[ { "key": "KPM8ZND7", "version": 125, "library": { "type": "group", "id": 496235, "name": "Scholarships for development", "links": { "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/496235/items/KPM8ZND7", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development/items/KPM8ZND7", "type": "text/html" } }, "meta": { "createdByUser": { "id": 247434, "username": "pru_mitchell", "name": "Pru Mitchell", "links": { "alternate": { "href": "https://www.zotero.org/pru_mitchell", "type": "text/html" } } }, "creatorSummary": "Wei and Johnson", "parsedDate": "2020-06-01", "numChildren": 1 }, "data": { "key": "KPM8ZND7", "version": 125, "itemType": "report", "title": "How States and Districts Support Evidence Use in School Improvement. Study Snapshot. NCEE 2020-004", "creators": [ { "creatorType": "author", "firstName": "Thomas", "lastName": "Wei" }, { "creatorType": "author", "firstName": "Erica", "lastName": "Johnson" } ], "abstractNote": "\"The Every Student Succeeds Act\" encourages educators to use school improvement strategies backed by rigorous research. This snapshot, based on national surveys administered in 2018, describes what guidance states provided on improvement strategies and how districts selected such strategies in lowest-performing schools. Most states pointed districts and schools to evidence on improvement strategies, but few required schools to choose from a list of approved strategies. In turn, most districts reported that evidence of effectiveness was \"very important\" when choosing improvement strategies, but the evidence districts relied on probably varies in quality. [The data presented in this snapshot come from state and district surveys administered in 2017-18 (between April and September 2018) as part of the Study of \"Implementation of Title I and Title II-A Program Initiatives: Results from 2013-14. NCEE 2017-4014\" (ED572281).]", "reportNumber": "", "reportType": "Reports - Research; Tests/Questionnaires", "institution": "", "place": "", "date": "2020-06-01", "seriesTitle": "National Center for Education Evaluation and Regional Assistance", "seriesNumber": "", "pages": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=eric&AN=ED605885&site=ehost-live&authtype=sso&custid=s4842115", "accessDate": "", "ISSN": "", "archive": "ERIC", "archiveLocation": "National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/", "shortTitle": "", "language": "English", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "Journal Abbreviation: National Center for Education Evaluation and Regional Assistance\nPublication Title: National Center for Education Evaluation and Regional Assistance", "tags": [ { "tag": "Access to Information" }, { "tag": "Data Use" }, { "tag": "Educational Improvement" }, { "tag": "Educational Legislation" }, { "tag": "Elementary Secondary Education" }, { "tag": "Every Student Succeeds Act 2015" }, { "tag": "Evidence Based Practice" }, { "tag": "Federal Legislation" }, { "tag": "Grants" }, { "tag": "Information Dissemination" }, { "tag": "Information Sources" }, { "tag": "Intervention" }, { "tag": "Low Achievement" }, { "tag": "No Child Left Behind Act 2001" }, { "tag": "School Districts" }, { "tag": "State Action" }, { "tag": "State Aid" }, { "tag": "Surveys" } ], "collections": [ "894IBNWZ" ], "relations": {}, "dateAdded": "2024-09-11T08:24:22Z", "dateModified": "2024-09-13T06:00:32Z" } }, { "key": "S3ARTUUE", "version": 124, "library": { "type": "group", "id": 496235, "name": "Scholarships for development", "links": { "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/496235/items/S3ARTUUE", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development/items/S3ARTUUE", "type": "text/html" } }, "meta": { "createdByUser": { "id": 247434, "username": "pru_mitchell", "name": "Pru Mitchell", "links": { "alternate": { "href": "https://www.zotero.org/pru_mitchell", "type": "text/html" } } }, "creatorSummary": "Talbert", "parsedDate": "2019-09-04", "numChildren": 1 }, "data": { "key": "S3ARTUUE", "version": 124, "itemType": "report", "title": "Sanger Unified School District: Positive Outliers Case Study. Positive Outliers Series", "creators": [ { "creatorType": "author", "firstName": "Joan E.", "lastName": "Talbert" } ], "abstractNote": "Located just southeast of Fresno in California's Central Valley, Sanger Unified School District (USD) serves approximately 12,000 students in 20 schools. Sanger USD students are predominately from low-income families (73%); most are Latino/a (70%), and about one in five (18%) are English learners. During the accountability era of No Child Left Behind, Sanger had earned the reputation of being a turnaround district based on district students' steep and steady improvement on California's Test of Basic Skills between 2004 and 2012. Its success hinged on developing an organizational culture of continuous improvement and an instructional regime of direct instruction for students' basic skills mastery. This case study addresses the question of how Sanger USD managed to shift instruction and student support to achieve exemplary results on the new state assessments of students' deeper learning. Sanger USD is one of seven districts studied by researchers at the Learning Policy Institute (LPI) in a mixed-methods study that sought to learn from positive outlier districts in which African American, Latino/a, and White students did better than predicted on California's math and English language arts tests from 2015 through 2017, after accounting for differences in socioeconomic status. This in-depth case study describes the critical practices and policies within Sanger USD that have promoted student learning, especially among students of color, in the context of the Common Core State Standards (CCSS) and the deeper learning they seek to foster. Through analyses of interviews, observations, and documents--and building upon the authors' prior research on Sanger's turnaround--this case study describes key factors that enabled district students to outperform their peers on tests of deeper learning.", "reportNumber": "", "reportType": "Reports - Research", "institution": "Learning Policy Institute", "place": "", "date": "2019-09-04", "seriesTitle": "Learning Policy Institute", "seriesNumber": "", "pages": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=eric&AN=ED610920&site=ehost-live&authtype=sso&custid=s4842115", "accessDate": "", "ISSN": "", "archive": "ERIC", "archiveLocation": "Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org", "shortTitle": "", "language": "English", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "Journal Abbreviation: Learning Policy Institute\nPublication Title: Learning Policy Institute", "tags": [ { "tag": "Academic Achievement" }, { "tag": "Administrative Organization" }, { "tag": "Administrator Qualifications" }, { "tag": "Administrators" }, { "tag": "African American Students" }, { "tag": "At Risk Students" }, { "tag": "California" }, { "tag": "Central Office Administrators" }, { "tag": "Common Core State Standards" }, { "tag": "Communities of Practice" }, { "tag": "Correlation" }, { "tag": "Developmentally Appropriate Practices" }, { "tag": "Employment Qualifications" }, { "tag": "English Language Learners" }, { "tag": "Equal Education" }, { "tag": "Ethnicity" }, { "tag": "Evidence Based Practice" }, { "tag": "Family Involvement" }, { "tag": "High Achievement" }, { "tag": "Hispanic American Students" }, { "tag": "Instructional Leadership" }, { "tag": "Language