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Taking on a New Grading System: The Interconnected Effects of Standards-Based Grading on Teaching, Learning, Assessment, and Student Behavior 采用新的评分系统：基于标准的评分对教学、学习、评估和学生行为的相互影响
NASSP Bulletin Pub Date : 2019-02-11 DOI: 10.1177/0192636519826709
M. Knight, R. Cooper
{"title":"Taking on a New Grading System: The Interconnected Effects of Standards-Based Grading on Teaching, Learning, Assessment, and Student Behavior","authors":"M. Knight, R. Cooper","doi":"10.1177/0192636519826709","DOIUrl":"https://doi.org/10.1177/0192636519826709","url":null,"abstract":"This study explored high school teachers’ perceptions of the effects of standards-based grading (SBG) on planning, instruction, assessment, classroom management, and student behaviors. Findings indicated that despite some infidelity and an initial implementation dip, systemic (SBG) changes made teaching clearer, more purposeful, and more conducive to student needs while enhancing student growth mind-set and ownership. The researchers concluded SBG is a viable reform because it makes teaching and learning more focused, effective, and enjoyable. Findings also led to several recommendations for administrators and teachers.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636519826709","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49410477","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: 24
“We’re in This Together”: Principals and Teachers as Partners and Learners in Lesson Study “我们在一起”:校长和教师在课程学习中作为伙伴和学习者
NASSP Bulletin Pub Date : 2019-02-08 DOI: 10.1177/0192636519826717
Valarie G. Lee, Margaret E. Madden
{"title":"“We’re in This Together”: Principals and Teachers as Partners and Learners in Lesson Study","authors":"Valarie G. Lee, Margaret E. Madden","doi":"10.1177/0192636519826717","DOIUrl":"https://doi.org/10.1177/0192636519826717","url":null,"abstract":"This research proposes Lesson Study as a professional development structure that allows principals and teachers in secondary schools to meet the demands of English and disciplinary literacy standards. It is a collaborative study between a university and eight schools. The essential questions is, “How can Lesson Study broaden content knowledge and affect instructional leadership?” Data are analyzed using qualitative methods. Findings suggest the possibilities of Lesson Study in creating principal teacher partnerships to address challenges of practice in today’s schools.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636519826717","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48131017","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: 11
Racial and Ethnic Disparities in Exclusionary School Discipline: Implications for Administrators Leading Discipline Reform Efforts 排他性学校纪律中的种族和民族差异:对领导纪律改革努力的管理者的启示
NASSP Bulletin Pub Date : 2018-11-25 DOI: 10.1177/0192636518812699
P. Fenning, Kisha V. Jenkins
{"title":"Racial and Ethnic Disparities in Exclusionary School Discipline: Implications for Administrators Leading Discipline Reform Efforts","authors":"P. Fenning, Kisha V. Jenkins","doi":"10.1177/0192636518812699","DOIUrl":"https://doi.org/10.1177/0192636518812699","url":null,"abstract":"School discipline and school safety are primary areas of concern for school administrators. This article summarizes the research literature regarding suspension in response to nonviolent and subjective offenses for racial/ethnic minorities. Steps that administrators can follow in applying a root cause analysis with a focus on school practices are provided. The following three areas of professional development and teacher support are offered to facilitate changes in school practices: (1) implicit bias, (2) empathy training, and (3) classroom consultation/teacher supports.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636518812699","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49261020","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
Early College High School Principals: Preparing Historically Underrepresented Students for College Success 早期大学高中校长：为历史上代表性不足的学生取得大学成功做好准备
NASSP Bulletin Pub Date : 2018-11-22 DOI: 10.1177/0192636518812703
Julia C. Duncheon, David E. DeMatthews
{"title":"Early College High School Principals: Preparing Historically Underrepresented Students for College Success","authors":"Julia C. Duncheon, David E. DeMatthews","doi":"10.1177/0192636518812703","DOIUrl":"https://doi.org/10.1177/0192636518812703","url":null,"abstract":"Early college high schools, which allow underrepresented students to earn up to an associate’s degree during 9th through 12th grades, have been lauded for their potential to increase college access and opportunity. Yet little is known about the role of the principal. Using data drawn from 10 administrators in the borderlands of West Texas, this qualitative study uses an instructional leadership framework to explore how early college principals support students’ college preparation at the intersection of secondary and postsecondary education.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636518812703","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49496734","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
Coteaching in Content Area Classrooms: Lessons and Guiding Questions for Administrators 内容区课堂协同教学：管理者的经验教训和指导问题
NASSP Bulletin Pub Date : 2018-11-16 DOI: 10.1177/0192636518812701
A. Sinclair, Laura E. Bray, Yan Wei, Erin Clancy, J. Wexler, Devin M. Kearns, C. Lemons
{"title":"Coteaching in Content Area Classrooms: Lessons and Guiding Questions for Administrators","authors":"A. Sinclair, Laura E. Bray, Yan Wei, Erin Clancy, J. Wexler, Devin M. Kearns, C. Lemons","doi":"10.1177/0192636518812701","DOIUrl":"https://doi.org/10.1177/0192636518812701","url":null,"abstract":"Secondary school administrators increasingly include students with disabilities in general education classrooms with coteaching models. Theoretically, coteaching enables two educators to attend to the learning needs of students with disabilities while exposing them to grade-level content area instruction. However, our study on teachers’ perceptions of coteaching found that teachers often viewed their schools’ leadership decisions as adversely affecting their ability coteach effectively. The purpose of this article is to provide administrators with an overview of common coteaching models, summarize findings from our study on teachers’ perceptions of how their schools’ leadership influenced their coteaching practices, and provide a set of guiding questions to consider when seeking to support coteaching.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636518812701","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49453155","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: 12
