Download or read book Principals Perceptions of Working with Suburban Elementary Students from Poverty written by Kathryn M. Schafermeyer and published by . This book was released on 2017 with total page 189 pages. Available in PDF, EPUB and Kindle. Book excerpt: The increase of poverty in suburban communities since the year 2000 has fundamentally changed the work of elementary school principals in suburban schools. Using a qualitative method, 10 suburban elementary school principals from the Chicago metropolitan area were interviewed to gain a deeper understanding of their perceptions of working with suburban elementary school students from poverty. Principals revealed that they see poverty as having a deficit influence on suburban elementary students. They defined that they see the role of principal as helping students gain from the school experience by reducing the obstacles to learning that poverty presents and, therefore, providing access to education. Finally, in the context of working with suburban elementary school students from poverty, the principals described the elements of the school that are influenced by their leadership and the factors that have had an influence on their leadership. Confirming existing research, the findings reveal that relationships with students, parents and community are an essential component of the principal's work with suburban elementary school students from poverty. The findings suggest that by gaining a greater understanding of the principals' perceptions, professional practice can be impacted and thus increase the students' chances for success later in school and in life.
Download or read book Principals Social Justice Leadership in Demographically Changing Suburban Public Elementary Schools in Arizona written by Cynthia Therese Ruich and published by . This book was released on 2013 with total page 257 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study described how suburban public elementary school principals and teachers perceived the principals' social justice leadership as shifting demographic diversity increased in racial and ethnic minority students, decreased in white students, increased in child poverty, and threatened schools academic achievement status. The two Arizona high performance suburban public elementary schools (SPES) were located in two different suburban districts on opposite sides of a metropolitan city. A multiple embedded replication case study involved principals and six K-5 grade teachers at each school and included participant semi-structured interviews, school observations, and document analysis. The data showed how principals' leadership was perceived and practiced in educating students with social and educational inequalities while simultaneously trying to maintain high performance schools. Findings revealed that principals' different and similar practices were not motivated from a social justice disposition. Nevertheless, I discovered that principals' leadership practices imperceptibly included tenets of social justice. The teachers perceived that principals made concerted efforts beyond contemporary leadership practices that addressed children's inequalities owing to poverty and lack of academic preparation. The principals and teachers cared for the students and pushed for additional resources. The educators expressed being underprepared professionally for the tensions brought about by students' shifting demographics. An unexpected finding was that child poverty trumped the children's race and ethnicity as the foremost issue challenging the principals and teachers. As a result of the findings, part of my proposition supported the premise that principals would perceive the educational inequalities experienced by students. Conversely, part of the premise stating that principals' perceptions of students' educational inequalities would influence them to use social justice leadership was weakly supported because principals did not perceive or attribute their practices with teachers as driven by a belief in social justice. Two themes emerged from the analysis of patterns across cases: (1) Principals did not have a social justice consciousness driving their leadership practices, and (2) Principals' contemporary leadership practices imperceptibly combined social justice leadership tenets to influence teachers and promote equality of educational opportunity for all students.
Download or read book Elementary School Principals who Care written by Carol M. Hoffman and published by Taylor & Francis. This book was released on 1997 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study identifies activities and characteristics of principals who are successfully dealing with the following social issues: poverty, working mothers, single parent families, child care and abuse, drug and alcohol abuse, and cultural diversity. From interviews with principals, the author creates a profile of the elementary school principal who is responding in positive ways to the negative effects of social change. Annotation copyrighted by Book News, Inc., Portland, OR
Download or read book Suburban Poverty written by Anne M. Pyros and published by . This book was released on 2019 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: Suburban poverty has significantly increased over the past decade, creating new challenges for teachers in suburban school districts. These challenges include teachers working with children who have housing and food insecurities or are homeless, family instability, chronic stressors, social and emotional struggles, lack of attachment or positive relationships, and lack school readiness skills. Poverty is one of the most significant factors affecting student learning and achievement; yet, despite increases in students from low-income families and the negative effects of poverty on student learning, there is very little research regarding suburban poverty. The purpose of this study was to expand the research related to suburban teachers' knowledge, beliefs, and efficacy regarding their students in poverty. This quantitative, descriptive survey study examined the knowledge, beliefs, and efficacy of teachers in seven northeast Ohio suburban school districts experiencing shifting demographics. The findings of this study suggest that teachers in suburban school districts have inadequate knowledge about poverty, may hold negative beliefs about poverty, and are least efficacious in engaging students in poverty. These results have substantial implications for professional development and hiring practices in suburban school districts that strive to provide a quality and equitable education for all students.