Arts" }, { "tag": "Mathematics Achievement" }, { "tag": "Minority Group Students" }, { "tag": "Personnel Selection" }, { "tag": "Predictor Variables" }, { "tag": "Principals" }, { "tag": "Professional Development" }, { "tag": "Racial Differences" }, { "tag": "Resources" }, { "tag": "School Districts" }, { "tag": "Socioeconomic Status" }, { "tag": "Special Needs Students" }, { "tag": "Standardized Tests" }, { "tag": "Teacher Competencies" }, { "tag": "White Students" } ], "collections": [ "894IBNWZ" ], "relations": {}, "dateAdded": "2024-09-11T08:24:22Z", "dateModified": "2024-09-13T05:59:08Z" } }, { "key": "PKKDI2CT", "version": 123, "library": { "type": "group", "id": 496235, "name": "Scholarships for development", "links": { "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/496235/items/PKKDI2CT", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development/items/PKKDI2CT", "type": "text/html" } }, "meta": { "createdByUser": { "id": 247434, "username": "pru_mitchell", "name": "Pru Mitchell", "links": { "alternate": { "href": "https://www.zotero.org/pru_mitchell", "type": "text/html" } } }, "creatorSummary": "Hernández and Darling-Hammond", "parsedDate": "2019-10-01", "numChildren": 1 }, "data": { "key": "PKKDI2CT", "version": 123, "itemType": "report", "title": "Deeper Learning Networks: Taking Student-Centered Learning and Equity to Scale. Research Brief", "creators": [ { "creatorType": "author", "firstName": "Laura E.", "lastName": "Hernández" }, { "creatorType": "author", "firstName": "Linda", "lastName": "Darling-Hammond" } ], "abstractNote": "One of the mysteries of education reform is how leaders and educators can successfully instantiate, sustain, and spread student-centered pedagogical practices from a few schools to many others. Advocates for \"deeper learning\" grapple with this mystery as they seek to transform teaching and learning to prepare students to meet the demands of the 21st century and to close the opportunity gap between advantaged and disadvantaged groups. While research suggests that deeper learning strategies that support critical thinking and problem-solving can yield improved student outcomes, implementing these strategies is not easy, as they require reimagining school environments and changing traditional approaches to teaching. This brief highlights how three networks of schools engaged in deeper learning have managed this feat. It describes the systems and structures the networks have used to instantiate their equitable deeper learning models in diverse public school settings to serve students in more personalized and productive ways. [For the full report, see ED603413.]", "reportNumber": "", "reportType": "Reports - Research", "institution": "", "place": "", "date": "2019-10-01", "seriesTitle": "Learning Policy Institute", "seriesNumber": "", "pages": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=eric&AN=ED603414&site=ehost-live&authtype=sso&custid=s4842115", "accessDate": "", "ISSN": "", "archive": "ERIC", "archiveLocation": "Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org", "shortTitle": "", "language": "English", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "Journal Abbreviation: Learning Policy Institute\nPublication Title: Learning Policy Institute", "tags": [ { "tag": "Active Learning" }, { "tag": "Communities of Practice" }, { "tag": "Cooperative Learning" }, { "tag": "Disadvantaged Youth" }, { "tag": "Educational Change" }, { "tag": "Educational Legislation" }, { "tag": "English (Second Language)" }, { "tag": "Equal Education" }, { "tag": "Experiential Learning" }, { "tag": "Experimental Schools" }, { "tag": "Faculty Advisers" }, { "tag": "Flexible Scheduling" }, { "tag": "Inquiry" }, { "tag": "Inservice Teacher Education" }, { "tag": "Instructional Improvement" }, { "tag": "Interdisciplinary Approach" }, { "tag": "Internship Programs" }, { "tag": "Leadership Training" }, { "tag": "Learner Engagement" }, { "tag": "Looping (Teachers)" }, { "tag": "Low Income Students" }, { "tag": "Minority Group Students" }, { "tag": "Models" }, { "tag": "Outcomes of Education" }, { "tag": "Principals" }, { "tag": "Program Design" }, { "tag": "Public Schools" }, { "tag": "School Community Relationship" }, { "tag": "School Districts" }, { "tag": "Second Language Instruction" }, { "tag": "Student Centered Curriculum" }, { "tag": "Student Centered Learning" }, { "tag": "Student Projects" }, { "tag": "Teacher Student Relationship" }, { "tag": "Teaching Methods" }, { "tag": "Technology Uses in Education" }, { "tag": "Thinking Skills" } ], "collections": [ "894IBNWZ" ], "relations": {}, "dateAdded": "2024-09-11T08:24:21Z", "dateModified": "2024-09-13T05:57:56Z" } }, { "key": "TH73QFNG", "version": 122, "library": { "type": "group", "id": 496235, "name": "Scholarships for development", "links": { "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/496235/items/TH73QFNG", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development/items/TH73QFNG", "type": "text/html" } }, "meta": { "createdByUser": { "id": 247434, "username": "pru_mitchell", "name": "Pru Mitchell", "links": { "alternate": { "href": "https://www.zotero.org/pru_mitchell", "type": "text/html" } } }, "creatorSummary": "Kurki et al.", "parsedDate": "2021-12-01", "numChildren": 1 }, "data": { "key": "TH73QFNG", "version": 122, "itemType": "journalArticle", "title": "How to Text Message Parents to Reduce Chronic Absence Using an Evidence-Based Approach. Toolkit. NCEE 2022-001", "creators": [ { "creatorType": "author", "firstName": "Anja", "lastName": "Kurki" }, { "creatorType": "author", "firstName": "Jessica B.", "lastName": "Heppen" }, { "creatorType": "author", "firstName": "Seth", "lastName": "Brown" } ], "abstractNote": "This toolkit is for school districts that are considering using text messaging to improve attendance. Text messaging can reach large numbers of parents with minimal cost. This toolkit is intended to enable district leaders and staff to: (1) Consider goals and priorities for using text messaging to communicate with parents about student absences; (2) Understand the attendance data collection procedures and information technology (IT) infrastructure needed to implement a texting strategy; (3) Consider whether the text messaging strategies used in the Parent Messaging Study are feasible to adopt and implement; and (4) Set up a text messaging system using the district's student information system and (if appropriate) a short messaging service (SMS) vendor. The Background section of this toolkit provides an overview of chronic absence in elementary schools and describes the texting strategy that was found in the Parent Messaging Study to reduce chronic absence rates. Part I is for \"district leadership and the team in charge of planning for student attendance text messaging.\" This section will help district staff assess their needs, examine capabilities, and plan to implement the messaging strategy. Part II is geared specifically to \"district staff working with the student information system and district IT.