in maintaining high quality inclusive education for students with EBD by addressing the following barriers: (a) administrator preparation and training; (b) prioritization; (c) common philosophy, vision, and mission; (d) funding and resources; (e) teacher training and coaching, (f) effective practices and (g) effective co-teaching. While experts continue to debate the inclusion of students with EBD, school administrators have moved on and are leading inclusive practices in schools. Barriers must be addressed prior to instating a fully inclusive model or face loss of staff and failure of students with EBD. As such, the authors propose a model of practice to research, in which strategies are recommended for current practice to overcome the identified barriers with available research. With implementation of the recommendations in this article, it is highly probable that students with EBD can be successful in inclusive settings.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":"106 1","pages":"77 - 108"},"PeriodicalIF":0.0,"publicationDate":"2022-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42205714","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
Sex hormones and cortisol during experimental trauma memory consolidation: Prospective association with intrusive memories. 实验性创伤记忆巩固过程中的性激素和皮质醇：与侵入性记忆的前瞻性关联。
IF 4.2
NASSP Bulletin Pub Date : 2022-03-31 eCollection Date: 2022-01-01 DOI: 10.1080/20008198.2022.2040818
Eileen Krinke, Ulrike Held, Klaus Steigmiller, Kim Felmingham, Birgit Kleim
{"title":"Sex hormones and cortisol during experimental trauma memory consolidation: Prospective association with intrusive memories.","authors":"Eileen Krinke, Ulrike Held, Klaus Steigmiller, Kim Felmingham, Birgit Kleim","doi":"10.1080/20008198.2022.2040818","DOIUrl":"10.1080/20008198.2022.2040818","url":null,"abstract":"<p><p>Background Trauma- and stress-related disorders, such as post-traumatic stress disorder (PTSD), are more common in females than in males. Sex hormones affect learning and emotional memory formation and may be associated with the development of PTSD. Most previous studies have indexed these hormones in isolation. <b>Objectives:</b> To investigate associations of sex hormones and cortisol during memory consolidation on the development of intrusive memories. <b>Methods:</b> We employed an experimental trauma film paradigm in 61 healthy women and indexed salivary testosterone, progesterone, estradiol, and cortisol on day one and day two post experimental trauma exposure and their effects on intrusion frequency, distress, and vividness. Intrusive trauma memories were indexed by means of a diary in which participants documented intrusion frequency, distress, and vividness. <b>Results and conclusion:</b> Participants reported an average of 5.3 intrusions over the course of seven days (SD = 4.6, range 0-26). Progesterone, and estradiol indexed on day one predicted intrusion frequency, with higher progesterone and lower estradiol predicting more intrusive memories (<i>p</i>-values AUC progesterone 0.01 and estradiol 0.02). There was no evidence for associations between hormone concentration indices on day two and intrusion outcomes. Further research on the roles of gonadal and adrenal hormones in trauma memory formation is needed to advance our efforts to understand their influence on PTSD development.</p>","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":"46 1","pages":"2040818"},"PeriodicalIF":4.2,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8979510/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87358229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
(Re)Envisioning Mindfulness for Leadership Retention (重新)设想正念领导力保留
NASSP Bulletin Pub Date : 2022-02-15 DOI: 10.1177/01926365221079050
Dong Jin Kim, A. Pendola
{"title":"(Re)Envisioning Mindfulness for Leadership Retention","authors":"Dong Jin Kim, A. Pendola","doi":"10.1177/01926365221079050","DOIUrl":"https://doi.org/10.1177/01926365221079050","url":null,"abstract":"An emerging body of research has shown that mindfulness practices for school administrators can result in significant benefits, including a reduction in stress and sense of burnout. Concurrently, nearly 20% of school principals exit their position each year—and cite high levels of stress as a primary motivating factor. In this conceptual paper, we seek to align the benefits of mindfulness practices for educators to the causes of principal turnover, as a means to better support local, low-cost strategies to reduce high levels of leadership attrition. We offer a framework that aligns mindfulness research with principal retention research, and follow with an identification of the organizational, social, and cultural barriers to the adoption of mindfulness practices in public schools. We conclude with specific recommendations for school and district leadership to incorporate mindfulness-based interventions into organizational practices in order to help reduce administrator stress, improve task focus, and ultimately address the underlying sources of leadership turnover.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":"106 1","pages":"5 - 31"},"PeriodicalIF":0.0,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48751875","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
Effects of Principal Turnover on School Performance 校长更替对学校表现的影响
NASSP Bulletin Pub Date : 2021-12-29 DOI: 10.1177/01926365211070488
Dick Carpenter, Misty DeHerrera, Megan Oleson, Josephine Taylor
{"title":"Effects of Principal Turnover on School Performance","authors":"Dick Carpenter, Misty DeHerrera, Megan Oleson, Josephine Taylor","doi":"10.1177/01926365211070488","DOIUrl":"https://doi.org/10.1177/01926365211070488","url":null,"abstract":"This study asks: What is the relationship between principal turnover and school performance? We use data on all Colorado public schools for the years 2013 through 2018 to examine the relationship between turnover and school performance. Analyses included difference-in-difference and ordinary least squares regression after first differencing. Results indicated almost 50% of schools experienced principal turnover. The number of turnover events ranged from zero to three. Results showed no significant differences in school performance based on turnover status or number of leadership changes.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":"106 1","pages":"55 - 70"},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44157480","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
Urban Secondary School Administrators and Faculty Perceptions of Multitiered System of Supports/Response to Intervention 城市中学管理者和教师对多层次支持/干预反应系统的看法
NASSP Bulletin Pub Date : 2021-11-13 DOI: 10.1177/01926365211060798
Jennifer J. Lesh, C. Roberts, Dennis Cavitt, Diana L. Morales
