On the Conditions of Fragility: Homeless Education Policy, Accountability, and Researcher Reflections

2017 ◽  
Vol 51 (3) ◽  
pp. 311-331
Author(s):  
Ann M. Aviles
Keyword(s):  
School District ◽  
Research Process ◽  
Qualitative Inquiry ◽  
Educational Services ◽  
Urban School District ◽  
Housing Instability ◽  
Homeless Education ◽  
Community Awareness ◽  
Unaccompanied Youth ◽  
Policy Awareness

This article highlights McKinney-Vento awareness and implementation as experienced and understood by unaccompanied youth facing housing instability and the adults charged with its implementation in schools. A qualitative inquiry was used to capture the perspectives of youth experiencing housing instability as they navigated a large urban school district in the Midwest. Research observations and the perspectives of six unaccompanied unstably housed youth attending two high schools in Chicago and the adults charged with providing educational services are presented here. The theme of Policy Awareness and Accountability emerged from the school observations and narratives of the youth and adult experiences. Participant experiences and insight indicate the need to increase school/community awareness and accountability of McKinney-Vento. Last, the author provides reflections on the complexities and fragility of navigating the research process.

Public School Voice Clinics, Part I

1984 ◽  
Vol 15 (1) ◽  
pp. 51-57
Author(s):  
Sandra Q. Miller ◽  
Charles L. Madison
Keyword(s):  
Public School ◽  
School District ◽  
Voice Disorders ◽  
Urban School ◽  
Urban School District ◽  
Local School District ◽  
Local School ◽  
Perceived Need ◽  
The Voice ◽  
Voice Problem

The purpose of this article is to show how one urban school district dealt with a perceived need to improve its effectiveness in diagnosing and treating voice disorders. The local school district established semiannual voice clinics. Students aged 5-18 were referred, screened, and selected for the clinics if they appeared to have a chronic voice problem. The specific procedures used in setting up the voice clinics and the subsequent changes made over a 10-year period are presented.

scholarly journals Do It for the Culture: The Case for Memes in Qualitative Research

2021 ◽  
Vol 20 ◽  
pp. 160940692110258
Author(s):  
Constance Iloh
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
21St Century ◽  
Research Process ◽  
Qualitative Inquiry ◽  
Cultural Relevance ◽  
Prominent Feature ◽  
Rapport Building ◽  
Everyday Communication ◽  
Remote Data

Memes are a prominent feature of global life in the 21st century. The author asserts that memes are significant to current and future qualitative research. In particular, the text establishes memes as: (a) part of everyday communication, expression, and explanation, thus useful in qualitative research; (b) valuable cultural units and symbols; (c) forms of rapport building and cultivating relational research; (d) approaches that bolster and sustain remote data collection; (e) methods that infuse agency, humor, and creativity into the research process. The author then showcases distinctive ways memes can be effectively incorporated in qualitative research pursuits and publications. The article concludes with the necessity of data collection and representation approaches that advance the meaningfulness and cultural-relevance of qualitative inquiry.

scholarly journals Balanced Literacy in an Urban School District

2005 ◽  
Vol 98 (5) ◽  
pp. 272-280 ◽  
Author(s):  
Bruce B. Frey ◽  
Steve W. Lee ◽  
Nona Tollefson ◽  
Lisa Pass ◽  
Donita Massengill
Keyword(s):  
School District ◽  
Balanced Literacy ◽  
Urban School ◽  
Urban School District

School leaders' preferences for teacher applicant characteristics in a large urban school district

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
W. Kyle Ingle ◽  
Namok Choi ◽  
Marco A. Munoz
Keyword(s):  
School District ◽  
Factor Structure ◽  
Assistant Principals ◽  
Large Scale ◽  
Urban School ◽  
Urban School District ◽  
Cross Sectional Survey ◽  
Urban District ◽  
Content Type ◽  
Significant Difference

PurposeWe surveyed educational leaders in a large, urban school district in the southeastern United States, examining: (1) the factor structure of scores from a new measure of administrators' preferred teacher applicant characteristics, and (2) the relationships between administrator demographics and their preferences.Design/methodology/approachWe implemented a non-experimental, cross-sectional survey design using the Preferred Teacher Applicant Characteristics Survey (PTACS). We undertook descriptive and exploratory factor analyses in order to examine dimensions and underlying patterns among the 31 survey items. The retained factors served as the dependent variables in our multiple regression analyses.FindingsWe identified a four-factor structure: (1) personal, (2) professional, (3) student outcomes, and (4) demographics. Our analyses suggest that there was not meaningful variability in administrators' preferred characteristics of applicants across racial and gender variables, but revealed a significant difference between principals and assistant principals for applicant demographics.Research limitations/implicationsOur findings are limited in their generalizability to the respondents from a single urban district who completed our survey in spring 2018. Although we cannot establish causation, the significant difference between principals and assistant principals for demographics may result from principals feeling greater pressure from district targets to hire diverse staff than their assistant principal counterparts. It is important to note that preferences for teacher applicant characteristics are different from actual hiring decisions and the availability of preferred characteristics.Originality/valueOur study is the first large-scale use of the instrument in a large US urban school district, a context, which poses significant challenges to the education of youth as well as the hiring and retention of educators.

Demonstration of a Trauma-Informed Assessment to Intervention Model in a Large Urban School District

2018 ◽  
Vol 11 (2) ◽  
pp. 276-289 ◽  
Author(s):  
Nathaniel von der Embse ◽  
Laura Rutherford ◽  
Ariel Mankin ◽  
Andrew Jenkins
Keyword(s):  
School District ◽  
Urban School ◽  
Urban School District ◽  
Intervention Model ◽  
Trauma Informed
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