\" It describes key actions to set up and monitor a text messaging system and provides information about security and privacy considerations. Part III is a set of tools and resources to support the district's work on both Parts I and II. The Example Attendance Text Messaging Blueprint is the same blueprint that was used in the Parent Messaging Study. The other tools were developed specifically for this guide.", "publicationTitle": "National Center for Education Evaluation and Regional Assistance", "publisher": "", "place": "", "date": "2021-12-01", "volume": "", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "National Center for Education Evaluation and Regional Assistance", "DOI": "", "citationKey": "", "url": "https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=eric&AN=ED615917&site=ehost-live&authtype=sso&custid=s4842115", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "ERIC", "archiveLocation": "National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/", "shortTitle": "", "language": "English", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Attendance" }, { "tag": "Communication Strategies" }, { "tag": "Computer Mediated Communication" }, { "tag": "Evidence Based Practice" }, { "tag": "Handheld Devices" }, { "tag": "Information Technology" }, { "tag": "Parent Participation" }, { "tag": "Parent School Relationship" }, { "tag": "Professional Personnel" }, { "tag": "Program Effectiveness" }, { "tag": "Program Implementation" }, { "tag": "School Districts" }, { "tag": "Telecommunications" }, { "tag": "Written Language" } ], "collections": [ "894IBNWZ" ], "relations": {}, "dateAdded": "2024-09-11T08:24:22Z", "dateModified": "2024-09-13T05:57:11Z" } }, { "key": "KHZBYT99", "version": 121, "library": { "type": "group", "id": 496235, "name": "Scholarships for development", "links": { "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/496235/items/KHZBYT99", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development/items/KHZBYT99", "type": "text/html" } }, "meta": { "createdByUser": { "id": 247434, "username": "pru_mitchell", "name": "Pru Mitchell", "links": { "alternate": { "href": "https://www.zotero.org/pru_mitchell", "type": "text/html" } } }, "creatorSummary": "Hsin et al.", "parsedDate": "2022-11-01", "numChildren": 1 }, "data": { "key": "KHZBYT99", "version": 121, "itemType": "report", "title": "English Proficiency and the Pandemic: How Texas English Learner Students Fared during the COVID-19 Pandemic. REL 2023-144", "creators": [ { "creatorType": "author", "firstName": "Lisa", "lastName": "Hsin" }, { "creatorType": "author", "firstName": "Amie", "lastName": "Rapaport" }, { "creatorType": "author", "firstName": "David", "lastName": "Osman" }, { "creatorType": "author", "firstName": "Mitchell", "lastName": "Kilborn" }, { "creatorType": "author", "firstName": "Ashley", "lastName": "Pierson" }, { "creatorType": "author", "firstName": "Rachel", "lastName": "Garrett" } ], "abstractNote": "This study examined levels of English proficiency before and during the COVID-19 pandemic among English learner students in grades 3-12 in Texas. In 2020-2021, nearly 750,000 students in grades 3-12--approximately one in five Texas students--were English learner students. In accordance with Texas state law and the Every Student Succeeds Act, English proficiency is measured annually using a statewide assessment, the Texas English Language Proficiency Assessment System (TELPAS), which assesses English learner students' listening, speaking, reading, and writing skills in English. This study focused on TELPAS scores among students who took the test in 2020-2021 and compared those scores with a matched cohort of similar students from 2018-2019. The study found that, despite missing data because of pandemic-related disruptions to testing, students who took the TELPAS were representative of the overall Texas English learner student population in the years prior to and during the pandemic. The study also found that rates of reclassification from an English learner student to an English proficient student declined between 2017-2018 and 2020-2021, and trends in the characteristics of reclassified students changed, with lower percentages of students in major urban areas, students eligible for the National School Lunch Program, students who spoke Spanish at home, and students who identified as Hispanic in 2020-2021 than in 2017-2018. On average, during the pandemic, English learner students in elementary grades earned meaningfully lower scores on the listening, speaking, and reading domains of the TELPAS than similar students earned before the pandemic, particularly in speaking. The findings for secondary grades were mixed; middle school students earned lower scores in listening, and high school students earned higher scores in speaking. Finally, the study did not find evidence that English learner student program models, such as dual-language immersion or content-based English as a second language, were meaningfully associated with English proficiency in 2020-2021. Leaders at the Texas Education Agency and Texas school districts could consider focusing recovery resources on elementary schools and to some degree on middle schools and identifying and supporting evidence-based strategies to cultivate proficiency. The Texas Education Agency may consider studying the effect of program models on language proficiency and the relationship between reclassification, shifting English proficiency levels, and changing reclassification standards. [For the appendixes, see ED623469.]", "reportNumber": "", "reportType": "Reports - Research", "institution": "", "place": "", "date": "2022-11-01", "seriesTitle": "Regional Educational Laboratory Southwest", "seriesNumber": "", "pages": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=eric&AN=ED623461&site=ehost-live&authtype=sso&custid=s4842115", "accessDate": "", "ISSN": "", "archive": "ERIC", "archiveLocation": "Regional Educational Laboratory Southwest. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; Web site: http://ies.ed.gov/ncee/edlabs/regions/southwest/index.asp", "shortTitle": "", "language": "English", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "Journal Abbreviation: Regional Educational Laboratory Southwest\nPublication Title: Regional Educational Laboratory Southwest", "tags": [ { "tag": "Academic Achievement" }, { "tag": "Bilingual Education Programs" }, { "tag": "COVID-19" }, { "tag": "Classification" }, { "tag": "Comparative Analysis" }, { "tag": "Elementary School Students" }, { "tag": "English (Second Language)" }, { "tag": "English Language Learners" }, { "tag": "Evidence Based Practice" }, { "tag": "Language Proficiency" }, { "tag": "Language Skills" }, { "tag": "Language Tests" }, { "tag": "Pandemics" }, { "tag": "School Districts" }, { "tag": "Scores" }, { "tag": "Second Language Instruction" }, { "tag": "Second Language Learning" }, { "tag": "Secondary School Students" }, { "tag": "Spanish Speaking" }, { "tag": "Standards" }, { "tag": "Student Characteristics" }, { "tag": "Teaching Methods" }, { "tag": "Texas" }, { "tag": "Texas English Language Proficiency Assessment System (TELPAS)" }, { "tag": "Transitional Programs" } ], "collections": [ "894IBNWZ" ], "relations": {}, "dateAdded": "2024-09-11T08:24:21Z", "dateModified": "2024-09-13T05:55:22Z" } }, { "key": "XGGPZZNM", "version": 120, "library": { "type": "group", "id": 496235, "name": "Scholarships for development", "links": { "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/496235/items/XGGPZZNM", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development/items/XGGPZZNM", "type": "text/html" } }, "meta": { "createdByUser": { "id": 247434, "username": "pru_mitchell", "name": "Pru Mitchell", "links": { "alternate": { "href": "https://www.zotero.org/pru_mitchell", "type": "text/html" } } }, "creatorSummary": "Hernández et al.", "parsedDate": "2019-10-01", "numChildren": 1 }, "data": { "key": "XGGPZZNM", "version": 120, "itemType": "report", "title": "Deeper Learning Networks: Taking Student-Centered Learning and Equity to Scale. Deeper Learning Networks Series", "creators": [ { "creatorType": "author", "firstName": "Laura E.", "lastName": "Hernández" }, { "creatorType": "author", "firstName": "Linda", "lastName": "Darling-Hammond" }, { "creatorType": "author", "firstName": "Julie", "lastName": "Adams" }, { "creatorType": "author", "firstName": "Kathryn", "lastName": "Bradley" } ], "abstractNote": "Many educators have created successful innovative models but have had difficulty sustaining, re-creating, and scaling these models. Classrooms and schools characterized by student-centered learning practices typically deviate from the norms of transmission teaching and the many structures and procedures that David Tyack and Larry Cuban called the \"grammar of schooling.