Undermining Racism and a Whiteness Ideology

2011 ◽  
Vol 46 (6) ◽  
pp. 1332-1351 ◽  
Author(s):  
George Theoharis ◽  
Marcelle Haddix
Keyword(s):  
Student Achievement ◽  
Research Question ◽  
Learning Opportunities ◽  
Significant Progress ◽  
Marginalized Students ◽  
Marginalized Communities ◽  
Urban Principals ◽  
Racial Issues

This article reports on six White urban principals who came to administration with a commitment to create more equitable and excellent schools for students from marginalized communities. These leaders made strides in raising student achievement, creating a climate of belonging for students, staff, and families, and increasing access to learning opportunities for marginalized students. The analysis sought to address the following research question: “In what ways do White leaders who make significant progress in creating excellent and equitable schools include race and racial issues in their leadership?” Five aspects of these leaders’ work around undermining racism and a Whiteness ideology are highlighted.

On Leadership: Planning for equity

2019 ◽  
Vol 101 (3) ◽  
pp. 60-61
Author(s):  
Joshua P. Starr
Keyword(s):  
Student Achievement ◽  
Curriculum Development ◽  
Professional Learning ◽  
School System ◽  
Planning Process ◽  
Learning Opportunities ◽  
Hiring Practices ◽  
School Based ◽  
Improvement Planning ◽  
System Leaders

Every year, school-based teams all over the country engage in the ritual known as improvement planning. In theory, the process is designed to identify low-performing students and specify plans for raising their achievement. In practice, though, improvement planning tends to be an empty exercise in compliance, in which school teams aim to do little more than fill out the required paperwork. If school system leaders are truly committed to providing all students with equitable learning opportunities, argues Joshua Starr, they need to focus the improvement planning process on things that actually matter to student achievement, such as budgeting decisions, hiring practices, curriculum development, professional learning, discipline reform, and community engagement.

Critical consciousness

2017 ◽  
Vol 98 (5) ◽  
pp. 18-23 ◽  
Author(s):  
Aaliyah El-Amin ◽  
Scott Seider ◽  
Daren Graves ◽  
Jalene Tamerat ◽  
Shelby Clark ◽  
...  
Keyword(s):  
Student Achievement ◽  
Black Students ◽  
Urban Schools ◽  
Academic Motivation ◽  
Critical Consciousness ◽  
Promising Practices ◽  
Marginalized Students ◽  
Consciousness Development ◽  
Motivation And Achievement

Research has suggested that critical consciousness — the ability to recognize and analyze systems of inequality and the commitment to take action against these systems — can be a gateway to academic motivation and achievement for marginalized students. To explore this approach, the authors studied six urban schools that include critical consciousness development in their mission. Three strategies emerged as promising practices that schools can use to develop black students’ critical consciousness and harness the connection between critical consciousness and student achievement. They include teaching students the language of inequality, creating space to interrogate racism, and teaching students how to take action.

Learning in home care: a digital artifact as a designated boundary object-in-use

2017 ◽  
Vol 29 (7/8) ◽  
pp. 577-587 ◽  
Author(s):  
Anna Sigridur Islind ◽  
Ulrika Lundh Snis
Keyword(s):  
Home Care ◽  
Research Question ◽  
Learning Opportunities ◽  
Mobile App ◽  
Boundary Object ◽  
Care Practice ◽  
Research Approach ◽  
Care Organization ◽  
Content Type ◽  
Action Research Approach

Purpose The aim of this paper is to understand how the role of an mHealth artifact plays out in home care settings. An mHealth artifact, in terms of a mobile app, was tested to see how the quality of home care work practice was enhanced and changed. The research question is: In what ways does an mHealth artifact re-shape a home care practice and how does this affect the interaction between caregivers and the elderly and learning opportunities for the caregivers? Design/methodology/approach An action research approach was taken and the study was conducted in a home care organization in a Swedish municipality. The data were collected through semi-structured interviews and observations that were conducted during home visits. Concepts of learning and boundary objects were used to analyze and distinguish interactions and conversations with the mHealth artifact. Findings The study shows how an mHealth artifact is re-shaping a home care practice and how this affects interactions and identifies learning opportunities. Views on the mHealth artifact as a designated boundary object as well as a boundary object-in-use must co-exist. Originality/value The study provides qualitative descriptions from using an mHealth artifact for home care, which is an emerging area of concern for both research and practice. It focuses on the interactional and organizational values generated from the actual use of the designed mobile application.

scholarly journals Activism in Practice: The Influence of a Rural School Leader’s Beliefs and Practices in Disrupting Historical Patterns of Underachievement in Traditionally Marginalized Students

