From Turnaround to Transformation

After implementing Response to Intervention (RTI), a high school in a rural Kentucky community made a dramatic turnaround within 2 years after establishing structures to support both teachers and students. The principal, special education director, other administrators, district personnel, school improvement specialists, teacher leaders, interventionists (i.e., a high school content area specialist), and school faculty implemented changes that were responsible for the turnaround. High expectations, a positive school culture, professional development, guided planning, student assessment, data analysis, research-based intervention programs, and a systems change approach are some of the contributions that led to widespread improvements at the school level and in individual student gains.

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High School Turnaround

Leadership and Personnel Management ◽

10.4018/978-1-4666-9624-2.ch051 ◽

2016 ◽

pp. 1143-1167

Author(s):

Rebecca Stobaugh ◽

Wanda G. Chandler ◽

Crystal White

Keyword(s):

High School ◽

School Improvement ◽

Student Assessment ◽

Individual Student ◽

High Expectations ◽

Special Education Director ◽

Positive School Culture ◽

District Personnel ◽

Teachers And Students ◽

School Faculty

After implementing Response to Intervention (RTI), a high school in a rural Kentucky community made a dramatic turnaround within 2 years after establishing structures to support both teachers and students. The principal, special education director, other administrators, district personnel, school improvement specialists, teacher leaders, interventionists (i.e., a high school content area specialist), and school faculty implemented changes that were responsible for the turnaround. High expectations, a positive school culture, professional development, guided planning, student assessment, data analysis, research-based intervention programs, and a systems change approach are some of the contributions that led to widespread improvements at the school level and in individual student gains.

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High School Turnaround

Advances in Early Childhood and K-12 Education - Examining Response to Intervention (RTI) Models in Secondary Education ◽

10.4018/978-1-4666-8516-1.ch010 ◽

2015 ◽

pp. 223-249 ◽

Cited By ~ 1

Author(s):

Rebecca Stobaugh ◽

Wanda G. Chandler ◽

Crystal White

Keyword(s):

High School ◽

School Improvement ◽

Student Assessment ◽

Individual Student ◽

High Expectations ◽

Special Education Director ◽

Positive School Culture ◽

District Personnel ◽

Teachers And Students ◽

School Faculty

After implementing Response to Intervention (RTI), a high school in a rural Kentucky community made a dramatic turnaround within 2 years after establishing structures to support both teachers and students. The principal, special education director, other administrators, district personnel, school improvement specialists, teacher leaders, interventionists (i.e., a high school content area specialist), and school faculty implemented changes that were responsible for the turnaround. High expectations, a positive school culture, professional development, guided planning, student assessment, data analysis, research-based intervention programs, and a systems change approach are some of the contributions that led to widespread improvements at the school level and in individual student gains.

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High School Turnaround

Educational Leadership and Administration ◽

10.4018/978-1-5225-1624-8.ch056 ◽

2016 ◽

pp. 1188-1214

Author(s):

Rebecca Stobaugh ◽

Wanda G. Chandler ◽

Crystal White

Keyword(s):

High School ◽

School Improvement ◽

Student Assessment ◽

Individual Student ◽

High Expectations ◽

Special Education Director ◽

Positive School Culture ◽

District Personnel ◽

Teachers And Students ◽

School Faculty

After implementing Response to Intervention (RTI), a high school in a rural Kentucky community made a dramatic turnaround within 2 years after establishing structures to support both teachers and students. The principal, special education director, other administrators, district personnel, school improvement specialists, teacher leaders, interventionists (i.e., a high school content area specialist), and school faculty implemented changes that were responsible for the turnaround. High expectations, a positive school culture, professional development, guided planning, student assessment, data analysis, research-based intervention programs, and a systems change approach are some of the contributions that led to widespread improvements at the school level and in individual student gains.