\" As a result, these schools have confronted institutional and normative obstacles as they seek to implement and spread high-quality models and practices with fidelity. This study investigates several networks of schools that had successfully instantiated, sustained, and spread progressive educational practices in ways that advance equity and produce greater success for traditionally marginalized students. It then considered the systems and structures that practitioners have used to anticipate and overcome the challenges that often accompany efforts to enact and spread deep changes to teaching and learning. This report examines three school networks, all of which engage students in inquiry-based learning that has resulted in positive outcomes for students, most of whom are students of color from low-income families: (1) Big Picture Learning, which offers an experiential and interest-based learning approach grounded in personalized, transdisciplinary courses of study and workplace learning that typically takes place in internships; (2) The Internationals Network for Public Schools, which serves newcomers with an \"activitybased\" pedagogical model that features collaborative, inquiry-based learning for English learners who have had widely variable levels of education before coming to the United States; and (3) New Tech Network, which offers a whole school model grounded in interdisciplinary, project-based learning that is technology supported, including resources for both teachers and students to facilitate collaborative learning. [With DeAnna Duncan Grand, Martens Roc, and Peter Ross. For the research brief, see ED603414.]", "reportNumber": "", "reportType": "Reports - Research", "institution": "", "place": "", "date": "2019-10-01", "seriesTitle": "Learning Policy Institute", "seriesNumber": "", "pages": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=eric&AN=ED603413&site=ehost-live&authtype=sso&custid=s4842115", "accessDate": "", "ISSN": "", "archive": "ERIC", "archiveLocation": "Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org", "shortTitle": "", "language": "English", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "Journal Abbreviation: Learning Policy Institute\nPublication Title: Learning Policy Institute", "tags": [ { "tag": "Active Learning" }, { "tag": "Communities of Practice" }, { "tag": "Cooperative Learning" }, { "tag": "Disadvantaged Youth" }, { "tag": "Educational Change" }, { "tag": "Educational Legislation" }, { "tag": "English (Second Language)" }, { "tag": "Equal Education" }, { "tag": "Experiential Learning" }, { "tag": "Experimental Schools" }, { "tag": "Faculty Advisers" }, { "tag": "Flexible Scheduling" }, { "tag": "Inquiry" }, { "tag": "Inservice Teacher Education" }, { "tag": "Instructional Improvement" }, { "tag": "Interdisciplinary Approach" }, { "tag": "Internship Programs" }, { "tag": "Leadership Training" }, { "tag": "Learner Engagement" }, { "tag": "Looping (Teachers)" }, { "tag": "Low Income Students" }, { "tag": "Minority Group Students" }, { "tag": "Models" }, { "tag": "Outcomes of Education" }, { "tag": "Principals" }, { "tag": "Program Design" }, { "tag": "Public Schools" }, { "tag": "School Community Relationship" }, { "tag": "School Districts" }, { "tag": "Second Language Instruction" }, { "tag": "Student Centered Curriculum" }, { "tag": "Student Centered Learning" }, { "tag": "Student Projects" }, { "tag": "Teacher Student Relationship" }, { "tag": "Teaching Methods" }, { "tag": "Technology Uses in Education" }, { "tag": "Thinking Skills" } ], "collections": [ "894IBNWZ" ], "relations": {}, "dateAdded": "2024-09-11T08:24:21Z", "dateModified": "2024-09-13T05:53:39Z" } }, { "key": "CBDWW6IX", "version": 119, "library": { "type": "group", "id": 496235, "name": "Scholarships for development", "links": { "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/496235/items/CBDWW6IX", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development/items/CBDWW6IX", "type": "text/html" } }, "meta": { "createdByUser": { "id": 247434, "username": "pru_mitchell", "name": "Pru Mitchell", "links": { "alternate": { "href": "https://www.zotero.org/pru_mitchell", "type": "text/html" } } }, "creatorSummary": "Leach and Yan", "parsedDate": "2021-12-01", "numChildren": 1 }, "data": { "key": "CBDWW6IX", "version": 119, "itemType": "report", "title": "Academic Return-on-Investment (AROI) and Budget Decision-Making: A Research Brief", "creators": [ { "creatorType": "author", "firstName": "Stephen M.", "lastName": "Leach" }, { "creatorType": "author", "firstName": "Bo", "lastName": "Yan" } ], "abstractNote": "The evidence-based decision-making emphasis in education has largely focused on the adoption of new practices for which evidence of effectiveness exists. Following adoption, however, the focus shifts to improvement and the appropriate evidence needed to support budget decisions must be local, timely, and relevant. Existing evidence used to support adoption rarely meets these requirements, thus the critical task for educators at the improvement stage is to produce the necessary evidence. Since 2018, we have investigated the viability of Academic Return-on-Investment (AROI) as both a framework and a practical metric for informing budget decisions aimed at improvement. As a decision-making framework, AROI relies on the notions of scrutiny and return to provide supporting evidence for leaders' efforts to obtain the greatest academic benefits for each dollar invested. As a metric, AROI is a ratio of effectiveness to costs, weighted by the number of participants, typically interpreted as the change in outcome per unit cost. Although our practical AROI metric compared well with more rigorous cost-effectiveness and value-added analytic results for informing budget decisions, we note the adaptability within a general AROI framework to tailor the research design and methodology to a particular situation and to answer the pertinent decision-oriented research question(s). Based on our findings, we view AROI as a flexible approach to generating evidence that is local, timely, and relevant to inform budget decisions in the improvement phase of an investment. Developing the necessary organizational and data infrastructure to support AROI implementation requires top leadership support and patience. Because AROI results are informative rather than definitive, close collaboration with investment item owners is crucial to engender trust and guide improvement efforts.", "reportNumber": "", "reportType": "Reports - Research", "institution": "", "place": "", "date": "2021-12-01", "seriesTitle": "Grantee Submission", "seriesNumber": "", "pages": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=eric&AN=ED624469&site=ehost-live&authtype=sso&custid=s4842115", "accessDate": "", "ISSN": "", "archive": "ERIC", "archiveLocation": "", "shortTitle": "", "language": "English", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "Journal Abbreviation: Grantee Submission\nPublication Title: Grantee Submission", "tags": [ { "tag": "Alignment (Education)" }, { "tag": "Budgeting" }, { "tag": "Budgets" }, { "tag": "Comparative Analysis" }, { "tag": "Cooperation" }, { "tag": "Cost Effectiveness" }, { "tag": "Costs" }, { "tag": "Decision Making" }, { "tag": "District of Columbia" }, { "tag": "Educational Change" }, { "tag": "Educational Improvement" }, { "tag": "Educational Practices" }, { "tag": "Elementary Secondary Education" }, { "tag": "Evidence Based Practice" }, { "tag": "Guidelines" }, { "tag": "Kentucky (Louisville)" }, { "tag": "Kindergarten" }, { "tag": "Leadership Role" }, { "tag": "Measurement Techniques" }, { "tag": "New York (New York)" }, { "tag": "Outcomes of Education" }, { "tag": "Partnerships in Education" }, { "tag": "School Community Relationship" }, { "tag": "School Districts" }, { "tag": "School Nurses" }, { "tag": "School Restructuring" }, { "tag": "Trust (Psychology)" }, { "tag": "Value Added Models" } ], "collections": [ "894IBNWZ" ], "relations": {}, "dateAdded": "2024-09-11T08:24:21Z", "dateModified": "2024-09-13T05:52:20Z" } }, { "key": "2XV9JK9N", "version": 118, "library": { "type": "group", "id": 496235, "name": "Scholarships for development", "links": { "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/496235/items/2XV9JK9N", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development/items/2XV9JK9N", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/496235/items/4YNXXUE4", "type": "application/json" } }, "meta": { "createdByUser": { "id": 247434, "username": "pru_mitchell", "name": "Pru Mitchell", "links": { "alternate": { "href": "https://www.zotero.org/pru_mitchell", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "2XV9JK9N", "version": 118, "parentItem": "4YNXXUE4", "itemType": "note", "note": "", "tags": [], "relations": {}, "dateAdded": "2024-09-11T08:24:21Z", "dateModified": "2024-09-13T05:51:56Z" } }, { "key": "4YNXXUE4", "version": 118, "library": { "type": "group", "id": 496235, "name": "Scholarships for development", "links": { "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/496235/items/4YNXXUE4", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development/items/4YNXXUE4", "type": "text/html" } }, "meta": { "createdByUser": { "id": 247434, "username": "pru_mitchell", "name": "Pru Mitchell", "links": { "alternate": { "href": "https://www.zotero.org/pru_mitchell", "type": "text/html" } } }, "creatorSummary": "Burns et al.", "parsedDate": "2019-09-04", "numChildren": 2 }, "data": { "key": "4YNXXUE4", "version": 118, "itemType": "report", "title": "Closing the Opportunity Gap: How Positive Outlier Districts in California Are Pursuing Equitable Access to Deeper Learning. Positive Outliers Series", "creators": [ { "creatorType": "author", "firstName": "Dion", "lastName": "Burns" }, { "creatorType": "author", "firstName": "Linda", "lastName": "Darling-Hammond" }, { "creatorType": "author", "firstName": "Caitlin", "lastName": "Scott" } ], "abstractNote": "U.S. education has experienced many waves of reform in responding to rapid changes in knowledge, technologies, and the economy. It is now widely accepted that, to succeed in the future, all young people must have the opportunity to develop critical thinking, problem-solving, collaboration, and communication competencies--often referred to as \"deeper learning\" skills. These opportunities can no longer be the purview of the privileged few. At the same time, disparities in students' learning opportunities present a persistent problem. Substantial opportunity and achievement gaps remain between students of color and their White counterparts and between the growing number of students living in poverty and their affluent peers. The adoption of the Common Core State Standards (CCSS), and other high-quality state and district standards across the nation, attests to the widespread agreement that all children should develop these essential skills. These new standards typically shift teaching from activities such as memorization and computation to the analytic and inquiry skills that undergird deeper learning. Fortunately, many schools and districts are rising to this challenge. This study examines a set of seven \"positive outlier\" districts in California in which students across racial/ethnic groups are consistently outperforming students of similar racial/ethnic backgrounds from families of similar income and education levels in most other California districts. In addition, these districts are achieving more equitable opportunities and outcomes across a range of measures. This cross-case study consolidates lessons learned from these seven districts in California during the early implementation of new standards in California. [Written with Taylor Allbright, Desiree Carver-Thomas, Eupha Jeanne Daramola, Jane L. David, Laura E. Hernández, Kate E. Kennedy, Julie A. Marsh, Crystal A. Moore, Anne Podolsky, Patrick M. Shields, and Joan E. Talbert. Additional funding from the Sandler Family Foundation. For the research brief, see ED610876.]", "reportNumber": "", "reportType": "Reports - Research", "institution": "", "place": "", "date": "2019-09-04", "seriesTitle": "Learning Policy Institute", "seriesNumber": "", "pages": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=eric&AN=ED610874&site=ehost-live&authtype=sso&custid=s4842115", "accessDate": "", "ISSN": "", "archive": "ERIC", "archiveLocation": "Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org", "shortTitle": "", "language": "English", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "Journal Abbreviation: Learning Policy Institute\nPublication Title: Learning Policy Institute", "tags": [ { "tag": "Academic Achievement" }, { "tag": "Access to Education" }, { "tag": "Accountability" }, { "tag": "Achievement Gap" }, { "tag": "California" }, { "tag": "Capacity Building" }, { "tag": "Case Studies" }, { "tag": "Common Core State Standards" }, { "tag": "Community Involvement" }, { "tag": "Educational Assessment" }, { "tag": "Educational Change" }, { "tag": "Educational Improvement" }, { "tag": "Educational Policy" }, { "tag": "Educational Quality" }, { "tag": "Elementary Secondary Education" }, { "tag": "Equal Education" }, { "tag": "Evidence Based Practice" }, { "tag": "Faculty Mobility" }, { "tag": "Family Involvement" }, { "tag": "Graduation Rate" }, { "tag": "Minority Group Students" }, { "tag": "Models" }, { "tag": "Program Implementation" }, { "tag": "Racial Differences" }, { "tag": "Response to Intervention" }, { "tag": "School Districts" }, { "tag": "Social Emotional Learning" }, { "tag": "Suspension" }, { "tag": "Teacher Effectiveness" }, { "tag": "Teacher Persistence" }, { "tag": "Teacher Selection" } ], "collections": [ "894IBNWZ" ], "relations": { "dc:replaces": "http://zotero.org/groups/496235/items/NH4EM94P" }, "dateAdded": "2024-09-11T08:24:21Z", "dateModified": "2024-09-13T05:51:56Z" } }, { "key": "3WBTWG8Y", "version": 115, "library": { "type": "group", "id": 496235, "name": "Scholarships for