scholarly journals Real Time Responses: Front Line Educators’ View to the Challenges the Pandemic has Posed on Students and Faculty

2021 ◽  
Vol 6 ◽  
Author(s):  
Stacey Keown ◽  
Rob Carroll ◽  
Moriah Smothers
Keyword(s):  
Lived Experience ◽  
Real Time ◽  
Educational Leaders ◽  
School Closures ◽  
New School ◽  
School Year ◽  
Grade Levels ◽  
Crucial Information ◽  
School Supports ◽  
Successful Students

After months of school closures, a variety of educators were surveyed with the goal of understanding their lived experience of teaching during a pandemic and the supports they needed to be successful during this challenge. The educators span different grade levels, school districts, and states. Their responses were illuminating for educational leaders when planning for a new school year. The purpose of this research brief was to collect real time responses from educators as they attempted to meet the varied challenges of educating during a pandemic. The questions focused on strengths needed by the educator, characteristics observed in successful students, and school supports that were helpful to gain successful outcomes. A variety of educators, spanning from kindergarten through high school, were surveyed. All participants were asked the same questions, and their responses were collected, coded, and organized around different educational leadership themes: teacher efficacy, school culture, and student resiliency. The goal of this research brief was to gain crucial information while educators were facing the pandemic and use their responses to frame a conversation for educational leaders as they plan for upcoming challenges they may face. From this research brief, characteristics of success begin to emerge. What does an educator need to focus on to be successful? What can we learn from our most successful students? What role can a school’s culture play, even when no one is there?

Heads Up New School Year: Here I Come!

ASHA Leader ◽  
2018 ◽  
Vol 23 (8) ◽  
pp. 36-37
Author(s):  
Stacey Ellison Glasgow
Keyword(s):  
New School ◽  
School Year

The Practical Wisdom Framework: A Compass for School Leaders

2021 ◽  
pp. 002205742110288
Author(s):  
Karen Elizabeth Bohlin
Keyword(s):  
Real Time ◽  
Practical Wisdom ◽  
School Leaders ◽  
Educational Leaders ◽  
Policy Compliance ◽  
Special Cases

Educational leaders are required to respond in real time to questions, quandaries, and cases that involve individuals in different contexts. They face an array of possible choices that exist in tension. Justice and fairness must coexist with mercy and compassion; in enforcing policy, compliance must make room for flexibility in special cases. School leaders are called to adjudicate competing goods and teach others to do the same. This article examines what practical wisdom is, why it matters, and introduces a theoretically grounded Practical Wisdom Framework (PWF) to help school leaders deliberate well to create and sustain formative institutions.

To Charter or Not to Charter: What Questions Should We Ask, and What Will the Answers Tell Us?

2014 ◽  
Vol 84 (3) ◽  
pp. 341-364 ◽  
Author(s):  
Harry Brighouse ◽  
Gina Schouten
Keyword(s):  
Charter Schools ◽  
Lived Experience ◽  
School Board ◽  
Decision Maker ◽  
Charter School ◽  
School Performance ◽  
Board Member ◽  
New School ◽  
School Board Member

In this essay, Harry Brighouse and Gina Schouten outline four standards for judging whether to support the chartering of a new school within a given jurisdiction. The authors pose the following questions to a hypothetical school board member: Will the school increase equality of opportunity? Will it benefit the least-advantaged students in the jurisdiction? Will it improve the preparation of democratically competent citizens? Will it improve the quality of the daily, lived experience of the students? Brighouse and Schouten suggest that most of the evidence concerning charter school performance focuses on just the students within the schools, without addressing a charter school's effect on students who do not attend. They argue that a full evaluation requires both kinds of evidence and that these questions are the four standards that should guide both the decision maker and researchers gathering evidence on the effects of charter schools.

scholarly journals Roles of female leaders of educational in Vietnam National University

2017 ◽  
Vol 33 (4) ◽  
Author(s):  
Nguyen Duc Huy ◽  
Nguyen Huu Chung ◽  
Nguyen Trung Kien
Keyword(s):  
Higher Education ◽  
Lived Experience ◽  
Leadership Styles ◽  
Women Leaders ◽  
Teaching And Learning ◽  
Educational Leaders ◽  
Female Leaders ◽  
Leadership In Higher Education ◽  
Vietnamese Higher Education ◽  
National University

In order to understanding the increasing number of women leaders in Vietnamese higher education. The research was a qualitative study using a narrative inquiry research design as a means to elicit the lived experience of some respected female educational leaders. However, a higher of males leader than females still fills senior management roles in Vietnamese higher education.  This study explores of perspective the leadership styles of women leaders who want to positions of leadership in higher education. Most of the female leaders have not leadership training at any school, so their leadership and management by experiences.The identification of important factors effect on the educational leadership of these figures will provide insight into the nature of leadership in relation to teaching and learning in Vietnamese higher education. Research will focus on interview as method for exploring thestories offemale educational leaders in Vietnam National University, Hanoi (VNU). The role of female leaders in changing, developing and perfecting valuable structures. Exploring these stories will demonstrate and can be understood the leadership styles of female leader in at VNU.

scholarly journals Learning loss due to school closures during the COVID-19 pandemic

2021 ◽  
Vol 118 (17) ◽  
pp. e2022376118 ◽  
Author(s):  
Per Engzell ◽  
Arun Frey ◽  
Mark D. Verhagen
Keyword(s):  
The Netherlands ◽  
Fixed Effects ◽  
School Funding ◽  
Learning Loss ◽  
School Closures ◽  
Cumulative Impact ◽  
School Year ◽  
Before And After ◽  
Face To Face Instruction ◽  
Rich Data

Suspension of face-to-face instruction in schools during the COVID-19 pandemic has led to concerns about consequences for students’ learning. So far, data to study this question have been limited. Here we evaluate the effect of school closures on primary school performance using exceptionally rich data from The Netherlands (n ≈ 350,000). We use the fact that national examinations took place before and after lockdown and compare progress during this period to the same period in the 3 previous years. The Netherlands underwent only a relatively short lockdown (8 wk) and features an equitable system of school funding and the world’s highest rate of broadband access. Still, our results reveal a learning loss of about 3 percentile points or 0.08 standard deviations. The effect is equivalent to one-fifth of a school year, the same period that schools remained closed. Losses are up to 60% larger among students from less-educated homes, confirming worries about the uneven toll of the pandemic on children and families. Investigating mechanisms, we find that most of the effect reflects the cumulative impact of knowledge learned rather than transitory influences on the day of testing. Results remain robust when balancing on the estimated propensity of treatment and using maximum-entropy weights or with fixed-effects specifications that compare students within the same school and family. The findings imply that students made little or no progress while learning from home and suggest losses even larger in countries with weaker infrastructure or longer school closures.

scholarly journals Exploring the Personal Mastery of Educational Leaders: FieldTransFormation360 and its Validation in the Austrian Leadership Academy

2018 ◽  
Vol 8 (3) ◽  
pp. 59
Author(s):  
Malte Gregorzewski ◽  
Michael Schratz ◽  
Christian Wiesner
Keyword(s):  
Professional Development ◽  
Lived Experience ◽  
School Leadership ◽  
Assessment Tool ◽  
Educational Leaders ◽  
Assessment Instrument ◽  
Leadership Academy ◽  
Self Assessment ◽  
Transformative Power ◽  
Personal Mastery

This paper introduces the innovative model FieldTransFormation360 and its aim to help educational leaders in assessing their personal mastery. Moreover, it presents empirical findings from its first exploratory applicationin an Austrian leadership framework. In a first conceptual part, the theoretical underpinnings and the context of the origin of the model are outlined with reference to similar approaches in the area of school leadership. In the following part, the application of the model is introduced through the explanation of the methodology and how the model is turned into a self-assessment instrument. Insights into the results of its exploratoryapplication in the Austrian Leadership Academy are presented in the empirical part. Its first application serves as the consolidation and validation of FieldTransFormation360 as a meaningful self-assessment tool for the professional development of school leaders. The results of the exploratory approach with participants in the Austrian Leadership Academy suggest that the model and its instrument can be regarded as a robust assessment tool for the development of a deeper understanding about the transformative power through personal and professional development in the lived experience of educational leadership.

Broken Promises: Reading Instruction in the Resource Room

1998 ◽  
Vol 64 (2) ◽  
pp. 211-225 ◽  
Author(s):  
Sharon Vaughn ◽  
Sally Watson Moody ◽  
Jeanne Shay Schumm
Keyword(s):  
Special Education ◽  
Reading Instruction ◽  
Special Education Teachers ◽  
Students With Learning Disabilities ◽  
Resource Room ◽  
School Year ◽  
Grade Levels ◽  
Reading Abilities ◽  
Wide Range ◽  
In The Beginning

Reading instruction and grouping practices provided for students with learning disabilities (LD) by special education teachers in the resource room were examined. Fourteen special education teachers representing 13 schools were observed three times over the course of 1 year and interviewed in the beginning and end of the school year. Results indicated that teachers primarily provided whole group reading instruction to relatively large groups of students (5 to 19), and little differentiated instruction or materials were provided despite the wide range (3 to 5 grade levels) of reading abilities represented. Most teachers identified whole language as their primary approach to reading, and little instruction that addressed word recognition or comprehension was observed.

How did Autistic Children, and their Parents, Experience School Transition during the COVID-19 Pandemic?

2021 ◽  
Author(s):  
Aimee Code ◽  
Umar Toseeb ◽  
Kathryn Asbury ◽  
Laura Fox
Keyword(s):  
School Transition ◽  
School Closure ◽  
School Transitions ◽  
Autistic Children ◽  
Structured Interviews ◽  
School Closures ◽  
Social Distancing ◽  
New School ◽  
The Uk ◽  
The Impact

Due to the COVID-19 pandemic and resultant school closures, social distancing measures, and restrictions placed on routine activities, the start of the academic year in September 2020 was a unique time for those transitioning to a new school. This study aimed to explore the experiences of parents who supported autistic children making a school transition in 2020, and to examine what impact parents perceived the COVID-19 pandemic had on their child’s school transition. Emphasis was placed on identifying facilitating factors that had benefitted school transitions, and barriers, which had negatively impacted these experiences. Semi-structured interviews were carried out with 13 parents of autistic children in the UK. Reflexive thematic analysis was carried out to identify themes in interview data. Parents reported a variety of experiences, and factors that were perceived as facilitatory to some were observed to be barriers by others. For some parents, the COVID-19 pandemic negatively impacted aspects of school transitions. For example, school closure in March 2020, being unable to visit their child’s new school, and social distancing measures were discussed as being barriers to an easy transition. However, other parents identified these factors as being facilitatory for their child or reported that these circumstances created opportunities to approach the school transition in a unique, improved manner. This paper sheds light on the heterogeneity of experiences and perceptions of parents of autistic children, and highlights the need to examine the impact of COVID-19 on school transitions, including practices which may be advantageous to retain.

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