2020 ◽  
Vol 5 (2) ◽  
pp. 33-42
Author(s):  
Kristina A. Hesbol ◽  
Jennifer Sparkman Bartee ◽  
Fayaz Amiri
Keyword(s):  
Learning Outcomes ◽  
Culturally Responsive ◽  
Comparative Method ◽  
Research Question ◽  
Educational Leaders ◽  
The United States ◽  
Rural School ◽  
High Poverty ◽  
Marginalized Students ◽  
Beliefs And Practices

Despite the fact that rural communities across the United States are rapidly diversifying (Fusarelli & Militello, 2012), little research has examined the beliefs and practices of successful rural educational leaders, specifically in high poverty schools and districts where traditionally marginalized students demonstrate improving learning outcomes. The purpose of this study was to examine the beliefs and practices of a rural educational leader whose school or district met established study criteria for a high poverty, high performing school, in which traditionally marginalized students demonstrate increasingly productive learning outcomes. Interviews with the leader were conducted, and the data were coded and analyzed using a constant comparative method (Lincoln & Guba, 1985).The following research question guided the study:What impact do the beliefs and practices of a rural school district leader have on the learning outcomes of traditionally marginalized students in the Rocky Mountain West?The findings from this study contribute to the paucity of research on culturally responsive rural superintendent-principals. Identifying the rural leader’s beliefs and practices provides support for educational leaders who serve in that uniquely rural dual role, about which very little has been written. It informs leadership preparation programs, graduate students, researchers, and policy makers about the need for nuanced culturally responsive training for rural educational leaders.

scholarly journals Urban Principals’ Experiences and Perceptions of Teacher Effectiveness: An Analysis of Student Achievement, Hiring and Retention, and School Culture

2010 ◽  
Vol 1 (1) ◽  
pp. 15-26
Author(s):  
Carlos Nevarez ◽  
J. Luke Wood
Keyword(s):  
Student Achievement ◽  
School Culture ◽  
School Improvement ◽  
Teacher Effectiveness ◽  
Urban School ◽  
Future Research ◽  
Quality Teachers ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Urban Principals

In an effort to promote school improvement, principals have primarily focused on developing quality teachers as a method of enhancing the academic achievement of students. This article seeks to shed light on the experiences and per-ceptions of urban principals regarding teacher effectiveness. Specifically, this article focuses on principals’ outlooks on teachers’ in three areas: student achievement, hiring and retention, and school culture. Empirical data from this study was derived from a mixed-method cross sectional survey administered to urban school principals in Arizona and California. It was evident in this study that principals perceive teachers as either well qualified or very well qualified to educate urban students. These findings are incongruent with the greater literature on this topic which illustrates the quality of urban school teachers is in question in comparison to non-urban teachers. The implications of principals’ overwhelmingly positive outlook are discussed coupled with recommendations for future research.

Family Background and School Effects on Student Achievement: A Multilevel Analysis of the Coleman Data

2011 ◽  
Vol 113 (1) ◽  
pp. 97-132 ◽  
Author(s):  
Spyros Konstantopoulos ◽  
Geoffrey D. Borman
Keyword(s):  
Student Achievement ◽  
Public Schools ◽  
Multilevel Models ◽  
Educational Opportunity ◽  
Family Background ◽  
Research Question ◽  
School Effects ◽  
School Characteristics ◽  
Predominantly White Schools ◽  
Predominantly Minority

Background/Context A main objective of the Equality of Educational Opportunity Survey (EEOS), conducted in 1965, was to document the lack of availability of equal educational opportunities for minority students in public schools. Another equally important objective was to reveal specific inequalities in facilities and resources available to students in predominantly minority or predominantly White schools. Coleman et al. (1966) analyzed the EEOS data and found surprisingly few differences between the characteristics of schools attended by minority and White students. As a result, Coleman et al. concluded that school characteristics are not strongly related to student achievement in the presence of family background and that family inputs are much more valuable predictors of student achievement than school inputs are. Purpose/Objective/Research Question/Focus of Study The present study revisited this issue about the importance of schools in promoting student achievement and reanalyzed the EEOS 12th grade data using multilevel models. Our sample included 12th graders in public schools in the U.S. in 1965. We sought to determine the predictive efficacy of school characteristics on student achievement net of the effects of family background. The overarching question motivating this research is: Would Coleman and his colleagues have reached the same conclusions had they had available today's multilevel modeling statistical methods that are more appropriate for determining school effects? Research Design We used both regression and multilevel models to gauge school effects and compared our findings to those reported by Coleman et al. Our estimates infer strictly correlational, not causal, associations between school characteristics and achievement. Conclusions/Recommendations We found considerable and significant between-school variance in achievement, which suggests school effects. Similarly, the observed school characteristics used in our models explained a substantial proportion of the between-school variation in achievement. Our results also indicated that schools play meaningful roles in distributing equality or inequality of educational outcomes to females, minorities, and the disadvantaged. These results are in congruence with recent studies that examined school effects from the 1970s to the 1990s using U.S. national probability samples of students (Konstantopoulos, 2006; Konstantopoulos & Hedges, 2008).