development", "links": { "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/496235/items/3WBTWG8Y", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development/items/3WBTWG8Y", "type": "text/html" } }, "meta": { "createdByUser": { "id": 247434, "username": "pru_mitchell", "name": "Pru Mitchell", "links": { "alternate": { "href": "https://www.zotero.org/pru_mitchell", "type": "text/html" } } }, "creatorSummary": "Hollands et al.", "parsedDate": "2024-01-01", "numChildren": 2 }, "data": { "key": "3WBTWG8Y", "version": 115, "itemType": "journalArticle", "title": "A Comparison of Three Methods for Providing Local Evidence to Inform School and District Budget Decisions", "creators": [ { "creatorType": "author", "firstName": "F. M.", "lastName": "Hollands" }, { "creatorType": "author", "firstName": "R.", "lastName": "Shand" }, { "creatorType": "author", "firstName": "B.", "lastName": "Yan" }, { "creatorType": "author", "firstName": "S. M.", "lastName": "Leach" }, { "creatorType": "author", "firstName": "D.", "lastName": "Dossett" }, { "creatorType": "author", "firstName": "F.", "lastName": "Chang" }, { "creatorType": "author", "firstName": "Y.", "lastName": "Pan" } ], "abstractNote": "School and district leaders make annual decisions about investing their budgets in a multitude of educational programs. Policy directives set expectations for investing in programs that show evidence of improving student outcomes. However, evaluating many simultaneously-implemented programs under typical school operating conditions is challenging. We investigated three methods -- cost-effectiveness analysis, program value-added analysis, and academic return on investment -- to assess how each one fares against three criteria: rigor of methodology, difficulty of execution, and usability of results for decision-making. We apply each method to three programs implemented in a large, U.S. school district: Reading Recovery, Restorative Practices, and school nurses.", "publicationTitle": "Leadership and Policy in Schools", "publisher": "", "place": "", "date": "2024-01-01", "volume": "23", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "296-330", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Leadership and Policy in Schools", "DOI": "10.1080/15700763.2022.2131581", "citationKey": "", "url": "https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=eric&AN=EJ1426355&site=ehost-live&authtype=sso&custid=s4842115", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "17445043", "archive": "ERIC", "archiveLocation": "Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals", "shortTitle": "", "language": "English", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Budgeting" }, { "tag": "Budgets" }, { "tag": "Comparative Analysis" }, { "tag": "Decision Making" }, { "tag": "Discipline" }, { "tag": "Evaluation Criteria" }, { "tag": "Evidence Based Practice" }, { "tag": "Investment" }, { "tag": "Kentucky (Louisville)" }, { "tag": "Public Schools" }, { "tag": "Reading Programs" }, { "tag": "Resource Allocation" }, { "tag": "School District Spending" }, { "tag": "School Districts" }, { "tag": "School Funds" }, { "tag": "School Nurses" }, { "tag": "Urban Schools" } ], "collections": [ "894IBNWZ" ], "relations": { "dc:replaces": "http://zotero.org/groups/496235/items/LE3W5HM4" }, "dateAdded": "2024-09-11T08:24:21Z", "dateModified": "2024-09-13T05:38:08Z" } }, { "key": "J9R9JDIB", "version": 114, "library": { "type": "group", "id": 496235, "name": "Scholarships for development", "links": { "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/496235/items/J9R9JDIB", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development/items/J9R9JDIB", "type": "text/html" } }, "meta": { "createdByUser": { "id": 247434, "username": "pru_mitchell", "name": "Pru Mitchell", "links": { "alternate": { "href": "https://www.zotero.org/pru_mitchell", "type": "text/html" } } }, "creatorSummary": "Walker et al.", "parsedDate": "2020-05-01", "numChildren": 1 }, "data": { "key": "J9R9JDIB", "version": 114, "itemType": "report", "title": "Understanding the Challenges for Evidence-Informed School Improvement Support in Disadvantaged Schools: An Exploratory Study. Research Report", "creators": [ { "creatorType": "author", "firstName": "Matt", "lastName": "Walker" }, { "creatorType": "author", "firstName": "Julie", "lastName": "Nelson" }, { "creatorType": "author", "firstName": "Robert", "lastName": "Smith" }, { "creatorType": "author", "firstName": "Chris", "lastName": "Brown" } ], "abstractNote": "This exploratory study was commissioned by the Education Endowment Foundation (the EEF). The report presents findings on the challenges facing schools in disadvantaged circumstances (characterised by the EEF as 'Priority Schools'). Priority Schools, which include both primary and secondary schools, have a high proportion of pupils eligible for free school meals (FSM) and have been identified as being most in need of support to raise overall levels of attainment while also closing the gap in attainment between disadvantaged pupils and their peers. The study also explored schools' 'readiness' to engage with external support on evidence-informed approaches to school improvement, including the conditions that are necessary to support this. This report identifies and explores two key issues: (1) The challenges faced by Priority Schools in raising attainment (and any variations according to phase, school type or Ofsted category); and (2) Priority Schools' 'readiness' to engage with evidence-informed school improvement support (including the conditions enabling and hindering engagement). A key theme emerging through the research is that of agency. System leaders agreed with headteachers that the external challenges mentioned placed their schools under considerable pressure; and that it was difficult for school leaders to improve their schools when facing such obstacles. However, they also believed that headteachers sometimes failed to see themselves as critical change agents -- demonstrating a tendency to focus on the enormity of the external challenge, rather than on the possibilities to make specific, targeted, changes to those elements of a child's school day, over which they could exercise control.", "reportNumber": "", "reportType": "Reports - Research", "institution": "", "place": "", "date": "2020-05-01", "seriesTitle": "Education Endowment Foundation", "seriesNumber": "", "pages": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=eric&AN=ED625399&site=ehost-live&authtype=sso&custid=s4842115", "accessDate": "", "ISSN": "", "archive": "ERIC", "archiveLocation": "Education Endowment Foundation. 