Fostering Teacher Leadership in K‐12 Schools: A Review of the Literature

2021 ◽  
Author(s):  
Jenna Conan Simpson
Keyword(s):  
Teacher Leadership ◽  
Review Of The Literature ◽  
K 12

Who is (Not) Protected by Title IX? A Critical Review of 45 Years of Research

2021 ◽  
Vol 123 (2) ◽  
pp. 1-42
Author(s):  
Elizabeth J. Meyer ◽  
Mary Quantz
Keyword(s):  
Literature Review ◽  
Title Ix ◽  
Sex Discrimination ◽  
Educational Institutions ◽  
Review Of The Literature ◽  
Queer Of Color Critique ◽  
Scholarly Publications ◽  
Queer Of Color ◽  
Transgender Students ◽  
K 12

Background/Context This is the first published systematic literature review with an exclusive focus on Title IX scholarship. This article aims to offer a holistic view of the existing knowledge base in this field presented in peer-reviewed scholarly publications. Purpose This review of the literature identifies key trends in this body of research and highlights strengths, as well as gaps and oversights, that future research should address. Research Design This descriptive literature review systematically collected 169 peer-reviewed articles to identify the conceptual boundaries of the field and the current gaps. Data Collection and Analysis Authors applied Booth, Sutton, and Papaioannou's SALSA approach (Search, AppraisaL, Synthesis, and Analysis) to this systematic review to identify and analyze the 169 articles included in the study. We applied an intersectional feminist lens and Queer of Color critique to the analysis of the included articles. Findings/Results Peer-reviewed scholarly publications on Title IX (169) have generally focused on analyses of legal decisions (93) and studies of athletics (75), with little attention to other aspects of the law. Most studies lacked intersectional analyses of how “sex discrimination” has been understood in K–12 and higher education contexts, which leaves experiences of students of color, transgender students, and LGBQ students missing from most of the scholarship in this field. Conclusions/Recommendations This review of the literature is intended to help scholars interested in issues of sex discrimination and gender equity in educational institutions in the United States have a clear overview of scholarship that already exists related to Title IX in order to ask more focused and critical questions about its impacts and implementation. More research is needed to understand the ways in which educational institutions interpret and apply their responsibilities under this law—particularly through the lenses of intersectional feminism and Queer of Color critique. Contemporary issues, including campus sexual assault, and the negative experiences documented about gay, lesbian, bisexual, and transgender students in schools underline the importance of staying current with Title IX, and the current body of literature indicates scant attention to collecting and analyzing data about this law's application in practice and implications for diverse groups of people.

scholarly journals Intersecting Engineering and Literacies: A Review of the Literature on Communicative Literacies in K-12 Engineering Education

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Katarina N. Silvestri ◽  
Michelle E. Jordan ◽  
Patricia Paugh ◽  
Mary B. McVee ◽  
Diane L. Schallert
Keyword(s):  
Engineering Education ◽  
Review Of The Literature ◽  
K 12

Teacher Leadership in Special Education

2021 ◽  
pp. 135-174
Author(s):  
Annie Nguyen Tran
Keyword(s):  
Special Education ◽  
Teacher Leadership ◽  
Special Education Teachers ◽  
Professional Growth ◽  
School Administrators ◽  
School Staff ◽  
Leadership Positions ◽  
Roles And Responsibilities ◽  
K 12 ◽  
The Impact

This chapter addresses the impact of the traditional hierarchical system of organizational leadership on K-12 schools, particularly in special education. This model of leadership distinguishes leaders, such as school principals, from non-leaders, such as teachers and school staff. For special education teachers, this passé model of leadership becomes a barrier for professional growth by limiting the opportunities for teacher leadership in special education. In order for special education teachers to pursue leadership positions in the K-12 education system, teachers likely have to give up their teaching identities in exchange for new roles and responsibilities. With a limitation of research in the area of teacher leadership in special education, there is a need for discussion on how special education teachers can use their expertise to influence school administrators and staff towards equitable and inclusive organizational change.

scholarly journals Developing Advocacy in Teacher Leadership

2017 ◽  
Vol 2 (2) ◽  
pp. 11-16
Author(s):  
Louis L. Warren
Keyword(s):  
Professional Development ◽  
Middle School ◽  
Teacher Leadership ◽  
Real World ◽  
Earth Science ◽  
Online Discussion ◽  
Pilot Program ◽  
Digital Badges ◽  
K 12 ◽  
Real World Problems

A pilot program was developed for middle school (grades 6-8) educators and students to apply NASA real-world problems to classroom concepts as part of NASA Langley Research Center’s (LaRC) Centennial Celebration through the use of digital badges. Three sets of digital badges were developed on three of NASA’s main missions: Earth Science, Aeronautics, and Journey to Mars. Each digital badge offers a total of 5 hours of professional development for educators and 2 hours of activities for students. These digital badges have introduced educators to NASA Langley Research Center’s missions and 100thanniversary. Online discussion sessions, a requirement for these badges, has attracted educators new to the digital badge concepts. The LaRC Centennial badges provide a forum through which educators can learn about this new format of professional development. Educators report that these badges are worth their time and effort as part of their professional development. LaRC looks forward to building new badges in the future to expand beyond middle school across the K-12 continuum.

Taking Advantage of MOOCs in K-12 Education

2016 ◽  
pp. 297-309 ◽  
Author(s):  
Samantha Briggs ◽  
Helen Crompton
Keyword(s):  
Higher Education ◽  
North America ◽  
Online Courses ◽  
Digital Technologies ◽  
Massive Open Online Courses ◽  
Review Of The Literature ◽  
Training Time ◽  
Learner Centered ◽  
K 12 ◽  
Technological Opportunities

Technological opportunities are opening new ways for educators to enhance K-12 instruction. While many educators are incorporating digital technologies into their teaching, there is evidence to show that K-12 educators have a lack of training, time, and resources to implement learner-centered digital instruction. Massive Open Online Courses (MOOCS) have gained a reputation for providing online learning in higher education and are now extending to K-12. The unique digital advantages as well as the rising number of students enrolled in schools has led to discussions about the potential of MOOCS for students in K-12 (ages 4-19 years) education. This chapter provides a review of the literature of early pioneering work of MOOCs in K-12 within North America. Early MOOC classes are explicated and positives and challenges discussed. It appears from the review that there is a place for MOOCs to be embedded into a blended K-12 environment to extend and enhance existing curricula.

Taking Advantage of MOOCs in K-12 Education

2018 ◽  
pp. 1189-1201
Author(s):  
Samantha Briggs ◽  
Helen Crompton
Keyword(s):  
Higher Education ◽  
North America ◽  
Online Courses ◽  
Digital Technologies ◽  
Massive Open Online Courses ◽  
Review Of The Literature ◽  
Training Time ◽  
Learner Centered ◽  
K 12 ◽  
Technological Opportunities

Technological opportunities are opening new ways for educators to enhance K-12 instruction. While many educators are incorporating digital technologies into their teaching, there is evidence to show that K-12 educators have a lack of training, time, and resources to implement learner-centered digital instruction. Massive Open Online Courses (MOOCS) have gained a reputation for providing online learning in higher education and are now extending to K-12. The unique digital advantages as well as the rising number of students enrolled in schools has led to discussions about the potential of MOOCS for students in K-12 (ages 4-19 years) education. This chapter provides a review of the literature of early pioneering work of MOOCs in K-12 within North America. Early MOOC classes are explicated and positives and challenges discussed. It appears from the review that there is a place for MOOCs to be embedded into a blended K-12 environment to extend and enhance existing curricula.

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