{"title":"Urban Secondary School Administrators and Faculty Perceptions of Multitiered System of Supports/Response to Intervention","authors":"Jennifer J. Lesh, C. Roberts, Dennis Cavitt, Diana L. Morales","doi":"10.1177/01926365211060798","DOIUrl":"https://doi.org/10.1177/01926365211060798","url":null,"abstract":"MTSS promises a school-wide early warning system, high-quality instruction, and evidence-based interventions. However, research has focused mainly on the elementary level. This study examined the beliefs and perceptions of over 300 administrators and teachers currently implementing MTSS in secondary schools using survey research. Results showed that special education teachers and administrators had significantly higher MTSS/RtI beliefs and perceptions of their own academic and behavioral MTSS/RtI instructional and intervention skills. Recommendations include the need for extensive and intensive professional development, delineation of role clarity, increased fidelity of implementation, and staff accountability.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":"105 1","pages":"225 - 249"},"PeriodicalIF":0.0,"publicationDate":"2021-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41838727","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
Designing Professional Development in Restorative Practices: Assessing High School Personnel's, Students’, and Parents’ Perceptions of Discipline Practices 在恢复性实践中设计专业发展:评估高中人员、学生和家长对纪律实践的看法
NASSP Bulletin Pub Date : 2021-11-13 DOI: 10.1177/01926365211045461
C. Vincent, Heather McClure, Brion Marquez, Deanna Goodrich
{"title":"Designing Professional Development in Restorative Practices: Assessing High School Personnel's, Students’, and Parents’ Perceptions of Discipline Practices","authors":"C. Vincent, Heather McClure, Brion Marquez, Deanna Goodrich","doi":"10.1177/01926365211045461","DOIUrl":"https://doi.org/10.1177/01926365211045461","url":null,"abstract":"We conducted focus groups with high school staff, students, parents, and administrators to gain information about how to design professional development training supporting high school staff in implementing restorative practices within a multitiered support system. Results indicated that all stakeholders valued trust and relationship building and identified equity, accountability, and home−school communications as key elements of effective discipline approaches. We provide recommendations for designing professional development for high school staff in effectively and sustainably integrating restorative practices with existing multitiered student support systems.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":"105 1","pages":"250 - 275"},"PeriodicalIF":0.0,"publicationDate":"2021-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47440278","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
School Administrators’ Intentions to Promote Adapted Physical Education 学校管理者促进适应性体育的意向
NASSP Bulletin Pub Date : 2021-10-27 DOI: 10.1177/01926365211045459
Scott W T. McNamara, T. Rizzo, M. Townsley
{"title":"School Administrators’ Intentions to Promote Adapted Physical Education","authors":"Scott W T. McNamara, T. Rizzo, M. Townsley","doi":"10.1177/01926365211045459","DOIUrl":"https://doi.org/10.1177/01926365211045459","url":null,"abstract":"A survey, developed with the Theory of Planned Behavior, was used to assess school administrators’ intention to promote adapted physical education (APE). Survey results indicated that when school administrators’ attitudes and subjective norms were favorable, the intention to promote APE was subsequently higher. The results indicate that if we expect public school administrators to promote APE in schools, they must know the importance of high-quality physical education to students with disabilities.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":"105 1","pages":"276 - 292"},"PeriodicalIF":0.0,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42846493","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: 4
Countering the Furor Around Critical Race Theory 对抗围绕批判性种族理论的愤怒
NASSP Bulletin Pub Date : 2021-09-01 DOI: 10.1177/01926365211045457
L. Kaplan, W. Owings
{"title":"Countering the Furor Around Critical Race Theory","authors":"L. Kaplan, W. Owings","doi":"10.1177/01926365211045457","DOIUrl":"https://doi.org/10.1177/01926365211045457","url":null,"abstract":"National right-wing media and their viewers are alleging that critical race theory (CRT) is “infecting” public school classrooms, fueling an assault on how schools should discuss race, racism, and our nation's history. This turmoil over curriculum and teaching “sensitive” topics is deeply upsetting to teachers. Principals can strengthen their school's climate, shared leadership, and improve instruction and academic success for all students by helping their teachers manage and respond appropriately to parental and community questions about CRT.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":"105 1","pages":"200 - 218"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41598372","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
Fostering Cultural Responsiveness in an Urban High School: A Case Study 城市高中文化反应能力培养的个案研究
NASSP Bulletin Pub Date : 2021-08-03 DOI: 10.1177/01926365211036513
J. Scribner, Donna H. Weingand, Karen L. Sanzo
{"title":"Fostering Cultural Responsiveness in an Urban High School: A Case Study","authors":"J. Scribner, Donna H. Weingand, Karen L. Sanzo","doi":"10.1177/01926365211036513","DOIUrl":"https://doi.org/10.1177/01926365211036513","url":null,"abstract":"Scholars and practitioners have increasingly recognized the role of culturally responsive school leadership (CRSL). However, few studies have applied recent comprehensive CRSL theoretical frameworks. This in-depth case study explores how a school leader understands and shapes a school culture to be increasingly culturally responsive to students. Utilizing recent conceptualizations of CRSL as a lens, two major findings were developed. First, the principal’s understanding of what it means to be a culturally responsive leader is centered on the student experience: meeting basic needs, seeking “vertical” engagement, and transforming student world views. Second, to meet those student needs the principal practiced differentiated instructional leadership according to individual teacher needs and oriented to fostering a culturally responsive school culture. We suggest future research carefully examine (1) the interplay of beliefs, dispositions, and values in CRSL play, and (2) how CRSL (where it exists) manifests as an organizational.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":"105 1","pages":"153 - 172"},"PeriodicalIF":0.0,"publicationDate":"2021-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47948886","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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