9th Floor Millbank Tower, Millbank, London, SW1P 4QP, UK. Tel: +44-207-802-1676; e-mail: info@eefoundation.org.uk; Web site: https://educationendowmentfoundation.org.uk/", "shortTitle": "", "language": "English", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "Journal Abbreviation: Education Endowment Foundation\nPublication Title: Education Endowment Foundation", "tags": [ { "tag": "Achievement Gap" }, { "tag": "Barriers" }, { "tag": "Disadvantaged Schools" }, { "tag": "Educational Change" }, { "tag": "Educational Improvement" }, { "tag": "Elementary Secondary Education" }, { "tag": "Evidence Based Practice" }, { "tag": "Foreign Countries" }, { "tag": "Institutional Autonomy" }, { "tag": "Leaders" }, { "tag": "Principals" }, { "tag": "Readiness" }, { "tag": "School Districts" }, { "tag": "United Kingdom (England)" } ], "collections": [ "894IBNWZ" ], "relations": {}, "dateAdded": "2024-09-11T08:24:22Z", "dateModified": "2024-09-13T05:35:41Z" } }, { "key": "E3CX2ZM8", "version": 113, "library": { "type": "group", "id": 496235, "name": "Scholarships for development", "links": { "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/496235/items/E3CX2ZM8", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development/items/E3CX2ZM8", "type": "text/html" } }, "meta": { "createdByUser": { "id": 247434, "username": "pru_mitchell", "name": "Pru Mitchell", "links": { "alternate": { "href": "https://www.zotero.org/pru_mitchell", "type": "text/html" } } }, "creatorSummary": "Edwards-Groves et al.", "parsedDate": "2024-01-01", "numChildren": 1 }, "data": { "key": "E3CX2ZM8", "version": 113, "itemType": "journalArticle", "title": "Middle Leaders' Identity-Practice Framings: A Site-Ontological View of Identity 'in' and 'as' Practice", "creators": [ { "creatorType": "author", "firstName": "Christine", "lastName": "Edwards-Groves" }, { "creatorType": "author", "firstName": "Peter", "lastName": "Grootenboer" }, { "creatorType": "author", "firstName": "Kirsten", "lastName": "Petrie" }, { "creatorType": "author", "firstName": "Karin", "lastName": "Rönnerman" } ], "abstractNote": "This paper presents an examination of identity \"in\" and \"as\" practice as it relates to a group of educational practitioners known as middle leaders. Drawing on the theory of practice architectures as a site-ontological approach for conceptualising educational leading, the paper considers an individual's identity as being informed by, and accomplished amidst, the sayings, doings and relatings of practice. Although theorising the connections between identity and practice is not new, a central argument presented is that identity occurs at the nexus of the individual and social practices. Data are drawn from an empirical study of the practices of nine middle leaders responsible for facilitating a district-wide initiative aiming to improve literacy pedagogy in their particular primary schools. Thematic analysis of semi-structured interviews with the middle leaders revealed 11 identity-practice framings which evolve over time and space, negotiated in response to site-based conditions. Findings contribute to understandings about the dynamic multifaceted nature of middle leaders' identities.", "publicationTitle": "British Educational Research Journal", "publisher": "", "place": "", "date": "2024-01-01", "volume": "50", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "694-712", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "British Educational Research Journal", "DOI": "10.1002/berj.3952", "citationKey": "", "url": "https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=eric&AN=EJ1418380&site=ehost-live&authtype=sso&custid=s4842115", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "14693518", "archive": "ERIC", "archiveLocation": "Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us", "shortTitle": "", "language": "English", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Administrator Attitudes" }, { "tag": "Educational Improvement" }, { "tag": "Elementary Schools" }, { "tag": "Instructional Improvement" }, { "tag": "Instructional Leadership" }, { "tag": "Leadership" }, { "tag": "Literacy Education" }, { "tag": "Middle Management" }, { "tag": "School Districts" }, { "tag": "Self Concept" } ], "collections": [ "894IBNWZ" ], "relations": {}, "dateAdded": "2024-09-11T08:24:22Z", "dateModified": "2024-09-13T05:32:27Z" } }, { "key": "HYRW5RTD", "version": 111, "library": { "type": "group", "id": 496235, "name": "Scholarships for development", "links": { "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/496235/items/HYRW5RTD", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development/items/HYRW5RTD", "type": "text/html" } }, "meta": { "createdByUser": { "id": 247434, "username": "pru_mitchell", "name": "Pru Mitchell", "links": { "alternate": { "href": "https://www.zotero.org/pru_mitchell", "type": "text/html" } } }, "creatorSummary": "Galloway et al.", "parsedDate": "2015-09", "numChildren": 1 }, "data": { "key": "HYRW5RTD", "version": 111, "itemType": "journalArticle", "title": "When Aspirations Exceed Actions: Educational Leaders' Descriptions of Educational Equity", "creators": [ { "creatorType": "author", "firstName": "Mollie K.", "lastName": "Galloway" }, { "creatorType": "author", "firstName": "Ann M.", "lastName": "Ishimaru" }, { "creatorType": "author", "firstName": "Rob", "lastName": "Larson" } ], "abstractNote": "Research has begun to articulate actions of social justice leaders, but as a field we still know little about how a broad range of leaders view and enact equitable practice. In this study, we use a set of \"leadership for equity\" rubrics to examine how 114 school and district leaders rated and provided evidence of equitable or inequitable practices related to visionary leadership and instructional improvement (two core responsibilities of leadership as identified by the Interstate School Leaders Licensure Consortium's standards). The rubrics define equitable leadership along a continuum from \"unsatisfactory\" to \"exemplary,\" with a rating of \"proficient\" requiring evidence of action and change in policies and practices designed to produce equitable outcomes. Although leaders tended to rate themselves as \"proficient\" or above on the rubrics, their ratings were more favorable than what their supporting evidence warranted. We use this misalignment between participants' espoused and enacted behaviors to (a) discuss the need to better define key concepts in social justice leadership theory and practice and (b) highlight how leadership development and professional growth tools can counter rather than maintain status quo leadership practice.", "publicationTitle": "Journal of School Leadership", "publisher": "", "place": "", "date": "Sep 2015", "volume": "25", "issue": "5", "section": "", "partNumber": "", "partTitle": "", "pages": "838-875", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1052-6846", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "ERIC Number: EJ1276895", "tags": [ { "tag": "Administrator Attitudes" }, { "tag": "Administrator Behavior" }, { "tag": "Administrators" }, { "tag": "Assistant Principals" }, { "tag": "Cultural Relevance" }, { "tag": "Educational Improvement" }, { "tag": "Equal Education" }, { "tag": "Evidence Based Practice" }, { "tag": "Individualized Instruction" }, { "tag": "Instructional Leadership" }, { "tag": "Leadership Responsibility" }, { "tag": "Leadership Styles" }, { "tag": "Principals" }, { "tag": "Professional Development" }, { "tag": "School Culture" }, { "tag": "Scoring Rubrics" }, { "tag": "Self Concept" }, { "tag": "Social Justice" }, { "tag": "Superintendents" }, { "tag": "Transformational Leadership" } ], "collections": [ "GWTIANFA" ], "relations": { "owl:sameAs": "http://zotero.org/groups/5625359/items/9BPIH3T9" }, "dateAdded": "2024-09-11T08:33:04Z", "dateModified": "2024-09-11T08:33:04Z" } }, { "key": "HFMFMY7P", "version": 111, "library": { "type": "group", "id": 496235, "name": "Scholarships for development", "links": { "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/496235/items/HFMFMY7P", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development/items/HFMFMY7P", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/496235/items/WYUIRD4E", "type": "application/json" } }, "meta": { "createdByUser": { "id": 247434, "username": "pru_mitchell", "name": "Pru