scholarly journals “Where Do I Start?” Inquiry into K-12 Mainstream Teachers’ Knowledge about Differentiating Instruction for ELLs in One U.S. School District

2021 ◽  
pp. 1-15
Author(s):  
Andrea Stairs-Davenport
Keyword(s):  
School District ◽  
Mainstream Teachers ◽  
Differentiating Instruction ◽  
K 12

Tennessee Education Savings Account: Tipping the Scales From Equity to Choice

2020 ◽  
Vol 2 ◽  
pp. 98-110
Author(s):  
Erin Curtin
Keyword(s):  
School District ◽  
School Choice ◽  
State Level ◽  
Poverty Line ◽  
Comprehensive Education ◽  
Policy Window ◽  
Federal Poverty Line ◽  
Scholarship Program ◽  
Shelby County ◽  
K 12

This article provides an analysis of Tennessee’s newly signed Education Savings Account policy, a school choice initiative. The policy provides vouchers, in the form of a debit card, to students in grades K-12 who are at or below 200% of the federal poverty line and are zoned to attend a Nashville, Shelby County, or Achievement School District school. Using the Policy Window Framework the author uncovers that the policy was created in a federal and state-level political convergence, which attempted to place equity at the forefront of the issue. However, using Levin's Comprehensive Education Privatization Framework, we can see that neoliberal ideals of choice and efficiency conquer equity in the finalized policy. The author predicts the outcomes of this new policy using this framework in tandem with 3 case studies: Louisiana Scholarship Program, DC Opportunity Scholarship Program, and Tennessee’s Individualized Education Accounts.

The Role of the Educational Leadership Program Coordinator (PC) in University–K-12 School District Partnership Development

2018 ◽  
Vol 15 (4) ◽  
pp. 241-260
Author(s):  
Lisa B. Coleman ◽  
Ellen Reames
Keyword(s):  
Educational Leadership ◽  
School District ◽  
Leadership Program ◽  
Preparation Programs ◽  
Program Coordinator ◽  
Partnership Development ◽  
Partnership Model ◽  
Educational Leadership Program ◽  
Educational Leadership Preparation Programs ◽  
K 12

The researchers explored educational leadership program coordinator (PC) roles in developing university–K-12 school district partnerships. Little is known in regards to the PC’s role in educational leadership preparation programs, and there is even less evidence of the PC’s role in K-12 school district partnership development. This burden appears to have fallen in the educational leadership PC’s wheelhouse. Using the Barnett et al.’s partnership model as the framework, the researchers examined the PC’s role. Facilitating and hindering factors of sustainable partnerships were identified and investigated. Study outcomes suggested the PC is the chief collaborator in fostering K-12 school district partnerships.

Supporting Immigrant Families and Rural Schools: The Boundary-Spanning Possibilities of an Adult ESL Program

2018 ◽  
Vol 55 (4) ◽  
pp. 537-570 ◽  
Author(s):  
Catherine Dunn Shiffman
Keyword(s):  
School District ◽  
Rural Communities ◽  
Immigrant Families ◽  
The United States ◽  
School Age Children ◽  
Esl Programs ◽  
School District Leaders ◽  
Adult Esl ◽  
The Right ◽  
K 12

Purpose: There has been a significant increase in the number of immigrant families moving to rural communities across the United States. Yet limited research exists that explores relationships between immigrant families and schools in these communities. Rural school districts are often challenged by insufficient resources, expertise, and infrastructure to respond. Adult English as a second language (ESL) programs can be valuable partners. This article explores how instructors in a regional adult ESL program supported relationships between immigrant families and schools in a rural Virginia school district. Research Methods: A case study was conducted between 2014 and 2015. Data collection included observations of adult ESL classes; semistructured interviews with adult ESL instructors, parents of school-age children, and school district leaders and teachers; open-ended questions on a parent survey; and documents. Findings: Four interrelated practices of the adult ESL instructors facilitated understanding and communication between immigrant families and K-12 educators. Adult ESL instructors disseminated information, explained cultural norms and expectations, coached family-school interactions, and created opportunities to connect families and educators. Supporting conditions included characteristics of the adult ESL classes, district leadership and sense of urgency, and multilayered relationships of professionals and actions of the adult ESL coordinator. Implications for Practice: Given the right conditions, adult ESL programs can be valuable partners for rural education leaders seeking to strengthen engagement with immigrant families. These programs can facilitate linkages between schools and adult ESL learners who are parents or caregivers and can be a professional development resource for building district capacity to engage with immigrant families.

Building Trauma Informed Schools: A Survey of Teachers’ Knowledge, Skills and Needs

2021 ◽  
Vol 22 (1) ◽  
pp. 5-22
Author(s):  
Yvonne Vissing ◽  
Michele Solloway ◽  
Samantha Koury
Keyword(s):  
Public School ◽  
School District ◽  
New England ◽  
Adverse Childhood Experiences ◽  
Formal Training ◽  
Childhood Experiences ◽  
Adverse Childhood ◽  
Teachers And Students ◽  
Trauma Informed ◽  
K 12

Teachers regularly find themselves in situations when they are dealing with students who have experienced adverse childhood experiences (ACES) and trauma. In a survey of public school K-12 teachers in a New England school district, this article analyzes their trauma-related knowledge, skills and needs. While they feel they are doing the best they can, most do not have formal training on how to identify trauma in students or how best to address it. Most indicate that they do not have sufficient background in trauma identification, prevention or treatment and they feel they would benefit from it. Building trauma-informed schools will provide both teachers and students with greater supports and systems for more successfully addressing the traumas they carry.

Teaching Strategies and Tactics in K-12 Blended Education

2016 ◽  
pp. 222-251
Author(s):  
Anne Katz ◽  
Jackie Hee-Young Kim
Keyword(s):  
Early Childhood ◽  
School District ◽  
Best Practices ◽  
Student Learning ◽  
Case Studies ◽  
Flipped Classroom ◽  
Instructional Methods ◽  
New Paradigm ◽  
K 12 ◽  
Educational Field

With a mission of creating a new paradigm of instructional methods to increase engagement in student learning in order to help develop more resilient students in a high-needs school district, this study examined implementation of the flipped classroom model in an early childhood and childhood education setting. This chapter will start by locating challenges in the current K-12 educational field. It will then examine how flipped classroom model approaches will simultaneously help educators meet long-standing challenges and support teachers to meet the diverse needs of students. This chapter will further discuss a pedagogical rationale for the flipped classroom model. It will then proceed to showcase best practices in utilizing the Flipped Classroom (FC) Model through the presentation of multiple teacher case studies. Lastly, this chapter will discuss considerations that should be examined while executing the Flipped Classroom model.

Emphasizing Technology Over Instruction: Adapting a 20-Year-Old Survey to Examine the Climate of K–12 Instructional Technology Leadership in Public School Districts

2019 ◽  
Vol 30 (3) ◽  
pp. 257-274
Author(s):  
Thomas Edelberg
Keyword(s):  
Technology Integration ◽  
Instructional Technology ◽  
School District ◽  
School Districts ◽  
School Leadership ◽  
Technology Use ◽  
Core Curriculum ◽  
Educational Experiences ◽  
Technology Leadership ◽  
K 12

Current research on computer technology integration in K–12 school classrooms indicates that student learning outcomes remain flat despite heavy investment. Examining school leadership conceptions about technology integration might reveal a way to reverse this trend. This study adapts a survey instrument from Brush and Bannon and applies it to Indiana school district superintendents. Key findings indicate respondents perceive developing technology goals and plans for a school district, providing instructional support, and integrating technology into a core curriculum are very important for instructional technology leadership, but educational experiences and credentials are less important. However, respondents from school districts with smaller student enrollments and who report having little or no knowledge of instructional technology tend to view educational experiences and credentials more highly than respondents from larger schools and who report being very knowledgeable. Implications are that superintendents tend to emphasize the technology-use aspect of instructional technology leadership over instructional proficiencies.

scholarly journals Initial response to COVID-19: a mixed-methods analysis of media and school communications to identify pedagogical implications for remote teaching

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Lauren Eutsler ◽  
Pavlo D. Antonenko ◽  
Chrystine Mitchell
Keyword(s):  
Mixed Methods ◽  
School District ◽  
News Media ◽  
Emergency Preparedness ◽  
Initial Response ◽  
Educational Organizations ◽  
Content Type ◽  
The Usa ◽  
K 12 ◽  
National Emergency

Purpose Immediately following the declaration of the national emergency of the COVID-19 pandemic in the USA, the purpose of this study was to examine one month of social media, news media, school district websites’ continuity plans and educational affiliate organizations, to unveil K-12 stakeholders’ initial response to K-12 remote teaching. Design/methodology/approach Framed by connectivism theory, the authors used a mixed-methods sequential explanatory design to conduct a systematic content analysis of 43,870 tweets, news media, school district websites’ continuity plans and educational affiliate organizations. Findings Initial responses focused on community lockdown procedures, sustaining education, adapting to a remote lifestyle and political tension. The authors revisited included tweets one week later to measure their connectedness, which revealed that educational organizations, which have the largest number of followers, also have the greatest outreach and visibility. Practical implications Based on the collective decision-making of education stakeholders, the authors provide three remote teaching recommendations and pedagogical implications for sustainable remote teaching practices. Originality/value The authors construct a blueprint from some of the largest school districts, and consequently the COVID-19 hotspots, to broadly examine emergency preparedness and remote instruction plans.

scholarly journals The Education Of Culturally And Linguistically Diverse Students

2007 ◽  
Vol 4 (11) ◽  
Author(s):  
Sunita Sharma
Keyword(s):  
School District ◽  
School Counselors ◽  
Special Education Teachers ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Diverse Students ◽  
Linguistically Diverse Students ◽  
Perceptions And Attitudes ◽  
Depth Study ◽  
K 12

In this study, the researcher has examined and presented the perceptions and attitudes of K-12 school teachers regarding students from culturally and linguistically diverse backgrounds. In addition, these same teachers were asked to evaluate their own professional preparations that might enable them to identify and effectively teach these students. This researcher conducted an in depth study in a Northwest Florida School District (Escambia Co.), and a Nodaway County School District in Missouri.  A proportionate, stratified, random sample of 300 K-12 regular education teachers, special education teachers, school counselors, and therapists was used for the survey. In addition, a case study was conducted of 30 members from each school district.  The findings of these studies, plus previous research and current literature all indicate that these educators were not professionally prepared to identify, understand and work with culturally, and linguistically diverse students. 

scholarly journals The use of an application screening assessment as a predictor of teaching retention at a midwestern, K-12, public school district

2020 ◽  
Author(s):  
◽  
Shelby B. Scarbrough
Keyword(s):  
Public School ◽  
School District ◽  
Public School District ◽  
Assessment Scores ◽  
Study Results ◽  
Screening Assessment ◽  
Retention Of Teachers ◽  
K 12 ◽  
The Impact ◽  
New Hires

This quantitative study examined the retention of new hires at a Midwestern, K-12, public school district using the scores of an application screening assessment as a predictor. New teacher hires' overall performance results on a screening assessment were compared to the retention of those hires after 1 year of employment. In addition to the overall scores, the impact of subscale results in the areas of cognitive ability, teaching skills, and attitudinal disposition were also compared to the retention of new hires. The study results indicate that differences exist in the application screening assessment scores of new hires and their retention after 1 year of employment. The study concludes with recommendations designed to aid school leaders in objective hiring practices that yield retention of teachers with a strong fit to the organization.

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