It All Starts With Forging Social Ties: Developing School Leadership From the Social Network Perspectives 一切从建立社会关系开始：从社会网络的角度发展学校领导力
NASSP Bulletin Pub Date : 2018-11-16 DOI: 10.1177/0192636518812714
Yinying Wang
{"title":"It All Starts With Forging Social Ties: Developing School Leadership From the Social Network Perspectives","authors":"Yinying Wang","doi":"10.1177/0192636518812714","DOIUrl":"https://doi.org/10.1177/0192636518812714","url":null,"abstract":"School leadership can be developed and strengthened from many approaches, including, but not limited to, transformational, instructional, distributed, and social justice leadership. This article presents an alternative perspective to develop school leadership from the social network perspectives. Drawing upon the growing body of research on social networks in school leadership, this article elucidates the evidence-based school leadership practices from four facets: social ties, network structure, social influence, and school culture. These four facets influence one another as the school leaders emerge, exercise leadership, and build a nurturing school culture through forging social ties, shaping network structure, and gaining social influence.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636518812714","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42702459","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
Chapter V 第五章
NASSP Bulletin Pub Date : 2018-10-24 DOI: 10.4324/9781315626840-5
A. Bridbury
{"title":"Chapter V","authors":"A. Bridbury","doi":"10.4324/9781315626840-5","DOIUrl":"https://doi.org/10.4324/9781315626840-5","url":null,"abstract":"","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70653409","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 : 2018-09-01 DOI: 10.1093/intimm/dxaa007
Pamela S. Salazar
{"title":"In This Issue . . .","authors":"Pamela S. Salazar","doi":"10.1093/intimm/dxaa007","DOIUrl":"https://doi.org/10.1093/intimm/dxaa007","url":null,"abstract":"STAT3 is pivotal for a wide variety of immune responses. Dimerization, phosphorylation at specific residues and shuttling between cellular compartments are crucial for STAT3 functions. Phosphorylation at Tyr705 (pY705) allows interaction with the SH2 domain of a partner STAT3 molecule and thus stabilizes dimerization. Phosphorylation of Ser727 (pS727) affects the activity of STAT3 but the detailed structural and biological mechanisms are not established. Here, Yang et al. show that pS727, in cooperation with N-terminal domain (NTD) ‘hand-shake’ dimerization, accelerates the STAT3 activation–inactivation cycle, leading to pY705 de-phosphorylation and CRM1-independent post-activation export from the nucleus. Inhibition of STAT3 activation–inactivation cycles delays responses to IL-6. Interactions of the C-terminal tail (CTT) with SH2 on the same molecule and CTT on the partner STAT3 molecule support pY705–SH2 association and sustain pY705 activation; pS727 weakens these interactions by phosphorylation or acetylation of the CTT to inactivate STAT3. The authors thus construct a multi-step model of pS727-regulated STAT3 inactivation.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/intimm/dxaa007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44341943","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
What Are Principals’ Perceptions? Recommendations for Improving the Supervision and Evaluation of Principals 校长的看法是什么?改善校长监督及评估的建议
NASSP Bulletin Pub Date : 2018-09-01 DOI: 10.1177/0192636518802033
David J. Hvidston, Courtney McKim, W. Holmes
{"title":"What Are Principals’ Perceptions? Recommendations for Improving the Supervision and Evaluation of Principals","authors":"David J. Hvidston, Courtney McKim, W. Holmes","doi":"10.1177/0192636518802033","DOIUrl":"https://doi.org/10.1177/0192636518802033","url":null,"abstract":"The goals for this qualitative study were to examine principals’ perceptions regarding their own supervision and evaluation. Two research questions guided the qualitative inquiry: (1) What are the greatest strengths of your own supervision and evaluation? and (2) What recommendations would you give to superintendents to improve your own supervision and evaluation? The study used an online tool to gather perceptions from principals regarding their own evaluation and supervision. Participants solicited included 275 principals from elementary, middle, or high schools, in a mountain west state. Out of the participants solicited, 95 principals agreed to participate (35% response rate). The emerging themes for the first research question were (1) trust and communication and (2) goal setting. The emerging themes for the second research question were (1) regular observations with feedback and (2) components to improve supervision and evaluation. Results from this study provided implications for those who supervise principals, as well as for those who train superintendents.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636518802033","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48835935","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: 9
Switching Cognitive Gears: School Leaders’ Cognitive Complexity 转换认知齿轮:学校领导的认知复杂性
NASSP Bulletin Pub Date : 2018-08-21 DOI: 10.1177/0192636518794297
Rima’a Da’as, Chen Schechter, Mowafaq Qadach
{"title":"Switching Cognitive Gears: School Leaders’ Cognitive Complexity","authors":"Rima’a Da’as, Chen Schechter, Mowafaq Qadach","doi":"10.1177/0192636518794297","DOIUrl":"https://doi.org/10.1177/0192636518794297","url":null,"abstract":"The role of school leaders is particularly complex in today’s “era of accountability,” which involves high standards for student achievement alongside frequently changing educational systems. Research in the business field has found leader’s cognitive complexity to be a predictor of leader and organizational effectiveness whereas the notion of school leader’s cognitive complexity remains undeveloped in the educational leadership and management field. Hence, the purpose of this article is to suggest a framework for school leaders’ cognitive complexity, as well as to suggest possible avenues for future conceptualization of, and research into this issue. Two empirical illustrations, based on the suggested framework for school leaders’ cognitive complexity, are described. This novel cognitive complexity framework may help school leaders develop processes, strategies, and structures that will enable them to react effectively in uncertain and dynamic environments.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636518794297","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49042266","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: 11
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