Download or read book Critical Curriculum Leadership written by Rose M. Ylimaki and published by Routledge. This book was released on 2011-01-03 with total page 233 pages. Available in PDF, EPUB and Kindle. Book excerpt: Critical Curriculum Leadership explores the formation of curriculum leadership in relation to broader cultural and political shifts and makes the case for an alternative leadership theory at the intersection of educational leadership and curriculum studies.
Download or read book Assessing Instructional Leadership with the Principal Instructional Management Rating Scale written by Philip Hallinger and published by Springer. This book was released on 2015-05-22 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume provides a succinct up-to-date summary of global research on principal instructional leadership as it has evolved over the past 50 years. The book’s particular focus is on the development and use of the Principal Instructional Management Rating Scale (PIMRS). The PIMRS is the most widely used survey instrument designed for assessing instructional leadership for research and practice. It has been used in more than 250 studies in more than 30 countries around the world. The authors provide a detailed conceptual and data-based description of the rationale and development of the instrument as well as the ways in which it has been used in practice. The book also provides, for the first time, a comprehensive assessment of the scale’s measurement properties. This represents essential information for future users of the instrument across different national contexts. Finally, the volume outlines an agenda for improving future research on the role of principal instructional leadership in student learning and school effectiveness.
Download or read book Principal Perceptions of Their Preparedness and the Preparedness of Their Staff to Deal with Students of Poverty in the Classroom written by Lisa Anne Donmoyer and published by . This book was released on 2009 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book What Great Teachers Do Differently written by Todd Whitaker and published by Routledge. This book was released on 2013-08-06 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: Book In the second edition of this renowned book, you will find pearls of wisdom, heartfelt advice, and inspiration from one of the nation’s leading authorities on staff motivation, teacher leadership, and principal effectiveness. With wit and understanding, Todd Whitaker describes the beliefs, behaviors, attitudes, and interactions of great teachers and explains what they do differently. New features include: Meaning what you say Focusing on students first Putting yourself in their position DVD Bundle This bundle includes a DVD featuring Todd Whitaker speaking about what great teachers do differently. It runs for approximately two hours and is the perfect addition to teacher training events and professional development meetings/workshops. Filled with pearls of wisdom, humor, and practical strategies, the video will motivate your staff and inspire them to be the best they can, each and every day. The DVD comes with a free copy of What Great Teachers Do Differently as well as a Facilitator's Guide.
Download or read book A Mixed methods Study of Elementary Teachers Perceptions of Students of Poverty and School Supports for Academic and Overall Wellbeing written by Jill J. Summers and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 836 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-09 with total page 532 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Handbook of Social Justice Interventions in Education written by Carol A. Mullen and published by Springer. This book was released on 2021-08-28 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Handbook of Social Justice Interventions in Education features interventions in social justice within education and leadership, from early years to higher education and in mainstream and alternative, formal and informal settings. Researchers from across academic disciplines and different countries describe implementable social justice work underway in learning environments—organizations, programs, classrooms, communities, etc. Robust, dynamic, and emergent theory-informed applications in real-world places make known the applied knowledge base in social justice, and its empirical, ideological, and advocacy orientations. A multiplicity of social justice-oriented lenses, policies, strategies, and tools is represented in this Handbook, along with qualitative and quantitative methodologies. Alternative and conventional approaches alike advance knowledge and educational and social utility. To cover the field comprehensively the subject (i.e., social justice education and leadership) is subdivided into four sections. Part 1 (background) provides a general background of current social justice literature. Part II (schools) addresses interventions and explorations in preK-12 schools. Part III (education) covers undergraduate and graduate education and preservice teacher programs, classrooms, and curricula, in addition to teacher and student leadership in schools. Part IV (leadership) features educational leadership and higher education leadership domains, from organizational change efforts to preservice leader preparation programs, classrooms, etc. Part V (comparative) offers interventions and explorations of societies, cultures, and nations. Assembling this unique material in one place by a leading cast will enable readers easy access to the latest research-informed interventionist practices on a timely topic. They can build on this work that takes the promise of social justice to the next level for changing global learning environments and workplaces.
