NASSP Bulletin最新文献

{"title":"“We Have All the Data in One Place”: Examining Principals’ Use of a Data Warehouse During an Academic School Year","authors":"Timothy A. Drake","doi":"10.1177/01926365211015311","DOIUrl":"https://doi.org/10.1177/01926365211015311","url":null,"abstract":"In this article, I describe how principals accessed teacher and student data on a centralized data warehouse (DWH) during an academic school year. I found that principals did not use the DWH very often during the year. When logged on, principals most often looked at reports on student achievement, teachers’ performance, or student demographics. Principals’ use also seemed to be influenced by the school calendar and the release of student and teacher data, along with personal and organizational characteristics.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/01926365211015311","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46285141","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}

{"title":"Best Practices of Principals to Increase Attendance in Low-Socioeconomic Status Rural High Schools","authors":"K. S. Hall, Y. Liang, Libby J. Riley","doi":"10.1177/01926365211012453","DOIUrl":"https://doi.org/10.1177/01926365211012453","url":null,"abstract":"Securing attendance is challenging at rural high schools with a high percentage of students from low-socioeconomic states (low-SES) households. Best practices of principals to achieve high annual attendance rates (> 90%) were studied. Interviews were held with principals from 8 of 12 high schools across rural West Virginia that met the eligibility criterion of 100% enrollment of low-SES students. Six best practices emerged. Rural schools striving to increase attendance could reduce student absenteeism by implementing best practices suggested.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/01926365211012453","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45897165","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}

{"title":"Avoiding Discrimination Litigation With Teachers With Disabilities: A Litigation Review","authors":"Paula E. Chan, Alex Carlson, Antonis Katsiyannis, Alexandria Hakala","doi":"10.1177/01926365211011258","DOIUrl":"https://doi.org/10.1177/01926365211011258","url":null,"abstract":"Qualified teachers with disabilities are protected by the Americans with Disabilities Act (ADA). To maintain legal compliance, principals must have an understanding of employment law, but often lack the training to prevent legal liability. This study reviewed litigation on discrimination claims under the ADA and Section 504 of the Rehabilitation Act. Discrimination claims included failure to accommodate, adverse employment action, wrongful termination, and constructive discharge. Authors analyze results and discuss implications for future research and practice.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/01926365211011258","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45513104","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}

{"title":"A Scale to Measure School Leaders’ Use of Twitter for Professional Development and Learning","authors":"S. Fancera","doi":"10.1177/01926365211008990","DOIUrl":"https://doi.org/10.1177/01926365211008990","url":null,"abstract":"The purpose of this research was to develop and test an instrument to measure school leaders’ use of Twitter for professional development (PD) and learning. Findings from an exploratory factor analysis indicate that the resulting nine-item Twitter for PD Scale offers a valid and reliable instrument to measure school leaders’ use of Twitter for PD and learning. Researchers and practitioners can use the Twitter for PD Scale to measure the influence of Twitter-delivered PD on various educational outcomes.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/01926365211008990","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43032006","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}

{"title":"School Leaders’ Opinions, Attitudes, and Performative Actions Toward Teacher Absenteeism in Kenya","authors":"Seija Karppinen, Magdalene Dimba, A. Kitawi","doi":"10.1177/01926365211001117","DOIUrl":"https://doi.org/10.1177/01926365211001117","url":null,"abstract":"The research examined school leaders’ opinions, attitudes, and performative actions toward teacher absenteeism. Existing research has primarily focused on interventions implemented by the Teachers’ Service Commission to curb teacher absenteeism, and yet since leaders are the main agents and their actions are context bound, their actual actions and insights should be accounted for when addressing absenteeism. Our study finds that though teacher absenteeism has been reduced, disheartening challenges persist. The authors recommend continuous monitoring and establishing a mentoring system.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/01926365211001117","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42402631","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}

