scholarly journals Catholic School Faculty Meetings: A Case Study Linking Catholic Identity, School Improvement, and Teacher Engagement

2017 ◽  
Vol 20 (1) ◽  
pp. 86-113
Author(s):  
Daryl Hagan ◽  
Gary Houchens
Keyword(s):  
School Improvement ◽  
Catholic School ◽  
Catholic Identity ◽  
Teacher Engagement ◽  
Faculty Meetings ◽  
School Faculty

Funding Structures and State Capacity for School Improvement under the Every Student Succeeds Act: Case Studies of Five States

2021 ◽  
pp. e20210005
Author(s):  
Hailey Karcher ◽  
David S. Knight
Keyword(s):  
New York ◽  
School Districts ◽  
School Improvement ◽  
Title I ◽  
Local Autonomy ◽  
For Profit ◽  
Improvement Strategies ◽  
K 12 ◽  
Every Student Succeeds Act

Under the Every Student Succeeds Act, the federal government allocates 7% of Title I funds, about $1 billion per year, for school improvement. States have substantial autonomy in allocating these funds, including which schools are identified for federal school improvement, what improvement strategies are used, and whether external intermediaries are involved. A growing area of research explores the private, often for-profit school improvement industry, but few studies track the finance and policy structures that funnel public funds to external K–12 intermediaries. In this study, we draw on document analysis and interview data to explore school improvement practices and finance policies in five case study states. We find that states use varied methods for identifying schools for improvement, and also vary in the extent to which they provide local autonomy to school districts. Some states, such as Texas and Tennessee, incentivize schools to adopt particular strategies or encourage partnering with an external intermediary. Texas provides a list of vetted external intermediaries they expect districts to work with (and support financially). Other states, such as California and New York, provide more state-led school improvement strategies through regional offices and give districts greater local autonomy. Findings point to possible benefits of local autonomy, while highlighting potential challenges associated with unregulated market-based reforms in education.

High School Turnaround

2017 ◽  
pp. 847-872
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.

High School Turnaround

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.

Talent-Centered Education Leadership: Using the Employee Experience to Improve Teacher-School Relations

2020 ◽  
pp. 155545892097672
Author(s):  
Henry Tran ◽  
Doug Smith
Keyword(s):  
Design Thinking ◽  
Education Leadership ◽  
Management Process ◽  
Teacher Engagement ◽  
High Poverty ◽  
New Employee ◽  
Employee Experience

Low teacher engagement and retention are challenges faced by many schools, especially in high poverty contexts. In this case study, readers will draw on feedback and reflections provided by teachers that reflect realistic concerns current and aspiring school and districts leaders are faced with today in an endeavor to respond to these challenges. To aid with this, authors introduce the employee experience approach, a new employee management process that originates out of design thinking and Talent-Centered Education Leadership. Readers are walked through the process of adopting the approach and presented with important considerations to make while doing so.

scholarly journals Teaching Instructional Technological Change to Medical School Faculty: A COVID-19 Case Study

2020 ◽  
Vol 39 (4) ◽  
pp. 406-410
Author(s):  
Michael P. Cote ◽  
Eliza M. Donne ◽  
Benjamin D. Hoover ◽  
Kelly Thormodson
Keyword(s):  
Medical School ◽  
Technological Change ◽  
Medical School Faculty ◽  
School Faculty

Teacher Collaborative Action Research

2018 ◽  
Vol 28 (2) ◽  
pp. 173-201
Author(s):  
Katherine A. Curry ◽  
Jackie Mania-Singer ◽  
ED Harris ◽  
Shawna Richardson
Keyword(s):  
Professional Development ◽  
Action Research ◽  
School Improvement ◽  
Distributed Leadership ◽  
Professional Practice ◽  
Qualitative Case Study ◽  
Collaborative Action Research ◽  
Improvement Strategy ◽  
Collaborative Action

This qualitative case study utilized distributed leadership theory and Capobianco and Feldman's (2006) conceptualization of conditions for collaborative action research (CAR) to describe the implementation of CAR as professional development (PD) and school improvement strategy in two educational contexts, one alternative school and one rural, in a Midwestern state. Findings indicate that distributed leadership facilitates CAR as a powerful PD tool and results in development of action plans for school improvement; however, conditions are necessary for CAR to effect professional practice.

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