How Distributed Leadership Facilitates Technology Integration: A Case Study of “Pilot Teachers”

2021 ◽  
Vol 123 (7) ◽  
pp. 1-34
Author(s):  
Andrea J. Bingham
Keyword(s):  
High School ◽  
Technology Integration ◽  
Distributed Leadership ◽  
Research Question ◽  
Personalized Learning ◽  
School Level ◽  
High Tech ◽  
Digital Learning ◽  
Face To Face Instruction

Background/Context Schools and teachers are under immense pressure to adopt technology as a mechanism of educational equity. As such, it is important to understand what school-level practices can support more meaningful technology integration in classrooms. This is especially critical in a time (during the COVID-19 pandemic) when digital learning has been forcibly implemented nationwide, and scholars are voicing concerns that educational organizations’ choices about technology now may lead to lasting issues of power and control, new forms of student inequity, and other unexpected effects. Purpose/Objective/Research Question/Focus of Study This study examines a blended personalized learning school—a school designed to offer a combination of computer-based learning experiences and face-to-face instruction—to demonstrate how leaders can help teachers integrate technology into their classrooms in a meaningful and sustainable way. The research question is: What school practices support teachers to successfully incorporate technology into the classroom? Setting The research site is Binary High School, a personalized learning charter high school in a large urban area that primarily serves historically disadvantaged students. Participants: The participants include the content teachers in Grades 9–11, as well as the school founder, the principal and assistant principal, the student services coordinator, data analysis coordinator, and the IT director. Research Design This research stems from a three-year qualitative case study of a high-tech personalized learning charter high school. I conducted 37 interviews with teachers, students, staff, and administrators and observed dozens of classes, several parent nights, and many professional development meetings and staff meetings. I also collected hundreds of physical and digital documents. Findings/Results The pilot teacher program supported technology integration and showed how distributed leadership practices—specifically, providing opportunities and building capacity for a more collaborative, horizontal leadership structure, supporting teacher professionalization, and sharing the responsibilities for leadership across stakeholders at multiple levels—can support technology-driven educational initiatives. Conclusions/Recommendations For schools interested in technology-based instructional models, a pilot teacher program similar to the one described in this article may be worth exploring. More generally, adopting a distributed perspective of leadership and drawing on practices that exemplify that perspective can help to engage teachers in schoolwide technology integration and classroom reform.

scholarly journals ABP para el desarrollo de competencias en media superior

2019 ◽  
pp. 8-15
Author(s):  
Tamara Isabel Terrazas-Medina ◽  
Juana María Martínez-Cárdenas ◽  
Rosa Elia Morales-Silva ◽  
Francisco Isaí Pérez-Castro
Keyword(s):  
High School ◽  
Research Question ◽  
Project Based Learning ◽  
The Other ◽  
School Level ◽  
High School Level ◽  
Development Of Competencies ◽  
Document Review ◽  
The Impact

Every teacher interested in their students learning, looks for a way to guide them in a relevant way and investigates the way to do it, so the general objective of this research was to analyze the impact of Project Based Learning in the development of Competencies in students of the high school level of the Universidad Autonoma de Coahuila. The research question: How from working with Project Based Learning, is significant learning motivated to develop competencies in students of the High School Level? The data collection for the qualitative and exploratory analysis of the information, was through non-participant observations, interviews and document review. The case study was used and data were triangulated to validate the analysis. The results suggest that Project Based Learning is beneficial and meaningful for the motivated development of Competencies. The evidence refers to this type of alternative actions, promoting values such as solidarity, companionship and responsibility; On the other hand, empathy and commitment are reflected in the achievement of quality products. It is concluded that, with this type of work designed, intrinsic motivation is generated in the students so that they realize new and solid learning.

Chapter 3: Waking up Woke: Exploring Black Female Youth Critical Consciousness and Sociopolitical Development

2021 ◽  
Vol 123 (13) ◽  
pp. 1-26
Author(s):  
Abiola Farinde-Wu ◽  
Jemimah L. Young ◽  
Sam Texeira
Keyword(s):  
High School ◽  
Research Question ◽  
Black Girls ◽  
Black Female ◽  
Sociopolitical Development ◽  
Critical Race Feminism ◽  
Educational Initiative ◽  
Female Youth ◽  
School Based

Background/Context Critical consciousness (CC) is an awareness and reflection of inequities, political efficacy, and agency in response to injustice. Similarly, sociopolitical development (SPD) is the process of developing a critical understanding, skill set, and emotional depth to enact individual agency against oppressive forces. Of the latter, SPD is vital in empowering youth from traditionally marginalized communities to challenge inequities. However, SPD has largely remained absent from U.S. classrooms. Purpose/Objective/ Research Question/Focus of Study Considering the absence of SPD in U.S. classrooms, this case study explores the SPD of Black female preservice teachers and their Black female high school mentees in a two-year tutoring and mentoring school-based program. Our study captures the woke pedagogical experiences that advanced participants’ co-constructed CC. As such, we seek to describe student exemplars of what it means to be awakened and stay woke through an analysis of interviews, journal reflections, and video data. To this end, the research question that guided this study was: What are the perspectives of Black female youth as they co-construct CC toward SPD in a two-year tutoring and mentoring school-based program? Research Design Through the lenses of critical race feminism and woke pedagogies, this study used a single case study design. Case study is appropriate for this study because it highlights the particularity and complexities of one unit of analysis. Findings Our findings capture the perspectives of Black female youth as they cultivate CC toward sociopolitical development in one educational initiative geared toward partnering undergraduate and high school students. An examination of data through the lens of critical race feminism and woke pedagogies spotlighted the perspectives of our participants as they co-constructed CC through woke pedagogical experiences. Mentors deepened their CC on race, and mentees gained heightened awareness of gendered and racialized school procedures and policies. Black girls in this study woke up (CC) and stayed woke through their activism (SPD). Conclusions In sharing the perspectives of Black female youth as they cultivated SPD, it is our intention that the critical approach and experiences that we have described capture the methods and strategies that one educational initiative implemented to empower and promote agency among Black female students. As an example of woke pedagogy, this educational initiative offered Black girls at the intersection of race, gender, and class an opportunity to critically question their world and become aware of racial and social injustices impacting their everyday lives and community.

scholarly journals Investigating the Relationship between School Level and a School Growth Mindset

2016 ◽  
Vol 2 (2) ◽  
pp. 203 ◽  
Author(s):  
Janet Hanson ◽  
William Ruff ◽  
Arthur Bangert
Keyword(s):  
High School ◽  
Elementary School ◽  
Research Question ◽  
Growth Mindset ◽  
School Level ◽  
High School Level ◽  
Self Reports ◽  
Faculty And Administrators ◽  
The Relationship ◽  
Future Practice

<p>This study explored the relationship between school level and the psychosocial construct of a growth mindset school culture. Data was collected on the What’s My School Mindset (WMSM) Survey from a stratified random sample of PK-12 faculty and administrators (n = 347) in 30 schools across a large northwestern state. The overarching research question was, “Is there a relationship between school level and a school’s growth mindset?” Results revealed a significant decrease in the WMSM mean between elementary school level and high school level participant self-reports. Therefore, the results of this study could be used to create opportunities for faculty dialogue and reflection to changes perspectives, inform future practice, provide realistic ways to implement change by using research-based evidence to challenge assumptions; and give sound reasons for new practices.</p>

scholarly journals High School Completion in Context: Student- and School-Level Factors Related to On-Time Graduation

2019 ◽  
Vol 121 (10) ◽  
pp. 1-28
Author(s):  
Mathew C. Uretsky
Keyword(s):  
High School ◽  
Multilevel Models ◽  
Research Policy ◽  
Research Question ◽  
High School Graduation ◽  
High Risk Group ◽  
School Level ◽  
Critical Element ◽  
High School Diploma ◽  
School Graduation

Background/Context There is an expansive body of research concerning high school graduation; however, most studies omit students who persist through four years of high school without earning a diploma. In addition, there is scant research exploring longer term outcomes among students whose academic trajectories do not fit within the traditional four-year model of high school graduation, including eventual graduation, postsecondary enrollment, or engagement in the workforce. Purpose/Objective/Research Question/Focus of Study The current study addresses the substantive gaps in research regarding high school noncompletion by examining the college and workforce outcomes of persisters—defined here as students who do not formally withdraw from high school, nor earn a regular diploma, four years after entering high school as a first-time ninth grader. Research Design The present study accessed five years of linked, longitudinal, student-level administrative data from the Maryland Longitudinal Data System. Multilevel models assessed the relationship between student- and school-level factors with the odds of students earning a high school diploma four years after beginning their freshman year. Independent variables included student-level demographic and academic indicators and school-level concentrations of student characteristics. Conclusions/Recommendations This study offers a first look into the academic and employment trajectories of an understudied and high-risk group of young adults. The multilevel examination of student- and school-level factors indicated that on-time graduation for four-year persisters should be understood as a function of students within their academic environment. Overall, persisters had less favorable college and workforce outcomes when compared with students who earned a high school diploma, suggesting the need for interventions that promote college and workforce readiness across the population of persisters. The findings presented herein suggest that the phenomenon of persisting should be considered, along with dropout, as a critical element of a more informed analysis of high school graduation. Implications for research, policy, and practice are discussed.

scholarly journals CEMAS DAN RAGU LINTAS JURUSAN STUDI PADA SISWA KELAS XII MIPA

2021 ◽  
Vol 22 (2) ◽  
pp. 102-113
Author(s):  
LISTIOWATTY
Keyword(s):  
High School ◽  
High School Students ◽  
Further Education ◽  
School Level ◽  
High School Level ◽  
School Students ◽  
Depth Data ◽  
Emotional Aspects ◽  
Qualitative Descriptive