scholarly journals Key Factors Needed for Developing a Higher Education Cross-Campus Learning Environment in a Nordic Context

2021 ◽  
Vol 6 ◽  
Author(s):  
Shaun Sydney Nykvist ◽  
Veruska De Caro-Barek ◽  
Robin Støckert ◽  
Dag Atle Lysne
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Learning Experience ◽  
Research Question ◽  
Learning Opportunities ◽  
High Quality ◽  
Learning Space ◽  
Flexible Learning ◽  
Postgraduate Students ◽  
Pedagogical Approaches

The use of digital technologies and online tools to support both students and educators has become synonymous with transforming learning within Higher Education, particularly within post graduate courses. It can be argued that the recent push for transforming Higher Education aligns itself with the notion that postgraduate students need more flexible learning opportunities while still retaining access to high quality, engaging and collaborative pedagogical approaches. This paper reports on an exploratory case study that focuses on cross campus/university collaboration and flexible learning opportunities for students studying a masters level degree in the area of Music, Communication and Technology (MCT) within a Nordic context. The research question guiding the study is “What factors do educators in a hybrid cross-campus learning environment identify as essential for providing a supportive learning experience for students?” A pedagogy, space and technology (PST) framework underpins the development of this program and forms the basis for its development. The findings from our research identify three themes that need to be considered when attempting to design and implement high quality learning opportunities for students studying a largely synchronous hybrid music, communications and technology program. These themes were flexibility, trust and the human element, and ownership. The findings also highlight the need for a renewed focus on pedagogical approaches that can be adapted and continually revised to meet the changing needs of students in a synchronous hybrid learning space.

scholarly journals THE EFFECT OF COOPERATIVE LEARNING MODEL TYPE TEAMS GAMES TOURNAMENT (TGT) ON STUDENT ACHIEVEMENT ON HEAT AND TEMPERATURE TOPIC IN CLASS X SMA N 1 BERASTAGI AT ACADEMIC YEAR 2012/2013

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Rita S Situmorang ◽  
Sahyar Sahyar
Keyword(s):  
Student Achievement ◽  
Standard Deviation ◽  
Cooperative Learning ◽  
Learning Effect ◽  
Research Question ◽  
Achievement Test ◽  
Test Items ◽  
Quasi Experimental ◽  
Level Of Significance ◽  
Academic Year

This study set out to investigate cooperative learning effect on students’ achievement in Physics Topic. observation and hypothesis testing at 0.05 level of significance were formulated to guide the study. The study adopted a quasi-experimental design. Two hundred and eighty eight (288) students of the schools SMA N 1 Berastagi constituted the population. An achievement test items, 20 in number was used for data collection. Mean Standard Deviation and Activity of student’s were used to answer the research question while t-test was used to test the hypothesis and the average every meeting was used to test the activity. The result of the analysis of data collected on the research question showed that students of the Teams Games Tournament  group have better achievement than the Direct Instruction group.Keyword :  Teams Games Tournament , Student Achievement,  Activity,          Physics

scholarly journals Life Plan Development in Young Adult Women: An Exploration Using Grounded Theory

2017 ◽  
Author(s):  
Christina Zambrano-Varghese
Keyword(s):  
Grounded Theory ◽  
Young Adult ◽  
Career Planning ◽  
Research Question ◽  
Learning Opportunities ◽  
College Graduation ◽  
Adult Women ◽  
Young Adult Women ◽  
Negative Experiences ◽  
Life Plan

Although research exists that explores career planning, romantic relationships, and decision making in women, it is not yet known how women understand and develop the goals that they hope to achieve throughout their lives. The current study aims to answer how women understand and go through the process of developing the life plans that they hope to pursue after college graduation. This research question was answered with Charmaz’s (2006) model of grounded theory by conducting 13 interviews with young adult women approaching college graduation, followed by one focus group which was used to validate emergent themes. It was found that life plan development is a longitudinal process that begins in childhood, but becomes more focused during college, with the help of mentors, tangible learning opportunities, and the growth that exists from experiencing hardship. These young adult women were able to identify important factors throughout the entire lifespan that had helped them hone in on their dreams, identifying positive and negative experiences they had had, particularly in regards to their gender development, which had helped motivate them to work towards their ultimate goals for their lives.

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