{"title":"In this Issue","authors":"Pamela S. Salazar","doi":"10.1177/01926365211002143","DOIUrl":"https://doi.org/10.1177/01926365211002143","url":null,"abstract":"School leadership is important to the success of a school or school system. Highly effective school leaders promote a collaborative learning community, provide an effective instructional program, and apply best practices to student learning. Articles in this edition of Bulletin offer unique ideas for principals to consider as they think about their work. It is my hope that readers will find new perspectives on how schooling can be improved and how the exercise of leadership influences this improvement. Every principal is challenged with making decisions when developing strategic plans to improve student outcomes. In the lead article, researchers Buckman, Hand, and Johnson investigated if there was a relationship between school climate and graduation rates in public high schools across Georgia. Findings indicate there is a significant relationship between school climate and high school graduation rates and the authors suggest that school leaders highly influence the four constructs of school climate (academic, community, safety, and institutional environment) that can have an impact on student achievement. Additionally, data affirms that if a school leader wishes to transform the school’s culture and increase academic performance, a key focus should be on cultivating a positive school climate. The second article casts a spotlight on the growing challenge that principals face with school counselor burnout and high job stress. Researchers Mullen, Chae, Backer, and Niles examine the differences in school counselors’ burnout, job stress, and job satisfaction based on their student caseload size. Results indicate that lower caseloads benefit the well-being of school counselors. The authors offer practical and useful strategies that secondary principals can implement to reduce the impact of having higher than desired caseloads assigned to school counselors. They further note that implementation of the suggested approaches could result in counselors who may be better equipped to manage the daily and ever-changing academic, social and emotional, and postsecondary needs of students and their families. Teacher absences present a unique challenge for school leaders. When teachers miss school, quality education is compromised. Teacher absenteeism (TA) may drain","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/01926365211002143","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48862951","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}

{"title":"Improving High School Graduation Through School Climate","authors":"David G. Buckman, N. Hand, Arvin D. Johnson","doi":"10.1177/0192636521993212","DOIUrl":"https://doi.org/10.1177/0192636521993212","url":null,"abstract":"The purpose of this study was to contribute to the body of literature regarding decisions school leaders make when developing strategic plans to improve student outcomes. This study investigated whether there is a significant relationship between school climate and graduation rates for public high schools in the state of Georgia when controlling for potential covariates. Using an ordinary least squares multiple regression procedure, this study found a positive school climate increased high school graduation rates (b = .164, p ≤ .01).","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636521993212","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44281895","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}

{"title":"School Counselor Burnout, Job Stress, and Job Satisfaction by Student Caseload","authors":"P. Mullen, Nancy Chae, Adrienne Backer, Jennifer K. Niles","doi":"10.1177/0192636521999828","DOIUrl":"https://doi.org/10.1177/0192636521999828","url":null,"abstract":"In this cross-sectional quantitative study, we employed survey research to examine the differences in school counselors’ (N = 327) burnout, job stress, and job satisfaction based on their student caseload size. The results indicated that higher caseloads were associated with higher degrees of burnout and job stress, along with lower job satisfaction. The results produced small to medium effect sizes. We discussed how such factors relate to the effectiveness of providing student services and school leaders’ support for school counselors.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636521999828","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47049342","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}

{"title":"The Impact of Standards-Based Learning: Tracking High School Students’ Transition to the University","authors":"T. Guskey, M. Townsley, Tom Buckmiller","doi":"10.1177/0192636520975862","DOIUrl":"https://doi.org/10.1177/0192636520975862","url":null,"abstract":"This study sought to determine if the implementation of standards-based learning in high schools affects students’ transition to learning in university courses. Surveys and interviews with 13 students who had graduated from high schools implementing standards-based learning and who had completed their first academic semester at a midsize, private, Midwest university revealed no detrimental effects. The most frequently mentioned transition difficulties related to social issues and time management. Implications for implementing high school grading reforms are discussed.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636520975862","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49280736","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}

{"title":"Traditional Principals’ Reaction to a Charter School Opening","authors":"Dana L. Bickmore","doi":"10.1177/0192636520975855","DOIUrl":"https://doi.org/10.1177/0192636520975855","url":null,"abstract":"Using multiple case studies, I examined how three traditional principals reacted and responded over time to the opening of a charter school in their attendance boundaries. Findings suggest principals’ reactions to competition shifted based on their perceptions of their status and competitive advantage in the market. These perceptual changes were the result of interactions with parents/guardians, staff, teachers, and students. This study has implications for how principals’ perceptions over time may affect engagement in competitive markets.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636520975855","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49229410","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}