Rethinking the role of reading assessments for real learning

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Chantal Francois ◽  
Mia Hood
Keyword(s):  
School Leadership ◽  
Student Performance ◽  
Professional Growth ◽  
Educational Leaders ◽  
Public High School ◽  
Multiple Choice Questions ◽  
Content Type ◽  
Authentic Assessments ◽  
The Usa ◽  
The Right

Purpose Scholars who advocate for equity-oriented educational practices have argued that the accountability era in the USA, now in place for two decades, has failed in its intended goal to improve student performance for traditionally marginalized student populations. This study aims to use a sociocultural lens to trace how a century-old conceptualization of reading – that discrete skills comprise comprehension and that multiple-choice questions can measure mastery of those skills – predominates today’s standardized reading tests. Design/methodology/approach This essay draws on the authors’ collective experiences as literacy educators, school leaders and researchers. Findings The authors critique two beliefs rooted in Eurocentric thinking borne from a long-held conceptualization of reading – that logical reasoning and the right background knowledge can promote achievement on standardized tests. The authors link the critique to their lived experiences and situate test design features in the broader sociopolitical educational landscape. Then, by presenting examples from an urban public high school, the authors encourage educational leaders to revisit the potential of authentic assessments as complex and meaningful activities that foster the critical thinking necessary for participating in democracy. Practical implications Committing to authentic assessments takes the work characteristic of transformative school leadership, especially serving diverse student populations: A clear and ambitious vision that centers social justice and cultural relevance, frequent, shared opportunities for professional growth and shared norms for instructional practice and student growth. Originality/value This essay encourages educational leaders, researchers and policymakers to revisit the potential of authentic assessments as tasks that can surpass external measures in informing teachers about how students’ develop their literacy in school.

Humanizing practices in online learning communities during pandemics in the USA

2020 ◽  
Vol 5 (3/4) ◽  
pp. 205-212
Author(s):  
Nimo M. Abdi ◽  
Elizabeth Gil ◽  
Stefanie LuVenia Marshall ◽  
Muhammad Khalifa
Keyword(s):  
School Leadership ◽  
Women Of Color ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Leadership Education ◽  
Pedagogical Practices ◽  
Content Type ◽  
The Usa ◽  
Learning School ◽  
Reflective Essay

PurposeIn this reflective essay, the authors, four educators of color, explore the relevance of humanizing practices of community in teaching and learning, school leadership and the potential challenges for equity work in education, during the COVID-19 pandemic.Design/methodology/approachThis reflective essay draws on lessons learned from the pedagogical practices of women of color, literature on teachers of color, as well as our experiences as educators of teachers and school leaders, as the authors think about new possibilities and challenges for anti-racist practice and living during the pandemic.FindingsThis essay describes community-oriented practice of women of color educators to be important in orienting teaching and learning toward more humanizing practice. The reflections highlight both possibilities and challenges that can be helpful reimagining the practice in teacher and leadership education, as the authors prepare educators for an uncertain future.Originality/valueThis essay offers valuable lessons from women of color educator practice that can offer humanizing approaches to teaching and learning as well as school leadership education.

Cultural and functional diversity in the elementary classroom: strategies for teachers

2015 ◽  
Vol 9 (2) ◽  
pp. 54-67 ◽  
Author(s):  
Rama Cousik
Keyword(s):  
Teacher Training ◽  
Student Performance ◽  
Teacher Knowledge ◽  
Functional Diversity ◽  
Ethnic Diversity ◽  
Classroom Practice ◽  
Content Type ◽  
Inclusive Settings ◽  
Teacher Training Programs ◽  
The Usa

Purpose – This paper aims to discuss current issues and provide suggestions for solutions. Today’s classrooms across schools in the USA are increasingly diverse. This diversity encompasses students from a myriad of cultural and linguistic and backgrounds’ academic performance levels. Teacher training programs and schools are making efforts to enhance teacher knowledge in regards to this cultural and functional diversity. Problems continue to exist because it is challenging to clearly perceive the connections between the two and identify cultural basis for school performance. Design/methodology/approach – This article provides suggestions for teachers to enhance their own understanding of how cultural and ethnic diversity affects student performance and improve classroom practice in inclusive settings. Findings – The author argues there is a need for a systemic effort that encourages an ongoing debate over cultural and functional diversity, improves teacher knowledge in the area of best practices in teaching children from diverse cultural and functional backgrounds and fosters collaboration among schools and families. Originality/value – This article is an original look at teacher training for cultural and functional classroom diversity in the USA.

