scholarly journals Implementing the new educator evaluation system into practice at an urban elementary school through distributed leadership

2015 ◽  
Author(s):  
Susan M. Hauschild
Keyword(s):  
Elementary School ◽  
Distributed Leadership ◽  
Evaluation System ◽  
Educator Evaluation ◽  
Urban Elementary School

scholarly journals Awareness and Practices of Distributed Leadership among Public Elementary School Teachers

2020 ◽  
Vol 3 (2) ◽  
pp. 67-68
Author(s):  
Jasmine P. Yulo ◽  
Dexter Paul D. Dioso
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
School Leadership ◽  
Distributed Leadership ◽  
Significant Relationship ◽  
School Teachers ◽  
Public Elementary School ◽  
Demographic Profile ◽  
Leaders And Followers ◽  
K 12

The field of school leadership has been continuously increasing in demands and had currently occupied the idea of distributed leadership. Distributed leadership is leadership that is "stretched over leaders and followers, which is beneficial in settings such as schools (Bonneville, 2017). The call for teachers as leaders in school to help implement the K-12 educational system had engaged them to take on collaborative roles. Thus, the study intended to describe the level of awareness and extent of practices of distributed leadership in terms of types such as collaborative, collective, and coordinated as assessed by public elementary school teachers. Moreover, it determined whether a significant relationship existed between the level of awareness and demographic profile and the extent of practices and demographic profile of teachers. Also, it intended to determine if there is a significant relationship between the awareness and practices of distributed leadership.

Digital Epistemologies and Classroom Multiliteracies

2011 ◽  
pp. 264-283
Author(s):  
Heather Lotherington
Keyword(s):  
Elementary School ◽  
21St Century ◽  
New Literacies ◽  
Communication Technologies ◽  
Home School ◽  
Educational Challenges ◽  
Urban Elementary School ◽  
Socially Responsive ◽  
Children's Stories ◽  
Opening Up

Contemporary conceptualizations of literacy as socially and culturally situated practice must be framed in our digitally-mediated, glocalized societies where networked communication technologies have created innovative texts opening up new literacies and demanding new pedagogies. This chapter discusses a Toronto-based program of collaborative school-university action research that aims to develop a pedagogy of multiliteracies in an urban elementary school. The project engaging our research collective is about guiding children to rewrite traditional children’s stories as individualized digital narratives that enfold their cultural understandings and community languages. Situated within current epistemological questions about what it means to become a literate person in the 21st century, our project responds to reciprocal educational challenges: How can we facilitate the acquisition of relevant literacies for contemporary children experiencing divergent home, school, community and societal practices? How can we redesign curricula and assessment to be socially responsive and responsible?

Examining the Technical Adequacy of the Social, Academic, and Emotional Behavior Risk Screener

2019 ◽  
Vol 46 (1) ◽  
pp. 67-75 ◽  
Author(s):  
Samuel F. Whitley ◽  
Yojanna Cuenca-Carlino
Keyword(s):  
Elementary School ◽  
Convergent Validity ◽  
Pearson Correlation ◽  
Ethnically Diverse ◽  
Criterion Validity ◽  
Emotional Behavior ◽  
Retest Reliability ◽  
Urban Elementary School ◽  
The Social ◽  
Test Retest Reliability

Many schools attempt to identify and service students at risk for poor mental health outcomes within a multi-tiered system of support (MTSS). Universal screening within a MTSS requires technically adequate tools. The Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) has been put forth as a technically adequate screener. Researchers have examined the factor structure, diagnostic accuracy, criterion validity, and internal consistency of SAEBRS data. However, previous research has not examined its temporal stability or replicated the criterion validity results with a racially/ethnically diverse urban elementary school sample. This study examined the test–retest reliability, convergent validity, and predictive validity of teacher-completed SAEBRS ratings with racially/ethnically diverse group students enrolled in first through fifth grade in an urban elementary school. Reliability analyses resulted in significant test–retest reliability coefficients across four weeks for all SAEBRS scales. Furthermore, nonsignificant paired samples t tests were observed with the exception of the third-grade Emotional subscale. Validity analyses yielded significant concurrent and predictive Pearson correlation coefficients between SAEBRS ratings, oral reading fluency, and office discipline referrals. Limitations and implications of the results are discussed.

scholarly journals Asthma Knowledge and Asthma Management Behavior in Urban Elementary School Teachers

2010 ◽  
Vol 47 (2) ◽  
pp. 185-191 ◽  
Author(s):  
Jean-Marie Bruzzese ◽  
Lynne H. Unikel ◽  
David Evans ◽  
Lea Bornstein ◽  
Katherine Surrence ◽  
...  
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Asthma Management ◽  
School Teachers ◽  
Management Behavior ◽  
Asthma Knowledge ◽  
Urban Elementary School

scholarly journals Detection of Food Allergens in Floor Dust and Table Wipe Samples in the Urban Elementary School Environment

2020 ◽  
Vol 145 (2) ◽  
pp. AB180
Author(s):  
Michelle Maciag ◽  
Lisa Bartnikas ◽  
Stephanie Filep ◽  
Martin Chapman ◽  
Wanda Phipatanakul ◽  
...  
Keyword(s):  
Elementary School ◽  
School Environment ◽  
Food Allergens ◽  
Urban Elementary School ◽  
Floor Dust
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