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Tag: organization

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    Addressing Bullying and Harassment Matters

    1/1/11 - Gonzales, JoEtta & Hamilton, Kori, The Equity Alliance at ASU

    Bullying and harassment in schools often includes violations of federally protected civil rights. Many organizations have put forth information regarding bullying and harassment as it relates to the LGBTQ community of youth in our schools, yet the harassment of all other marginalized groups deserves attention as well. This is a pervasive issue that requires collective and immediate action by educators, and a culturally responsive approach is necessary to tackle the problem head-on. This...

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    Addressing Discrimination in School Matters

    1/9/09 - Sullivan, Amanda L., Equity Alliance at ASU

    "Every student has the right to an education free from discrimination that provides high-quality, equitable opportunities to learn. Unfortunately, sometimes individuals or systems may act in ways that violate this right. Discrimination occurs when people are treated unequally or less favorably than others because of some real or perceived characteristic. In every community and every school, discrimination exists in both intended and unintended ways. It may take the form of direct, overt...

  • On becoming a school leader: A person -centered challenge

    1/1/99 - Arthur W. Combs; Ann .B. Miser; Katherine S.Whitaker

    Section I of this book describes why it is important for school leaders to understand how people's belief systems drive their personal and professional behaviour. Section II focuses on the need for school leaders to understand how and why people respond to,or resist,change. Section II focuses on how organizations influence peerson-centered leadership and how leaders, in turn, influence organizations.

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    Supporting effective teaching through teacher evaluation

    1/30/10 - Morgaen L. Donaldson, Heather G. Peske

    "This paper reports the findings from our study of teacher evaluation practices in five charter schools affiliated with three well-established charter management organizations. Based on interviews with teachers, principals, and charter management organization officials, supplemented by document analysis, our study begins to answer the three defining questions listed above. While modest in scope and scale, this study is the first of its kind. It seeks to lay an initial foundation for further...

  • Uncertainty and decision making in teaching: Implications for managing line professionals

    1/1/89 - Bacharach, S., Conley, S., T. J. Sergiovanni and J. H. Moore

    Most of this book's 22 chapters were written as background papers that were presented at a national conference on restructuring schooling held at Trinity University in San Antonio, Texas, August 18-21, 1987. Framing the chapters of this book is the notion that if rational management systems and theoretical treatises about promoting school excellence do not take into account the realities of the workplace, they will not bring about sustained improvements in our nation's schools. Chapters in...

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    Using data to address equity issues in special education

    1/5/09 - Ashley C. Gibb, Russell Skiba

    The increased use of data, from collection, to organization, to analysis, can seem daunting. Yet this does not have to be the case. Conventions for approaching disproportionality data have been established making the analysis and interpretation of disproportionality data more straightforward. This brief will outline those conventions and provide some tools to determine the most effective ways of collecting, organizing, and presenting disproportionality data. These tools, and the experience...

  • When Are Racial Disparities in Education the Result of Racial Discrimination? A Social Science Perspective

    1/1/03 - Mickelson, Roslyn Arlin

    In this article I seek to answer the question, "When are racial disparities in education the result of racial discrimination?" To answer it I synthesize the social science research on racially correlated disparities in education. My review draws from the sociology, anthropology, political science, psychology, history, and education literatures. I organize explanations into six categories: biological determinism, social structure, school organization and opportunities to learn, family...

  • When Are Racial Disparities in Education the Result of Racial Discrimination? A Social Science Perspective

    1/1/03 - Mickelson, Roslyn Arlin

    In this article I seek to answer the question, "When are racial disparities in education the result of racial discrimination?" To answer it I synthesize the social science research on racially correlated disparities in education. My review draws from the sociology, anthropology, political science, psychology, history, and education literatures. I organize explanations into six categories: biological determinism, social structure, school organization and opportunities to learn, family...

  • A Practical Guide to Designing Comprehensive Principal Evaluation Systems: A tool to assist in the development of principal evaluation systems

    1/1/12 - Clifford, M., Hansen, U.J., and Wraight, S. , National Comprehensive Center for Teacher Quality , U.S. Department of Education

    Across the country, states and districts are designing principal evaluation systems as a means of improving leadership, learning, and school performance. Principal evaluation systems hold potential for supporting learning and sense of accountability for instructional excellence and student performance. Principal evaluation is also an important component of state and district systems of leadership support efforts, especially when newly designed evaluation systems work in conjunction with...

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    Achieving Gender Equity in Public Education: A Scenario Planning Resource for Advocates, Policymakers and Practitioners

    1/16/10 - Caroline and Sigmund Schott Foundation, The Schott Center for Public and Early Education

    "This report reflects our recent efforts to understand how to ensure that the next generation of girls and boys enjoy respectful schools and classrooms in which they can grow and succeed. We want all children to have the benefits of an education that provides them with a full range of life options and helps them become decisionmakers and leaders. We hope this publication will serve as a useful discussion tool for organizations, foundations, and individuals interested in creating more...

  • African American Male Adolescents, Schooling (and Mathematics): Deficiency, Rejection, and Achievement

    1/1/06 - Stinson, David W.

    The academic achievement gap, particularly the mathematics achievement gap, between Black students and their White counterparts has been well documented with numerical facts. As mathematics education researchers attempt to develop theories and practices that assist in eradicating the gap, they would serve mathematics education well if they would expand the sphere of their research into the sociocultural arena. To assist in expanding the sphere, this article presents a review of key...

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    Are there differences in achievement between boys and girls?

    1/2/10 - Center on Education Policy,

    "Disparities between boys and girls in reading and mathematics achievement have long been a concern among educators. While the No Child Left Behind Act (NCLB) does not hold school systems directly accountable for making adequate yearly progress (AYP) for the male and female subgroups, as it does for racial/ethnic and other subgroups, the Act does require states and school districts to publicly report test results broken down by gender. These requirements to disaggregate and publicize test...

  • Brown Plus 50 Counter-Storytelling: A Critical Race Theory Analysis of the “Majoritarian Achievement Gap” Story

    1/1/04 - Love, Barbara J.

    This essay provides a Critical Race Theory (CRT) analysis of current discussions of the “achievement gap” as the latest incarnation of the “white intellectual superiority/African American intellectual inferiority” notion that is a mainstay of “majoritarian storytelling” in U.S. culture. A critical race counter-story chronicles both the historical development and maintenance of the “achievement gap,” along with efforts of African Americans to secure access to education. The...

  • Closing of the gender gap in technology enriched science education: a case study

    1/1/00 - Mayer-Smith, Jolie, Pedretti, Erminia, Woodrow, Janice

    This case study explores a popular assertion, namely that success in technology enriched science classrooms is gender dependent. We investigate how students respond to substantive changes that accompany a comprehensive integration of technology with the teaching and learning of secondary science and physics. Specifically, we ask: (1) Do female students view, participate, and achieve differently than male students in technology enhanced science classrooms? and, (2) If not, why not? Empirical...

  • Closing the Achievement Gap Through Evidence-Based Inquiry at Multiple Levels of the Education System

    1/1/07 - Timperley, Helen S., Parr, Judy M.

    A national literacy professional development project reduced the achievement gap for students experiencing difficulties in reading or writing in 91 of New Zealand's schools. It was based on two premises: coherence within and between the multiple levels of the schooling and educational administration systems and a focus on evidence-informed inquiry into effectiveness at each level of the system. Over the 2 years of the project's operation, these two premises interacted in ways that led to...

  • Closing the gap through professional development: Implications for reading research

    1/1/07 - Doubek, Michael Brandon, Cooper, Eric J.

    Part of a special section on defining, identifying, and addressing the literacy achievement gap. The work of the National Urban Alliance for Effective Education, a nonprofit advocacy organization that engages with school communities through professional development to build relationships with all stakeholders, suggests it is important to examine current research in reading in order to examine the fundamental question of closing the achievement gap across subject areas. Research should...

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