Heroic leadership in Australia, Sweden, and the United States

2014 ◽  
Vol 28 (7) ◽  
pp. 785-797 ◽  
Author(s):  
Lawrie Drysdale ◽  
Jeffrey Bennett ◽  
Elizabeth T. Murakami ◽  
Olof Johansson ◽  
David Gurr
Keyword(s):  
Academic Success ◽  
School Leadership ◽  
School Success ◽  
School Principals ◽  
The United States ◽  
Content Type ◽  
School Communities ◽  
The Usa ◽  
School Principalship ◽  
Successful School

Purpose – The purpose of this paper is to draw from data collected as part of the International Successful School Principalship Project (ISSPP) and present cases of democratic and heroic leadership from three countries, discussing to what extent successful school principals in each of their research sites (Melbourne, Australia; Umeå, Sweden; Arizona and Texas in the USA) carry old and new perspectives of heroism in their leadership. In particular the paper explores two questions: first, how do school principals describe aspects of heroic and post-heroic leadership in their practices? and second, how do these heroic and post-heroic leadership practices meet contemporary demands such as accountability standards and build inclusive and collaborative school communities in challenging contexts? Design/methodology/approach – Multiple-perspective case studies involving semi-structured individual and group interviews with principals, teachers, students, parents and school board members were used to understand the contribution of principals and other leadership to school success. Findings – The definitions of heroic and post-heroic leadership are inadequate in defining successful principal leadership. The Australian, Swedish and American principals showed characteristics of both heroic and post-heroic leadership. They showed heroic qualities such as: inspiring and motivating others; challenging the status quo; showing integrity in conflicting situations; putting duty before self; taking risks to champion a better way; showing courage to stand up to those in authority; advocating for students in struggling neighbourhoods under the scrutiny of both district and public expectations; and, showing uncommon commitment. Yet our principals showed post-heroic leadership such as involving others in decision making and recognising that school success depended on collective effort, and being sensitive to community needs through a deep respect for the local culture. Originality/value – The research shows that we may need to redefine and recast our images of who school principals are today, and what they do to generate academic success for students. Both heroic and post-heroic images of leadership are needed to explain successful school leadership.

Kick Andy, The Oprah Winfrey TV Show of Indonesia

2014 ◽  
Vol 4 (1) ◽  
pp. 1-13
Author(s):  
Amalia E. Maulana ◽  
Lexi Z. Hikmah
Keyword(s):  
Social Marketing ◽  
Subject Area ◽  
Oprah Winfrey ◽  
Entertainment Education ◽  
Content Type ◽  
The Usa ◽  
Tv Shows ◽  
The Many ◽  
The Right ◽  
Tv Show

Subject area Social Marketing, Entertainment Education Program. Study level/applicability Postgraduate program. Master in Strategic Marketing and Master in Business Administration. Case overview In the midst of the many TV shows that do not provide enlightenment, Kick Andy TV Show appeared to provide answers to the public unrest. In the spirit of “Watch with Heart” Kick Andy serves Entertainment-Education and Social rarely glimpsed by the television station. Success of Kick Andy TV Show made this brand doing brand extension such as Kick Andy Foundation, Kick Andy Magazine, Kick Andy Enterprise and others. Challenge for this program is to maintain the right balance between social, entertainment and education. Expected learning outcomes This Case Study illustrates that Kick Andy TV Show filled the value gap that viewers experienced from existing TV show. This show is similar to the offer of Oprah Winfrey Show in the USA. Student is expected to understand social marketing primarily related to entertainment-education TV show. Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or email [email protected] to request teaching notes.

Effective school leadership and New York City’s immigrant and migrant children: a study

2017 ◽  
Vol 31 (5) ◽  
pp. 622-632 ◽  
Author(s):  
Terri Nicol Watson
Keyword(s):  
New York ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
School Leaders ◽  
Educational Leaders ◽  
Migrant Children ◽  
Content Type ◽  
The Usa ◽  
K 12

Purpose This paper provides insight into the effective education of immigrant and migrant children: many of whom are classified in New York City’s public schools as English language learners. It also highlights the ways in which New York City prepares school leaders and the policies that govern their actions. Design/methodology/approach Literature review. Findings The practices of New York City’s school leaders are governed by the Chancellor’s Regulations. These comprehensive mandates consist of four components and address issues related to students in grades K-12, school-based budgets, personnel matters, and parent and community engagement. In relation to students, including those classified as immigrant, migrant, and English language learners the Chancellor’s Regulation A-101 makes it clear: children may not be refused admission to a public school because of race, color, creed, national origin, gender, gender identity, pregnancy, immigration/citizenship status, disability, sexual orientation, religion, or ethnicity. Research limitations/implications Implications for future research: How can school leaders (and educational activists) continue to support and advocate for immigrant and migrant children under the presidency of Donald J. Trump. Practical implications Knowledge gleaned from this study may be of use to schools, districts, and educational leaders in the USA and abroad faced with similar demographic trends. Social implications This manuscript examined the ways in which The City University of New York prepares school leaders, the required State exams for school leaders, and the educational policies that govern the practices of New York City’s school leaders that are germane to English language learners. Originality/value This review of the literature may study may be of use to schools, districts, and educational leaders in the USA and abroad.