Choosing a major that will be taken up in college can raise doubts and even anxiety for the final year high school students. Various factors trigger this doubt and anxiety, especially for choosing across majors. Crossing-major is the decision to choose a field of science to be pursued in higher education, which is different from the field of study at the high school level. This study was intended to describe the psychological dynamics of students who decided to cross majors. This study used a case study-based qualitative descriptive model. The case study was chosen so that this study obtained more detailed and in-depth data from the participants. The data collection techniques used observation and interviews. The results of the analysis indicate the existence of emotional aspects related to anxiety and doubt experienced by students when choosing a further education major, which is caused by parents, family environmental conditions, and the surrounding environment. Memilih jurusan yang akan ditempuh di perguruan tinggi dapat memunculkan keraguan bahkan kecemasan pada siswa tahun terakhir SMA. Ada berbagai faktor yang memicu keraguan dan kecemasan ini, khususnya bila memilih lintas jurusan. Lintas jurusan adalah keputusan memilih bidang ilmu yang akan ditekuni di perguruan tinggi, yang berbeda dengan bidang jurusan di tingkat SMA. Penelitian ini dimaksudkan untuk mendiskripsikan dinamika psikologis siswa yang memutuskan untuk lintas jurusan.  Penelitian ini menggunakan model deskriptif kualitatif berbasis studi kasus. Studi kasus dipilih agar penelitian ini mendapatkan data yang lebih rinci dan mendalam dari subyek partisipan. Teknik pengumpulan data yang digunakan adalah observasi dan wawancara. Hasil analisa menunjukkan adanya aspek emosional berkaitan dengan kecemasan dan keraguan yang dialami siswa ketika memilih jurusan pendidikan lanjut, yang disebabkan sejumlah faktor yaitu orang tua, kondisi lingkungan keluarga dan pengaruh lingkungan sekitar.

High Possibility Classrooms

TPACK ◽  
2019 ◽  
pp. 518-547 ◽  
Author(s):  
Jane Louise Hunter
Keyword(s):  
High School ◽  
Teacher Education ◽  
Technology Integration ◽  
Experiential Learning ◽  
School Teacher ◽  
Exemplary Teachers ◽  
High School Teacher ◽  
Whole School ◽  
High Possibility

This chapter reports on a case study of a high school teacher from a larger study of ‘exemplary' teachers and how they conceptualized their knowledge of technology integration in education contexts (Hunter, 2013). The research was a series of purposeful case studies of teachers in classrooms in Australia. The study found that theory, creativity, public learning, life preparation and contextual accommodations are crucial. Each conception of the teachers' knowledge is underpinned by particular pedagogical themes that together form a fresh vision for technology integration known as High Possibility Classrooms or HPC. Kitty, the teacher featured in this chapter, conceptualized her knowledge of technology integration based on flexibility, experiential learning and creativity, preparation of learning, and whole school culture. This case study builds on the TPACK framework (Mishra & Koehler, 2006) and provides an important theoretical and practical exemplar of technology integration in practice for teacher education in a digital age.

scholarly journals Bullying and Victimisation Dynamics in High School: An Exploratory Case Study

2017 ◽  
Vol 19 (1) ◽  
pp. 147-163 ◽  
Author(s):  
Lucy M. George ◽  
B. Ivan Strom
Keyword(s):  
High School ◽  
High School Teachers ◽  
Research Question ◽  
Secondary Data ◽  
Future Research ◽  
Face To Face ◽  
Exploratory Case Study ◽  
Teachers Professional Development ◽  
Cross Case Analysis

AbstractBullying is a worldwide concern and erroneous perceptions of the phenomenon could underscore unsustainable interventions. The purpose of this qualitative exploratory case study was to examine, in-depth, how some high school teachers from two schools in New Jersey perceived student bullying. The primary research question was: What perceptions do teachers have about student bullying? The main data were from face-to-face interviews with 14 teachers who answered semi-structured, open-ended questions. Secondary data originated from physical artefacts. The data analysis consisted of four phases. Inductive analysis allowed for the composition of individual cases. Cross-case analysis allowed data classification into three main areas of inquiry aligned with the three secondary research questions (a) bullying and victimisation dynamics as perceived by teachers, (b) adequacy of current interventions, and (c) adequacy of teachers’ professional development for bullying mitigation. The data unveiled inconsistencies between causes of bullying and interventions. It culminated in recommendations for leadership and suggestions for future research.

International R&D Collaboration in High Tech

2016 ◽  
pp. 455-472
Author(s):  
Solmaz Filiz Karabag ◽  
Christian Berggren
Keyword(s):  
Research Question ◽  
Development Program ◽  
Organizational Management ◽  
Full Scale ◽  
High Tech ◽  
Development Projects ◽  
New Challenges ◽  
Development Concept ◽  
Management Capabilities

This chapter seeks the answers to the following research question: Which are the challenges related to high tech R&D collaboration involving firms both from established and emerging economies? To answer this question, the Turkish jet fighter program is used as a case study. The study shows the chances to succeed are highly uncertain in this sector dominated by USA. Although Turkey acquired some level of R&D capability in previous defense R&D programs, the complexity of jet fighter development poses new challenges. Previous experiences indicate that technical capabilities are not sufficient, equally important is the formation of management capabilities. During the pre-development (concept) phase, Turkey chose to collaborate with Swedish Saab. The chapter discusses several challenges in this type of collaboration for a full-scale jet fighter development program. These challenges concern intra- as well as inter-organizational management, the organization of the technical development projects, and the design of appropriate industry governance structures.

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