A Case Study on the Application of International Baccalaureate MYP Program to Kyungpook National University Middle School in Korea

2021 ◽  
Vol 4 (1) ◽  
pp. 11-32
Author(s):  
Hyejung Na
Keyword(s):  
Middle School ◽  
International Baccalaureate ◽  
National University

The Case of Teacher Tracking at Leon Middle School

2017 ◽  
Vol 21 (3) ◽  
pp. 75-87 ◽  
Author(s):  
Darrius A. Stanley ◽  
Terah T. Venzant Chambers
Keyword(s):  
Middle School ◽  
School Climate ◽  
International Baccalaureate ◽  
Black Faculty ◽  
Primary Concern ◽  
White Faculty ◽  
Black Teacher ◽  
International Baccalaureate Program ◽  
Outstanding Teacher

Derrick Lindsey, a Black teacher at Leon Middle School, has high aspirations for his career in education and hopes to become an outstanding teacher and transformative educator. He is enthusiastic about his job and passionate about his students; however, he cannot help but notice that there are some serious inequities occurring at Leon. Of primary concern is the long-standing, disproportionate assignment of Black faculty to less prestigious courses and White faculty to better-resourced classrooms in Leon’s International Baccalaureate program. The root of Leon’s issues begins to unravel as Derrick voices his concerns about the mistreatment of Black faculty to Principal Anderson. This case study explores the damaging effects of teacher tracking and asks readers to consider the consequences of these decisions on school climate and the retention of diverse faculty.

Successful leadership in a rural, high-poverty school: the case of County Line Middle School

2014 ◽  
Vol 52 (4) ◽  
pp. 422-445 ◽  
Author(s):  
Hans W. Klar ◽  
Curtis A. Brewer
Keyword(s):  
Middle School ◽  
Service Learning ◽  
Low Income ◽  
Leadership Practices ◽  
Leadership Strategies ◽  
High Poverty ◽  
Content Type ◽  
School Principalship ◽  
Successful School

Purpose – In this paper, the authors present a case study of successful school leadership at County Line Middle School. The purpose of the paper is to identify how particular leadership practices and beliefs were adapted to increase student achievement in this rural, high-poverty school in the southeastern USA. Design/methodology/approach – After purposefully selecting this school, the authors adapted interview protocols, questionnaires, and analysis frameworks from the International Successful School Principalship Project to develop a multi-perspective case study of principal leadership practices at the school. Findings – The findings illustrate the practices which led to students at this school, previously the lowest-performing in the district, achieving significantly higher on state standardized tests, getting along “like a family,” and regularly participating in service learning activities and charity events. A particularly interesting finding was how the principal confronted the school's negative self-image and adapted common leadership practices to implement a school-wide reform that suited its unique context. Research limitations/implications – While the findings of the study explicate the specific ways the principal adapted leadership strategies to enhance student learning, this study also highlights the need to understand how principals become familiar with their community's needs, cultures, norms, and values, and exercise leadership in accordance with them. Practical implications – The case offers an example of the need for context-responsive leadership in schools. In particular, it illustrates how this principal enacted leadership strategies that successfully negotiated what Woods (2006) referred to as the changing politics of the rural. To realize this success, the principal utilized his understanding of this low income, rural community to guide his leadership practices. Critically, part of this understanding included the ways the community was connected to and isolated from dominant sub-urban and urban societies, and how to build enthusiasm and capacity through appeals to local values. Originality/value – While it is widely acknowledged that school leaders need to consider their school and community contexts when making leadership decisions, less research has focussed on understanding how this can be achieved. This case provides rich examples of how this was accomplished in a rural, high-poverty middle school.

Case Study Module with SPSS for the Learning of Statistics Seminar Applied to Educational Research in Doctoral Students of the National University of Education Enrique Guzmán y Valle

2020 ◽  
Author(s):  
Florencio Flores Ccanto ◽  
Daniel Marcos Chirinos Maldonado ◽  
Vicente Carlos Davila Huaman ◽  
Alfonso Gernulfo Cornejo Zuniga ◽  
Florencio Trujillo Cauti ◽  
...  
Keyword(s):  
Educational Research ◽  
Doctoral Students ◽  
National University

Using a Culturally Proficient Leadership Lens to Effectively Serve Refugee Students

2021 ◽  
pp. 155545892110124
Author(s):  
Corinne Brion
Keyword(s):  
Middle School ◽  
Cultural Proficiency ◽  
Severe Trauma ◽  
Refugee Students ◽  
Cultural Wealth ◽  
The Republic ◽  
Culturally Proficient Leadership ◽  
Different Cultures ◽  
Culturally Proficient

This teaching case study takes place in an American middle school and tells the story of Dorah, a refugee student from the Republic of Congo who experienced severe trauma. At Lincoln Middle School, the principal and her teachers encounter difficulties serving their refugee students adequately because of their lack of cultural proficiency. This case aims to help leaders in diverse contexts understand how to embrace and advocate for different cultures, beliefs, and norms to increase the cultural wealth of their communities. To achieve this goal, I provide a cultural proficiency model and a trauma-invested framework.

Developing Sustainable Architecture Education Approaches in Malaysia: A Case Study of Critiques Session in 2nd Year Design Studio of Architecture Department, National University of Malaysia (UKM)

2011 ◽  
Vol 71-78 ◽  
pp. 5003-5006
Author(s):  
N. Utaberta ◽  
B. Hassanpour ◽  
Nag Abdullah ◽  
M. Tahir ◽  
Ai. Che Ani
Keyword(s):  
Positive Impact ◽  
Architectural Education ◽  
Design Studio ◽  
Architecture Education ◽  
Sustainable Architecture ◽  
Natural Sources ◽  
National University ◽  
Definition Of ◽  
Art And Architecture

Education is completely linked by spiritual and mental aspects and has direct effect on thoughts and ideas; even it can make a pattern and line behavior for humans’ life. Indeed if educating system be able to has a positive impact on its’ inputs, then it can import its influence to the whole society by its outputs which their number is not less. Especially in art and architecture this influence would be multiple and multilateral, because students are the future designers and peoples’ life will be influenced by them. So we ought to pay more attention to education phenomenon. Limited natural sources and the destructive effects on next generations’ portion attracted the attention of all sciences and different professional majors to find how to generate new sources of energy that they called Sustainable. Architecture as a linked field to other knowledge and sciences was not excepted and like past periods of history, tried to find best solutions and appropriate responses. Today, the definition of sustainable and the domain of it have developed and it is known in vast meanings and categories. Education is one of these categories that it has to be containing the word, sustainable. Sustainable education as a first stage of attitude and effect on future can play an important role. Sustainable Architectural Education and try to trace methods of sustainable architectural education is the target of this paper.

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