Finding the right force to improve police leadership

2015 ◽  
Vol 31 (1) ◽  
pp. 21-23
Keyword(s):  
Case Studies ◽  
Police Officers ◽  
Design Methodology ◽  
Reading Time ◽  
Police Leadership ◽  
Content Type ◽  
The Usa ◽  
Pertinent Information ◽  
The Right ◽  
Practical Implications

Purpose – This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach – This briefing is prepared by an independent writer who adds impartial comments and places the articles in context. Findings – This paper examines different kinds of leadership – the transactional and the transformational (which typically is displayed by more charismatic, open-minded bosses), via data from a survey of police officers in the USA. A leadership challenge model created by the authors captures aspects of both kinds of leadership. Practical implications – This paper provides strategic insights and practical thinking that have influenced some of the world’s leading organizations. Originality/value – The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Segmenting students based on study abroad motivations, attitudes, and preferences

2016 ◽  
Vol 9 (2) ◽  
pp. 111-122 ◽  
Author(s):  
Swinder Janda
Keyword(s):  
Study Abroad ◽  
Online Survey ◽  
Depth Information ◽  
Structured Interviews ◽  
Student Groups ◽  
Content Type ◽  
Studying Abroad ◽  
The Usa ◽  
The Right ◽  
Student Motivations

Purpose The purpose of this paper is to create a segmentation scheme to better understand different student groups based on their motivations, attitudes and preferences related to studying abroad. Design/methodology/approach The study uses a two-step approach – in phase one, a series of 15 semi-structured interviews are conducted with students in an effort to uncover depth information related to key motivations, attitudes and preferences related to study abroad. This is followed up by phase two which uses the data from phase one to develop and administer an online survey to collect quantitative data related to student study abroad perceptions. Findings Results indicate that there are two broad segments of students based on their study abroad motivations, attitudes and preferences. The larger segment, termed the “externally-motivated familiarity seekers”, represents 62 per cent of students, while the smaller segment, labeled the “internally-motivated adventure seekers” represents 38 per cent of students. Further results show that the majority of students are interested in short-term study abroad. Research limitations/implications The study was conducted at one University in the Midwestern region of the USA. Further research using samples from different geographic areas would help improve efficacy of the results. Practical implications The results have significant value for higher education institutions focused on optimizing their study abroad offerings to bring about a program-student fit that will create additional value for a variety of students. Originality/value This study is intended to understand key student motivations and preferences related to study abroad and as such provide higher educational institutions with practical insights that they can use to offer the right types of study abroad programs that will enhance value for a variety of students.

Ontario school principals and diversity: are they prepared to lead for equity?

2017 ◽  
Vol 31 (5) ◽  
pp. 598-611 ◽  
Author(s):  
Stephanie Tuters ◽  
John Portelli
Keyword(s):  
Social Development ◽  
Educational Leaders ◽  
Social Situation ◽  
Leadership Preparation ◽  
School Level ◽  
Learning Needs ◽  
Content Type ◽  
Diverse Student Populations ◽  
Diverse Student ◽  
The Usa

Purpose Ontario is the most ethnically diverse province in Canada. School educators cannot disregard the reality of diversity in all its senses. The question that directs the focus of this paper is: to what extent are leaders in Ontario formally prepared to lead schools that support the students of today? The paper aims to discuss this issue. Design/methodology/approach This paper results from a document analysis of publicly available documents to investigate the current context in Ontario, Canada regarding the educational and social situation of new immigrants, immigration, refugees, and ethno-culturally diverse students. It includes an exploration of the training and information available for principals and vice principals in Ontario to support them in leading schools which serve increasingly diverse student bodies. This paper is also informed by interviews with 59 educational leaders from Ontario and the USA. Interviews centred around their experiences engaging in practices to support their diverse student populations. Findings Results of the data analysis regarding the supports and training available to assist educational leaders in supporting the learning needs of diverse student populations demonstrate a serious lack of support. Very few actual resources exist for leaders, and most of those that do exist are connected to agencies outside of the education system, such as Settlement services. Research limitations/implications Recent research investigating the relationship between identities and educational experience and teaching points to the importance of in-depth and targeted approaches to teacher preparation, and leadership preparation to help provide teachers and leaders with the knowledge, dispositions, and skills required to support all students in their academic and social development (Cochran Smith et al., 2009). This study confirms such findings. Given the current situation in Ontario and much of North America, there is a great need for leadership preparation programming, and school-level resources that provide educational leaders with the knowledge and skills to support all students in their academic and social development, but also in helping educational leaders to understand and address the systemic nature and forms of discrimination which their students face daily. Practical implications With very few school boards requiring leaders to have a Masters’ degree in Education, and none having stipulations regarding course content. This leaves educational leaders unprepared to deal with the reality of their situations, leading to the perpetuation of inequities in Ontario schools. Originality/value Although sparse, previous research into the state of support and preparation for administrators and educators with regard to diverse student populations in Ontario revealed that little to no preparation or support exists (see e.g. Price, 2002). This study helps to fill that gap in existing research.

