Challenges of being a digitally savvy principal

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jayson W. Richardson ◽  
Jeremy Lucian Daniel Watts ◽  
William L. Sterrett
Keyword(s):  
Teaching And Learning ◽  
The United States ◽  
Application Process ◽  
Student Work ◽  
Content Type ◽  
Award Winning ◽  
Integral Role ◽  
Leading Schools ◽  
Single Data ◽  
Work Samples

PurposeThe purpose of this study was to better understand the challenges faced by leaders who have demonstrated excellence in integrating technology into teaching and learning in P-12 schools in the United States.Design/methodology/approachThis case study of technology savvy P-12 school principals provides insights into how building leaders overcome digital technology innovation challenges. In the summer of 2017, the authors interviewed 12 of the 18 recipients of the NASSP Digital Principal Award. These principals serve as examples of how to lead schools in the digital age.FindingsUsing Bolman and Deal's (2013) conceptual framework, the authors analyzed the data around the four frames (i.e., political, structural, human resources, and symbolic) to understand the challenges of being a digital principal. Bolman and Deal posited leaders who function predominantly in a single frame may miss essential organizational change elements.Research limitations/implicationsThe authors recognize several limitations in this study. First, the nominating process for the NASSP Digital Principals award involves an application process. Thus, while these principals were recognized for meeting these criteria, it is possible that these awardees were selected based on their nomination materials rather than on actual longitudinal evidence. Second, this study's data were gathered through interviews. The authors did not gather data through student work samples, teacher and staff interviews, or other data points, but rather the single data point of principal perspectives through interviews.Originality/valueOne silver lining from the pandemic is that leading schools cannot be detangled from the digital needs of diverse stakeholders. As such, digital principalship has become the new norm where the principal leads on a screen, teachers teach on a screen, and students learn on a screen. The award-winning digital principals in this study played an integral role in how they message their school's story, how they navigate and design structures, how they overcome political realities, and how they invest in addressing the needs of individuals.

Creative collaboration: student creative works in the institutional repository

2018 ◽  
Vol 34 (1) ◽  
pp. 20-31
Author(s):  
Rose Sliger Krause ◽  
Andrea Langhurst Eickholt ◽  
Justin L. Otto
Keyword(s):  
Teaching And Learning ◽  
Music Performance ◽  
Lessons Learned ◽  
Institutional Repository ◽  
Student Centered ◽  
Student Work ◽  
Content Type ◽  
Music Department ◽  
Eastern Washington ◽  
The University

Purpose The purpose of this paper is to describe the music performance collection preserved in Eastern Washington University’s institutional repository (IR). This collection of recordings of student music performances is the result of an ongoing collaboration between the university?s library and music department, which serves to provide discoverability, preservation and access to a collection of student creative works, which had heretofore been a hidden collection. Design/methodology/approach This collection of student creative work was identified as a suitable project for the Eastern Washington University’s IR while it was still in the planning stages because it was identified as an existing need that the new IR could address. Much of the groundwork for the collaboration between the library and music department was completed prior to IR implementation. Thus, the library was ready to begin work on this collection once the IR was operational. Findings The student music performance collection has been a successful project for the IR, which benefits the music department by making student performances discoverable and accessible, and benefits the library by providing the opportunity to demonstrate that the then-new IR could support the university’s student-centered focus on teaching and learning. Originality/value While there is a growing body of literature on IRs emphasizing student work, there is little literature on music or other creative works’ collections in IRs, much less on creative works by students. This paper adds to the limited body of literature on student creative works in the IR by describing the development, implementation and lessons learned from the successful music performances collection.

scholarly journals We The People: Immigration Counter-Narratives in the High School Visual Arts Classroom

2021 ◽  
Vol 120 ◽  
pp. 23-31
Author(s):  
Alisha Mernick
Keyword(s):  
High School ◽  
Immigrant Students ◽  
The United States ◽  
Classroom Culture ◽  
Student Work ◽  
Narrative Art ◽  
The People ◽  
Arts Curriculum ◽  
Work Samples ◽  
Dominant Narratives