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Leadership Styles of Principals and Teachers of Nigerian Unity Schools: Using School Environment as a Tool For School Achievement

Journal of Public Administration and Governance ◽

10.5296/jpag.v5i4.8865 ◽

2016 ◽

Vol 4 (4) ◽

pp. 98

Author(s):

Khalil Yusuf Uthman ◽

Yahya Bn Don ◽

Abd Latif Kasim

Keyword(s):

Transformational Leadership ◽

School Improvement ◽

Professional Learning ◽

School Environment ◽

School Achievement ◽

School Level ◽

Learning Collaborative ◽

The North ◽

Wide Range ◽

Teachers And Students

Collaborative, non-traditional leadership practices have attracted little attention in research about sustainable school achievement in Nigerian unity schools. The involvement of teachers in the administration of schools is well justified and arise from the need to boost school environment for the sake of attaining school achievement. The absence of teachers in the administration of unity schools impedes the proper attainment of school achievement. The purpose of this research is to reports on the outcomes of transformational leadership efforts in Nigerian unity schools aimed at enhancing the use of teachers in the administrative set-up. This study was carried out in seven selected unity schools all located in the north-eastern part of Nigeria. The study used Multifactor questionnaire 5x, School level environment questionnaire (SLEQ) and School Improvement questionnaire (SIQ) with 5 Likert-scale that involved the use of 800 questionnaires which were sent in which 790 were returned and 760 found valid for data analysis. Participants were drawn from a wide range of disciplines across the sampled schools. The establishment and operation of these school relied on a transformational leadership methodology by principals that facilitates acts of initiative, innovation, vision and courage through group interaction rather than through designated hierarchical roles. This research used the quantitative approach. The study found out that transformational leadership approach is effective in overcoming problems associated with lack of involvement of teachers in the building of a fruitful environment capable of bringing a good school achievement through cultivating the habit of a transformational leader, the principals of unity schools enabled teachers and other stake holders to engage in peer-led professional learning, collaborative curriculum and pedagogical development, and to facilitate wider institutional change (school achievement). This paper demonstrates that the transformational leadership model for a high school achievement reported here is effective in building capacity for both teachers and students via involvement of teachers in building the environment. The model is flexible enough for a variety of institutional settings, and hence, recommends the use of teachers in secondary school’s administration.

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Creating Cultures of Equity and High Expectations in a Low-Performing School

Nordic Journal of Comparative and International Education (NJCIE) ◽

10.7577/njcie.2802 ◽

2018 ◽

Vol 2 (2-3) ◽

pp. 86-102 ◽

Cited By ~ 1

Author(s):

Jorunn Møller

Keyword(s):

School Leadership ◽

Successful Schools ◽

Quality Education ◽

School Level ◽

Enabling Factors ◽

High Expectations ◽

Local Schools ◽

Diverse Student ◽

Teachers And Students ◽

Group Interviews

The literature on successful schools has revealed that a school culture of high expectations is beneficial for student achievement and that leaders may exercise significant influence on their school’s success trajectory. However, less information is known about how leaders at different levels interact to build such cultures in local schools or how standards of professional work and new demands interact to support teachers’ com-mitment to quality education for a diverse student population. This study aimed to examine the interplay between district and school leadership in creating cultures of equity and high expectations for all students in a Norwegian low-performing school. Methods included interviews with the principal and the superin-tendent, focus group interviews with deputies, teachers and students, and a survey among all students in grade 10 at the selected school. The study demonstrated how leading teachers’ effort to raise academic and social standards among students was a complex endeavour and how a productive interplay between district level leadership and school-level leadership became one of the key enabling factors. A main argument is that promoting quality education for all begins with the question of purpose and requires understanding how principals’ and teachers’ work is embedded in broader social structures of power.

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Three Paradoxical Effects on Academic Self-Concept Across Countries, Schools, and Students

European Psychologist ◽

10.1027/1016-9040/a000332 ◽

2019 ◽

Vol 24 (3) ◽

pp. 231-242 ◽

Cited By ~ 5

Author(s):

Herbert W. Marsh ◽

Philip D. Parker ◽

Reinhard Pekrun

Keyword(s):

International Student ◽

Student Assessment ◽

Cross Cultural ◽

Frame Of Reference ◽

School Level ◽

Self Concept ◽

Positive Effects ◽

International Student Assessment ◽

Country Level ◽

Starting School

Abstract. We simultaneously resolve three paradoxes in academic self-concept research with a single unifying meta-theoretical model based on frame-of-reference effects across 68 countries, 18,292 schools, and 485,490 15-year-old students. Paradoxically, but consistent with predictions, effects on math self-concepts were negative for: • being from countries where country-average achievement was high; explaining the paradoxical cross-cultural self-concept effect; • attending schools where school-average achievement was high; demonstrating big-fish-little-pond-effects (BFLPE) that generalized over 68 countries, Organisation for Economic Co-operation and Development (OECD)/non-OECD countries, high/low achieving schools, and high/low achieving students; • year-in-school relative to age; unifying different research literatures for associated negative effects for starting school at a younger age and acceleration/skipping grades, and positive effects for starting school at an older age (“academic red shirting”) and, paradoxically, even for repeating a grade. Contextual effects matter, resulting in significant and meaningful effects on self-beliefs, not only at the student (year in school) and local school level (BFLPE), but remarkably even at the macro-contextual country-level. Finally, we juxtapose cross-cultural generalizability based on Programme for International Student Assessment (PISA) data used here with generalizability based on meta-analyses, arguing that although the two approaches are similar in many ways, the generalizability shown here is stronger in terms of support for the universality of the frame-of-reference effects.

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IMPROVING STUDENTS’ WRITING RECOUNT ACHIEVEMENT THROUGH PEER REVIEW TECHNIQUE

GENRE Journal of Applied Linguistics of FBS Unimed ◽

10.24114/genre.v2i1.717 ◽

2013 ◽

Vol 2 (1) ◽

Author(s):

Nina Surya Rahman Nasution ◽

Masitowarni Siregar

Keyword(s):

Peer Review ◽

Language Learners ◽

Quantitative Data ◽

Qualitative Data ◽

Teaching Writing ◽

School Level ◽

Level Of Education ◽

Teachers And Students ◽

The Subject ◽

Thinking Process

Writing, regarded as a thinking process enables language learners to explore and transform their ideas into words in accurate and appropriate ways. Although it has been taught from the Elementary school level up to the higher level of education, English teachers and students encounter various challenges. For students, they still get difficulties in writing a text even after being taught. For teachers, correcting students’ writing increases their workload. Therefore, how to reduce the load of teaching writing and to decrease students’ difficulties in writing have become important problem to solve. Through applying a technique in teaching writing, this research aimed to explore whether the application of peer review technique can improve students’ achievement in writing recount text. The method applied in this research was a classroom action research. The subject of the research was X-4 class SMA Negeri 21 Medan. The instruments of collecting the data were writing tasks as quantitative data while observation sheet, questionnaire sheet, diary notes and interview as qualitative data. The finding showed that Peer Review Technique gives contribution to improve students’ achievement in writing recount text. Keywords: Achievement, Writing, Recount Text, Peer Review Technique

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Homework Emotion Management at the Secondary School Level: Antecedents and Homework Completion

Teachers College Record ◽

10.1177/016146811111300303 ◽

2011 ◽

Vol 113 (3) ◽

pp. 529-560 ◽

Cited By ~ 1

Author(s):

Jianzhong Xu

Keyword(s):

Emotion Regulation ◽

Secondary School ◽

Emotion Management ◽

School Level ◽

Individual Student ◽

Cross Sectional Survey ◽

Cross Sectional ◽

Class Level ◽

Secondary School Level ◽

Homework Completion

Background/Context For many children, doing homework becomes an emotionally charged event and one of the most disappointing aspects of school life. It is surprising to note, however, that homework emotion management is noticeably absent from much contemporary homework literature. Purpose The primary propose of the present study was to propose and test empirical models of variables posited to predict homework emotion management at the secondary school level, with the models informed by (a) research and theory on emotion regulation and (b) findings from homework research that alluded to a number of factors that may influence homework emotion management. Another purpose of the present study was to examine whether homework emotion management is related to homework completion, one of the major outcome variables in the homework process. Research Design The study reported here used cross-sectional survey data. The participants were 1,895 students from 111 classes in the southeastern United States, including 1,046 eighth graders from 63 classes and 849 11th graders from 48 classes. Results Results from the multilevel analyses revealed that most of the variance in homework emotion management occurred at the student level, with grade level appearing as the only significant predictor at the class level. At the student level, the variation in homework emotion management was positively associated with teacher feedback, peer-oriented reasons for doing homework, arranging the environment, managing time, and monitoring motivation. Girls reported statistically significant higher scores in managing homework emotion than did boys. Follow-up analyses further revealed that homework emotion management was positively associated with homework completion. Conclusion As most of the variance in homework emotion management occurred at the student level rather than at the class level, homework emotion management was largely a function of individual student characteristics and experiences. The present study further suggests that monitoring motivation and managing time play a predominant role in homework emotion management (compared with other variables included in the present study). Consequently, there is a critical need to conceptualize these variables in the process of emotion regulation in general, and in homework emotion management in particular. In addition, there is a critical need for secondary schools to strategically engage students in the homework process to better manage their emotion while doing homework.

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