scholarly journals Low-cost bus business models and the case of Brazil

2019 ◽  
Vol 27 (1) ◽  
pp. 100-115
Author(s):  
Roberto Marx ◽  
Pedro Siqueira de Magalhães ◽  
Felipe Ferreira de Lara
Keyword(s):  
Business Models ◽  
Low Cost ◽  
Political Crisis ◽  
Structured Interviews ◽  
Content Type ◽  
Public Benefits ◽  
Direct Observations ◽  
The Usa ◽  
The Right ◽  
Regulation Changes

Purpose The purpose of this paper is to identify low-costbus business models from different parts of the world and check their applicability in the Brazilian market. It also identifies crucial factors for the development of that kind of business and investigates the relationship between low-cost buses and other modes of transport. This research analyzes every relevant aspect to the applicability of low-cost business models in Brazil, driving to discussions and conclusions. The gains on the development of low-cost bus systems in Brazil may have a wide reach, from personal to general public benefits. Design/methodology/approach Business models for low-cost bus systems are used to analyze in a qualitative approach. The data are collected through semi-structured interviews, direct observations and documental basis. In addition, innovations over the previous five years are evaluated in order to establish a comparative pattern between companies. Findings There is a great potential in the Brazilian passenger market for the entrance of low-cost bus companies. The only question is just when it is the right time to enter that market. Most of the negative points presented for the implementation of a low-cost company are related to the current economical and political crisis in Brazil. It was identified as a potential cause for the overall decrease of the passengers market in recent years, and specifically of the bus passengers market. Originality/value The recent regulation changes, the high demand for passengers and even the similarity of possible routes in Brazil to the ones in Europe and in the USA make Brazil a fertile soil for the development of that kind of business. A similar price mechanism to the ones applied worldwide was also identified as doable in Brazil.

Do state governments have the right to kill civilians to defeat international terrorism? Views from US, Israel and South Africa

2020 ◽  
Vol 12 (2) ◽  
pp. 87-98
Author(s):  
Michael Shachat ◽  
Fang Hong ◽  
Yijing Lin ◽  
Helena Syna Desivilya ◽  
Dalit Yassour-Borochowitz ◽  
...  
Keyword(s):  
South Africa ◽  
Rating Scale ◽  
Pearson Correlation ◽  
International Terrorism ◽  
Content Type ◽  
South Africans ◽  
Scale Scores ◽  
The Usa ◽  
The Right ◽  
Qualitative Responses

Purpose This study aim to examine the themes of moral disengagement (MD) and engagement in reasoning regarding a putative governmental right to kill innocent civilians when fighting terrorism. Design/methodology/approach In total, 147 participants from Israel, 101 from the USA and 80 from South Africa provided quantitative rating scale responses and qualitative explanations about such a putative right. Qualitative responses were coded for presence or absence of indices of MD and engagement. Findings In ANOVAs by gender and country, men scored higher than women on rating scale scores indicating support for the right; there were no significant national differences on these scores. Chi-square analyses with the coded qualitative responses indicated more men than women gave morally disengaged responses, proportionately more South Africans than Israelis provided morally disengaged responses and proportionately more South Africans and Americans than Israelis provided morally engaged responses. Pearson correlation analyses indicated that MD was positively correlated with rating scale scores and moral engagement was negatively related to rating scale scores in all three countries. Research limitations/implications Regarding limitations, it is difficult to know how the omission of qualitative explanations of rating scale responses by many participants influenced the statistical findings – or how to interpret the more restricted level of qualitative responses in Israel and South Africa as compared to the USA. Social implications Programs designed to counteract MD have the potential for helping reduce support for war and its inhumanities across diverse nations. Originality/value This is the first study on MD to compare American, Israeli and South African perspectives on the justifiability of human rights violations in the war on terror. The findings go beyond earlier studies in finding gender differences in MD that occurred across three very different nations in three very different parts of the world.

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