Immigrant students are deeply impacted by the xenophobic dominant narratives about immigration in the United States today, and are at risk of developing a deficit mindset about their own cultures. Our classrooms can serve as spaces of resistance to anti-immigrant and neo-nativist values by intentionally raising student critical consciousness about these oppressive forces, and centering our student’s lived experiences and funds of knowledge in the curriculum. This article looks at one high-school arts curriculum unit prompting students to critically analyze the dominant narratives about immigration, interview real immigrants in their lives, and create a counter-narrative art work for public display. The aim for this project was to give immigrant students a space to process, analyze, and counter the xenophobic narratives surrounding them. Summary of the unit plan, student work samples, classroom culture, and alumni testimonials are included.

Critical, contextualized, content-rich: revisiting the call for humanizing pedagogies in literacy methods instruction

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kathleen Riley ◽  
Katherine Crawford-Garrett
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
White Women ◽  
Racial Bias ◽  
Student Work ◽  
Content Type ◽  
Literacy Methods ◽  
Literacy Teacher ◽  
Literacy Teacher Education

Purpose In this study, the authors draw upon 10 years of collaborative teaching and research as two, White, women literacy teacher educators to theorize the role of humanizing pedagogies within literacy teacher education and share explicit examples of how these pedagogies might be operationalized in actual classroom settings. Design/methodology/approach This study is based on 10 years of qualitative, teacher inquiry research on authors’ shared practice as literacy teacher educators and has included focus groups with students, the collection of student work and extensive field notes on class sessions. Findings Contextualized within decades-old calls for humanizing teacher education practices, this study puts forward a framework for teaching literacy methods that centers critical, locally contextualized, content-rich approaches and provides detailed examples of how this study implemented this framework in two contrastive teacher education settings comprising different institutional barriers, regional student populations and program mandates. Originality/value The proposed framework of critical, locally contextualized and content-rich literacy methods offers one possibility for reconciling the divergent debates that perpetually shape literacy teaching and learning. As teachers are prepared to enter classrooms, the authors model concrete approaches and strategies for teaching reading within and against a sociopolitical landscape imbued with White supremacist ideals and racial bias.

scholarly journals Learning by Design

2020 ◽  
Vol 3 (2) ◽  
pp. 1-11
Author(s):  
Morgan Vassey Blanton ◽  
Linda C. Pacifici
Keyword(s):  
Teacher Education ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Teacher Education Program ◽  
Research Process ◽  
Education Students ◽  
Student Work ◽  
Course Materials ◽  
Work Samples ◽  
Intended Learning Outcomes

This article reports on an application of a SoTL research process for two teacher education instructors in an undergraduate teacher education course, Teaching and Learning in the Digital Age. After engaging in content analysis of student work samples derived from a Digital Sabbath assignment, the instructors asked more questions about how well the assignment aligned to course objectives and intended learning outcomes. Collaboratively, they determined how the Digital Sabbath assignment could be revised to better meet the stated course objective. The authors anticipate that assignment revisions could result in improved student learning outcomes for the teacher education students. Insights from the student responses and course materials are discussed as well as implications for teaching and learning in a teacher education program.

An exploration of challenges and support when coaches model instruction for teachers

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Evthokia Stephanie Saclarides
Keyword(s):  
School Districts ◽  
Teaching And Learning ◽  
Design Methodology ◽  
The United States ◽  
Future Research ◽  
Structured Interviews ◽  
Research Directions ◽  
Content Type ◽  
Modeling Instruction ◽  
Future Research Directions