Download or read book How The Other Half Learns written by Robert Pondiscio and published by Penguin. This book was released on 2020-06-02 with total page 386 pages. Available in PDF, EPUB and Kindle. Book excerpt: An inside look at America's most controversial charter schools, and the moral and political questions around public education and school choice. The promise of public education is excellence for all. But that promise has seldom been kept for low-income children of color in America. In How the Other Half Learns, teacher and education journalist Robert Pondiscio focuses on Success Academy, the network of controversial charter schools in New York City founded by Eva Moskowitz, who has created something unprecedented in American education: a way for large numbers of engaged and ambitious low-income families of color to get an education for their children that equals and even exceeds what wealthy families take for granted. Her results are astonishing, her methods unorthodox. Decades of well-intended efforts to improve our schools and close the "achievement gap" have set equity and excellence at war with each other: If you are wealthy, with the means to pay private school tuition or move to an affluent community, you can get your child into an excellent school. But if you are poor and black or brown, you have to settle for "equity" and a lecture--about fairness. About the need to be patient. And about how school choice for you only damages public schools for everyone else. Thousands of parents have chosen Success Academy, and thousands more sit on waiting lists to get in. But Moskowitz herself admits Success Academy "is not for everyone," and this raises uncomfortable questions we'd rather not ask, let alone answer: What if the price of giving a first-rate education to children least likely to receive it means acknowledging that you can't do it for everyone? What if some problems are just too hard for schools alone to solve?
Download or read book The Perceptions of School Leaders and Parents about the Experiences that Minority Children in Poverty Have in Elementary School written by Kristi L. Prime and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students who are living in poverty suffer many disadvantages due to their low socio-economic status. This impact manifests itself both socially and academically. The research is rich on these impacts as well as the perceptions of teachers and school personnel of students in poverty. There is also much research to suggest that students in poverty are treated differently - some might say, less fairly - than those students with a higher economic status. There is also a strong correlation between the level of parent engagement and student success. This study sought to fill a gap in the literature by investigating perceptions of minority parents in poverty regarding their elementary children's educational experiences and how those perceptions compare to those of the administrators in the schools the children attend. A document review, interviews of administrators, and surveys of parents and staff were conducted. Results revealed that the perceptions of the two administrators varied greatly; specifically, a minority administrator believed that poor, minority students are treated unfairly whereas a non-minority administrator believed students are treated equitably. The results of the review of documents proffered by the school and district align with the perceptions of the minority administrator in that these documents pose certain disadvantages to poor, minority students and their families. Interestingly, the parent survey results reveal that while minority parents do not seem to be aware of any unfairness towards some students, white parents assert that not all students are treated fairly, especially poor, minority students. Recommendations from this study focus on how the school and district can improve equity of offerings and treatment for poor, minority elementary-age learners so that they can have opportunities experienced by non-minority, non-disadvantaged students.
Download or read book Teacher Attitudes written by Marjorie Powell and published by Routledge. This book was released on 2018-06-12 with total page 353 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers’ attitudes have been a subject of study and interest for many years. Originally published in 1986, this bibliography attempts to review the large field of research between the years 1965 and 1984. To identify all the sources of information, and to list documents that discuss research on teachers’ attitudes. It does not include an assessment of the quality of the research reported in the listed documents, however, the value is in its comprehensiveness. Users of the bibliography can locate the listed studies and then evaluate the studies using criteria relevant to their individual purposes.
Download or read book Professional Development on Teaching Students from Poverty Its Impact on Teachers Perceptions and Classroom Instruction written by Lucia G. Pollino and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study began with an assessment of what teachers in school district XYZ believe about the achievement gaps between students from low socio-economic backgrounds and their classmates from less disadvantaged socio-economic circumstances. A small sub-sample of teachers from this district received intense professional development on teaching students from poverty. Their perceptions about teaching students from poverty were examined, as well as their classroom instruction to determine if changes had occurred in their beliefs and classroom instruction practices. Survey responses were solicited from all district teachers. A small group received the professional development and the remainder of teachers did not receive the professional development. Both groups were surveyed two times. Those who received professional development were also interviewed and their classrooms were observed to see if the recommended instructional strategies were implemented. The professional development changed the participating teachers' perceptions on the need for providing staff training to properly address the needs of the schools' diverse population. The professional development (PD) changed the teachers' perceptions on holding students accountable no matter what their situation. The PD group recognized that teachers can be considered a cause of the achievement gap by having low teacher expectations and not providing the appropriate classroom instructions to meet economically disadvantaged students' needs. The PD group also recognized that they, along with their schools can provide solutions to the achievement gap.
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1208 pages. Available in PDF, EPUB and Kindle. Book excerpt:
