scholarly journals A Case Study:

2018 ◽  
Vol 28 (3) ◽  
Author(s):  
Marilyn Dishman Horst ◽  
Barbara N. Martin
Keyword(s):  
Student Achievement ◽  
Leadership Training ◽  
Mentoring Programs ◽  
Schools Of Education ◽  
Leadership Programs ◽  
School Location ◽  
State Accountability ◽  
High Incidence ◽  
Educational Cost

The purpose of this study was to examine the perceived effectiveness of leadership in a Missouri rural K-8 school with a high incidence of poverty that consistently met federal and state accountability mandates. The concepts of accountability as measured by student achievement, the unique educational needs of children from poverty, and the challenges of the rural school location were viewed through the lens of leadership. Ten practices of leadership that lead to consistent student achievement were suggested. They include integrity and courage, focus and vision, expectations and data evaluation, resources and empowerment, role modeling, and collaboration. Implications of this study could impact mentoring programs to support beginning and practicing administrators, leadership training in schools of education and state leadership programs, programs and instruction designed for children from poverty, and considerations of the monetary and educational cost of consolidation.  

Accelerating Character Education Learning Through a Networked Approach: Insights From the Kern Partners for Character and Educational Leadership

2021 ◽  
pp. 002205742110269
Author(s):  
Ariel Tichnor-Wagner
Keyword(s):  
Educational Leadership ◽  
Character Education ◽  
Leadership Programs ◽  
Improvement Science ◽  
Educational Leadership Programs ◽  
Science Activities

This article explores the utility of networked improvement communities (NICs) as an organizing structure for scaling character education across educational leadership programs through a case study of one network committed to integrating character education across varied institutions and contexts. In examining the improvement science process that guided NIC members’ development and implementation of character education approaches and their perceptions of and participation in NIC activities, this case study offers insights on the promise of structured collaboration across diverse institutions. Furthermore, it identifies the need for NICs to differentiate improvement science activities based on participants’ institutional readiness for character education.

scholarly journals Early postpartum treatment with carprofen in a dairy herd with high incidence of clinical metritis – a case study

2021 ◽  
Vol 49 (1) ◽  
pp. 139-146
Author(s):  
Alfredo R. Rodríguez ◽  
Patricio I. Palma ◽  
Miguel A. Solar ◽  
Hedie A. Bustamante
Keyword(s):  
Dairy Herd ◽  
Early Postpartum ◽  
High Incidence

scholarly journals DINAMIKA PENALARAN MORAL REMAJA YANG MENGIKUTI MENTORING AGAMA ISLAM DI KOTA BANDA ACEH

2021 ◽  
Vol 5 (2) ◽  
pp. 195
Author(s):  
Vera Nova ◽  
Ida Fitria ◽  
M Reza Rifki
Keyword(s):  
Moral Reasoning ◽  
Religious Education ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Research Subjects ◽  
Moral Orientation ◽  
One Year ◽  
Collection Methods ◽  
Banda Aceh

This study aims to determine the dynamics of moral reasoning among adolescents who take part in the Islamic mentoring program in Banda Aceh. This study used a case study qualitative approach involving six research subjects from 3 high schools in Banda Aceh who had participated in Islamic mentoring for more than one year. The data collection methods used was interviews, observation and FGD. The data analysis used is thematic analysis. The results of this study shows that the moral reasoning of six research subjects has been at the level of post conventional moral reasoning, social contract orientation stage of legality and moral orientation with universal ethical principles. Dynamic moral reasoning in the six subjects is formed from several factors, namely religious education from parents, religious education in schools especially the mentoring programs, curriculum and mentoring implementation methods, length of time for implementing mentoring, mentoring environment, and continuity of mentoring or length of time following mentoring. 

scholarly journals AN EXAMINATION OF ONE FACTOR IN SCHOOL REFORM: INCREASED TEACHER ACCOUNTABILITY IN TWO URBAN SCHOOL DISTRICTS

2018 ◽  
Vol 11 (27) ◽  
pp. 329-344
Author(s):  
Nadine Bonda
Keyword(s):  
Student Achievement ◽  
School Districts ◽  
School Reform ◽  
Standardized Testing ◽  
Planning Process ◽  
The United States ◽  
Urban School Districts ◽  
Case Study Approach ◽  
Study Approach

Beginning in 2009, and with the passage of the American Recovery and Reinvestment Act of 2009, school districts across the United States began to be held to higher standards and their progress publicly reported.  Student achievement began to be measured by standardized testing and great efforts were being made to reduce the achievement gap. This paper is based on a five-year study of teacher evaluation in two urban districts in Massachusetts where improving teacher practice was seen as an important factor in raising student achievement. This research studied efforts to address those teachers who were identified as underperforming and were supported through individual improvement plans.  This paper used a case study approach to show what the practices of a sampling of these teachers looked like, teachers’ reactions to being rated unsatisfactory, and teachers’ reactions to the improvement planning process.

Servant leadership behavior

2021 ◽  
Vol 3 (1) ◽  
pp. 269-281
Author(s):  
Nur Basuki
Keyword(s):  
Servant Leadership ◽  
Leadership Training ◽  
Social Practice ◽  
Leadership Behavior ◽  
Phenomenological Approach ◽  
Symbolic Capital ◽  
Cultural Economic ◽  
Leadership Practice ◽  
2Nd Generation

This research is based on the reality of the high leadership achievements of the participants of the Supervisory Leadership Training (PKP) of the Human Resources Development Agency (BPSDM) of DKI Jakarta Province in 2020 and the length of change in one's leadership. This study aims to describe the servant leadership behavior of the alumni of Supervisory Leadership Training. This research departs from the perspective that leadership behavior is formed through social processes. The theory used as an analytical tool and to explain the leadership behavior of PKP alumni is the theory of social practice from Pierre Bourdieu. According to this theory, leadership behavior depends on the habitus, capital and arena of leaders. This qualitative research categorized as a case study was conducted on 19 purposively selected PKP alumni informants of the 2nd generation. Data were collected by written interview and analyzed by ideal type approach. Field findings show that the leadership behavior of alumni varies depending on the habitus formed, the capital they have and the arena that surrounds them. In conclusion, the informants have behaviors that are in accordance with the characteristics of servant leadership. Informants have a new leadership habitus and a confirmed habitus of the existing leadership practice. The informants also have a variety of capital in the form of social, cultural, economic and symbolic capital. Finally, there are two kinds of arenas owned by the informants, namely the arena of the Official Responsible for Technical Activities (PPTK) and the arena of the Budget User Authority (KPA). As a recommendation, this research is continued with a phenomenological approach to dig deeper into leadership serving the informants.  

STEM Learning Communities

2013 ◽  
pp. 57-74
Author(s):  
Bernadette Kelley ◽  
Lisa McClelland
Keyword(s):  
Student Achievement ◽  
Learning Communities ◽  
Learning Community ◽  
Academic Progress ◽  
Holistic Approach ◽  
Retention Rates ◽  
Stem Learning ◽  
Community Learning ◽  
And Mathematics

This chapter presents a case study involving the fictional Coastal University’s move to the next level of Science, Technology, Engineering, and Mathematics (STEM) student achievement by applying a holistic approach to educating the STEM student using a learning community. Learning communities are designed to improve retention rates, increase student learning and achievement, increase faculty engagement, and lessen the feelings of isolation some students feel on large campuses. This case discusses the various components that were utilized to enhance the learning community including cluster courses, seminars, branch activities, academic progress assessments, and meetings. The challenges with the implementation of the learning community and the engagement in interdisciplinary activities will be discussed as will recommendations for the future.

Leadership Training for 21st Century Librarians Using INELI-SSAf Model as a Case Study

2020 ◽  
pp. 75-88
Author(s):  
Rachel Ronke Ojo
Keyword(s):  
21St Century ◽  
Leadership Training ◽  
Time Management ◽  
Public Libraries ◽  
Leadership Skills ◽  
Sub Saharan Africa ◽  
New Ideas ◽  
Sub Saharan ◽  
Gates Foundation

Leadership is an integral aspect of successful organisations including libraries. Helping librarians to acquire leadership skills in order to adroitly navigate libraries through 21st century changes and challenges of the information environment is crucial. INELI (International Network for Emerging Library Innovators) was birthed globally as an initiative of the Bill and Melinda Gates Foundation to provide young leaders in public libraries across the world the opportunities to connect, learn, and explore new ideas and services that can transform their communities. INELI Sub-Saharan Africa (INELI-SSAf), an offshoot of the initiative for African public librarians, is a leadership training program with the primary objectives of exposing participants to concepts and practices about innovative information services in current times and assisting them to create within and across border networks for peer leaning. The topics taught include time management, advocacy, data management, smart risks, and innovations in libraries. (INELI SSAf is run by African Library and Information Associations and Institutions (AfLIA)).

School Board Sensemaking of Federal and State Accountability Policies

2020 ◽  
pp. 089590482092581
Author(s):  
Daniella Hall Sutherland
Keyword(s):  
Qualitative Case Study ◽  
Policy Instrument ◽  
Board Members ◽  
Assessment Data ◽  
Accountability Systems ◽  
Local Implementation ◽  
State Accountability ◽  
Use Of Assessment ◽  
Every Student Succeeds Act

This qualitative case study examines how board members make sense of federal accountability policies and how their sensemaking shapes their use of assessment data as a policy instrument. Deviating from previous work on practitioner sensemaking, the participants’ interpretations of assessments did not align with their ensuing use of the data. Furthermore, board members’ use of assessment data diverged from both federal and state messaging, illustrating board members’ synthesis and adaptation of external messaging into a locally driven narrative. As the nation has shifted to state accountability systems under Every Student Succeeds Act (ESSA), the findings provide insights to policymakers and practitioners to support local implementation.

The Network Runs the Schools: From a Loose to a Tightly Coupled School District

2020 ◽  
Vol 23 (4) ◽  
pp. 47-61
Author(s):  
Patricia M. Virella ◽  
Jennie M. Weiner
Keyword(s):  
Student Achievement ◽  
Hybrid Approach ◽  
Educational Leaders ◽  
Central Office Administrators ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Trade Offs ◽  
Tightly Coupled ◽  
Pros And Cons

This case study explores a central office’s attempt to improve its school performance by shifting from a loosely to a more tightly coupled organization through greater oversight and standardization of practice. Educational leaders and, specifically, district-level and central office administrators often negotiate between providing schools autonomy and pursuing greater accountability and uniformity to foster improved student achievement. Educators studying this case will examine the pros and cons of both approaches as well as the potential trade-offs when shifting from one system to another or engaging in a hybrid approach on elements like teacher motivation, teacher–student relationships, school culture, and student achievement.

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