PurposeModeling is a potentially productive activity in which coaches can engage teachers to support teaching and learning (Gibbons and Cobb, 2017). Yet, there is a lack of empirical research that describes how coaches can productively implement this activity with teachers. The overarching purpose of this study was to explore the challenges and support coaches faced while modeling instruction for teachers.Design/methodology/approachTwenty-nine semi-structured interviews were conducted with five coaches and six elementary teachers in two different school districts in the United States. The data were qualitatively coded using a combination of literature-driven and emergent codes.FindingsParticipants identified 16 distinct challenges they faced during coaching cycles involving modeling, and 11 supports that could ultimately enhance the success of the modeled lesson for all involved parties. These challenges and support spanned the broad categories of contextual factors, management and logistics, pedagogical dilemmas and teacher learning.Originality/valueAlthough modeling is a popular coaching activity, researchers have only an emerging understanding of the challenges associated with modeling instruction, as well as the support that can enhance the modeled lesson's success. By having a thorough understanding of such challenges and support, coaches can effectively leverage modeling to support teaching and learning at their schools. Hence, the findings from this study will importantly inform coaching practice, as well as future research directions.

Technical assistance needs for realizing person-centered thinking, planning and practices in United States human service systems

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Bevin Croft ◽  
Jami Petner-Arrey ◽  
Dorothy Hiersteiner
Keyword(s):  
United States ◽  
Human Service ◽  
Design Methodology ◽  
Technical Assistance ◽  
The United States ◽  
Service Systems ◽  
Application Process ◽  
Content Type ◽  
Participant Engagement ◽  
Cross System

PurposeThe United States’ National Center on Advancing Person-Centered Practices and Systems provides technical assistance to human service systems on person-centered thinking, planning and practices. To apply for the Center's technical assistance, 33 state human service systems submitted applications and participated in interviews in which they detailed technical assistance needs. This technical paper examines themes that emerged from these technical assistance applications and interviews. These themes offer a view into barriers, obstacles and priorities for human service systems as they work toward more person-centered practices. Common themes point to key areas that, if enhanced, could result in a more person-centered system overall.Design/methodology/approachThe application process generated 33 applications containing technical assistance goals and priorities, summaries of recent and ongoing initiatives to advance person-centered approaches, measurement methods and anticipated challenges. Using thematic analysis, the authors organized the information into seven themes.FindingsApplicants identified seven themes to improve person-centered thinking, planning and practices: Staff Training and Competencies, Participant Engagement, Measurement and Quality Improvement, Cross-System Consistency in Planning and Practice, Payment and Managed Care, Cultural and Linguistic Responsiveness and Other Practice-Related Goals. They also articulated contextual factors that help or hinder systems efforts and a vision for an ideal person-centered system.Originality/valueThe themes provide a unique window into human service system administrators' priorities for achieving more person-centered human service systems and the conditions that may promote or hinder systems change.

scholarly journals Embedding employability behaviours

2017 ◽  
Vol 9 (1) ◽  
pp. 35-50 ◽  
Author(s):  
Deryn Graham
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Relevant Literature ◽  
Teaching Excellence ◽  
Student Work ◽  
Content Type ◽  
Teaching And Learning Strategies ◽  
The Uk ◽  
The University ◽  
Relationship Of

Purpose The purpose of this paper is to look at how employability is currently embedded within courses to prepare students for their transition into the world of work, identifying the teaching and learning strategies employed. Design/methodology/approach A review of the relevant literature was conducted. The study analysed experiential data and the logged reports of student work placements over a period of five years, to determine the relationship of such placements to both academic results and long term employability. The study considered placements from the viewpoints of the university, students and employers. It proceeded to look at the current embedding of employability within the teaching curriculum, specifically teaching and learning strategies for personal professional development courses and the employability passport. It also looked at the role of the work placement tutor. Findings The main revelation was that the employability skills sought by employers were mostly “soft” and therefore behaviours, rather than “hard” teachable skills, which has significant implications for the introduction of the teaching excellence framework (TEF) and the provision of suitable metrics. Research limitations/implications The study and findings are limited to a single university in the UK. Originality/value The results of the study and conclusions drawn from the analysis of findings, led to the identification of the student, institution, tutor, employer) quartet of actors for employability. The paper also postulates the ramifications of the introduction of the TEF on employability.

scholarly journals Supporting Pre-Service Secondary Mathematics Teachers’ Professional Noticing of Student Thinking Professional Noticing of Student Thinking

2021 ◽  
Vol 46 (8) ◽  
pp. 96-116
Author(s):  
Gregory Hine ◽  
◽  
Kristin Lesseig ◽  
Keyword(s):  
Teaching And Learning ◽  
Secondary Mathematics ◽  
Student Thinking ◽  
Teacher Dispositions ◽  
Teacher Education Programs ◽  
Professional Noticing ◽  
Student Work ◽  
Secondary Mathematics Teachers ◽  
Beliefs About Teaching ◽  
Work Samples

A growing body of evidence suggests developing the attention of preservice, secondary mathematics (PSMTs) teachers towards professional noticing of student thinking should feature in teacher education programs. There were two aims for this qualitative study: first, to explore the extent to which an Interview Module (IM) supported the development of PSMTs’ ability to notice and make pedagogical decisions based on student thinking evidenced in video- and paper-based work samples. A secondary aim was to establish the viability of the IM in an Australian context. Overall, PSMTs regarded their involvement in the IM as beneficial to their development as teachers. Specifically, participants outlined that the IM helped to shift their beliefs about teaching and learning, and helped promote productive teacher dispositions. Furthermore, these shifts were enabled through opportunities to engage with authentic student work, and the access they were given to new forms of responding.

Teaching strategies for linking knowledge acquisition and application in the architectural design studio

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mahmoud Reza Saghafi
Keyword(s):  
Knowledge Acquisition ◽  
Teaching And Learning ◽  
Architectural Design ◽  
Course Design ◽  
Project Based Learning ◽  
Design Studio ◽  
Architecture Education ◽  
Student Work ◽  
Content Type ◽  
Architectural Design Studio

PurposeIn the context of architecture education, design studio projects usually start with “research” on the design theme and the context, but often there is no strong link between this research and its application in the project and the resultant design product. This paper explores strategies which link knowledge acquisition and knowledge application in design studio teaching and learning.Design/methodology/approachThese strategies have been applied in several design studios and master’s theses and involve sixteen years of research by the author through observation, surveys and analysis of student work.FindingsThe results show that these strategies are not limited to the design studio, with more than half of them (eight out of fourteen) also applicable in theoretical subjects that sit outside the design studio unit and generate knowledge of relevance to studio projects. As such, the paper advocates for a multi-level approach involving the following: course design and curriculum development, teaching and learning pedagogies and organizational decisions regarding the deployment of staff as for collaborative team-based teaching.Research limitations/implicationsThe results also recognize the relevance of problem-based and project-based learning to the broader higher education context and its dependence on a collaborative approach.Originality/valueThis paper which synthesizes this work contributes to the literature on architecture pedagogy, specifically that related to the integration of theoretical and practical subjects.

More than victims: Resiliency of undocumented Latinas near Chicago, United States, and the strategic use of psychological suffering in obtaining legal status

2019 ◽  
Vol 16 (3) ◽  
pp. 361-368
Author(s):  
Stephanie Jean Kohl
Keyword(s):  
United States ◽  
Domestic Violence ◽  
Legal Status ◽  
The United States ◽  
Immigration Law ◽  
Application Process ◽  
Theoretical Concepts ◽  
Psychological Suffering ◽  
Visa Application ◽  
Biological Citizenship

Caught between abusive partners and restrictive immigration law, many undocumented Latina women are vulnerable to domestic violence in the United States. This article analyzes the U-Visa application process experienced by undocumented immigrant victims of domestic violence and their legal advisors in a suburb of Chicago, United States. Drawing on theoretical concepts of structural violence and biological citizenship, the article highlights the strategic use of psychological suffering related to domestic violence by applicants for such visas. It also investigates the complex intersection between immigration law and a humanitarian clause that creates a path towards legal status and eventual citizenship.

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