Mitchell", "links": { "alternate": { "href": "https://www.zotero.org/pru_mitchell", "type": "text/html" } } } }, "data": { "key": "HFMFMY7P", "version": 111, "parentItem": "WYUIRD4E", "itemType": "attachment", "linkMode": "linked_url", "title": "Catalog Link", "accessDate": "2024-09-04T23:46:45Z", "url": "http://eric.ed.gov/?id=EJ1180038", "note": "", "contentType": "", "charset": "", "tags": [], "relations": { "owl:sameAs": "http://zotero.org/groups/5625359/items/3YHD38N9" }, "dateAdded": "2024-09-11T08:33:04Z", "dateModified": "2024-09-11T08:33:04Z" } }, { 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"http://eric.ed.gov/?id=EJ1143957", "note": "", "contentType": "", "charset": "", "tags": [], "relations": { "owl:sameAs": "http://zotero.org/groups/5625359/items/68YRMBJ9" }, "dateAdded": "2024-09-11T08:33:04Z", "dateModified": "2024-09-11T08:33:04Z" } }, { "key": "67QIZEBQ", "version": 111, "library": { "type": "group", "id": 496235, "name": "Scholarships for development", "links": { "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/496235/items/67QIZEBQ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development/items/67QIZEBQ", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/496235/items/HYRW5RTD", "type": "application/json" } }, "meta": { "createdByUser": { "id": 247434, "username": "pru_mitchell", "name": "Pru Mitchell", "links": { "alternate": { "href": 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"meta": { "createdByUser": { "id": 247434, "username": "pru_mitchell", "name": "Pru Mitchell", "links": { "alternate": { "href": "https://www.zotero.org/pru_mitchell", "type": "text/html" } } }, "creatorSummary": "Smith and Wright", "parsedDate": "2018-05", "numChildren": 1 }, "data": { "key": "WYUIRD4E", "version": 111, "itemType": "journalArticle", "title": "What Are the Options?", "creators": [ { "creatorType": "author", "firstName": "Nelson", "lastName": "Smith" }, { "creatorType": "author", "firstName": "Brandon L.", "lastName": "Wright" } ], "abstractNote": "Turning around low-performing schools is hard. Strategies financed by federal dollars have shown disappointing results, and states have avoided fundamental reforms even as they hired specialists and retrained school staff. State leaders can adopt or adapt three approaches already in use if they want to go beyond cosmetic remedies for troubled schools. The first is charter expansion, wherein schools identified for comprehensive or targeted support are replaced by or converted into charter schools. Second are state turnaround districts, in which the state withdraws control of struggling schools from their home districts and creates a state-managed entity that assumes responsibility for getting those schools to an acceptable level of performance over some period. Third are state-led but district-based solutions, where a state-appointed individual or entity essentially assumes plenary power over a district (or subdistrict) and decides what solutions fit each individual school. These three options are presented in this article.", "publicationTitle": "State Education Standard", "publisher": "", "place": "", "date": "May 2018", "volume": "18", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "14-18", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1540-8000", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "ERIC Number: EJ1180038", "tags": [ { "tag": "Charter Schools" }, { "tag": "Educational Improvement" }, { "tag": "Educational Legislation" }, { "tag": "Federal Legislation" }, { "tag": "Government Role" }, { "tag": "Low Achievement" }, { "tag": "Partnerships in Education" }, { "tag": "School Districts" }, { "tag": "School Turnaround" }, { "tag": "State Boards of Education" }, { "tag": "State Government" } ], "collections": [ "GWTIANFA" ], "relations": { "owl:sameAs": "http://zotero.org/groups/5625359/items/VAA3A6D7" }, "dateAdded": "2024-09-11T08:33:04Z", "dateModified": "2024-09-11T08:33:04Z" } }, { "key": "F3L97ZU3", "version": 111, "library": { "type": "group", "id": 496235, "name": "Scholarships for development", "links": { "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/496235/items/F3L97ZU3", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development/items/F3L97ZU3", "type": "text/html" } }, "meta": { "createdByUser": { "id": 247434, "username": "pru_mitchell", "name": "Pru Mitchell", "links": { "alternate": { "href": "https://www.zotero.org/pru_mitchell", "type": "text/html" } } }, "creatorSummary": "Atkinson", "parsedDate": "2017-05", "numChildren": 1 }, "data": { "key": "F3L97ZU3", "version": 111, "itemType": "journalArticle", "title": "Virginia Rethinks High School in Its Profile of a Graduate", "creators": [ { "creatorType": "author", "firstName": "Diane", "lastName": "Atkinson" } ], "abstractNote": "Over the past 15 months, the Virginia Board of Education has been redesigning its public school students' high school educational experience to better prepare them to participate in the global economy. To lay the groundwork for this redesign, the Profile of a Graduate was developed. The profile in turn grew out of a broader review of Virginia's school accreditation standards, where the state's accountability system is set forth. In the midst of economic and workplace change, some things have changed about high school, however subjects and course credits have barely changed at all. Consequently, the board sought to expand its view of high school to encompass more development of skills and abilities. The Profile of a Graduate shows four overlapping areas for student learning and achievement that are essential for the life-ready student: (1) content knowledge based on statewide standards and its application; (2) workplace skills and behaviors that promote productivity, relationship building, and problem solving; (3) understanding of the opportunities within civic organizations for community engagement and civic responsibility; and (4) participation in career exploration, planning, and preparation. Over the course of the summer of 2016, the board held further public hearings and stakeholder roundtables in Manassas, Williamsburg, Abingdon, and Lynchburg to gather feedback on the critical needs of public schools, the proposed Profile of a Graduate and the redesign of high school, changes to the state's accountability system, and board recommendations amending the Standards of Quality. Through the Profile of a Graduate, the Virginia board seeks to ensure that every child who graduates from a public school in Virginia has the knowledge, skills, and attributes and is ready to succeed in life--whether in the military, the world of work, or postsecondary education.", "publicationTitle": "State Education Standard", "publisher": "", "place": "", "date": "May 2017", "volume": "17", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "28-33", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "https://eric.ed.gov/?id=EJ1143957", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1540-8000", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Academic Achievement" }, { "tag": "Academic Standards" }, { "tag": "Accountability" }, { "tag": "Accreditation (Institutions)" }, { "tag": "Career Exploration" }, { "tag": "Career Planning" }, { "tag": "Citizenship Responsibility" }, { "tag": "College Readiness" }, { "tag": "Competence" }, { "tag": "Credentials" }, { "tag": "Credits" }, { "tag": "Educational Change" }, { "tag": "Graduation Requirements" }, { "tag": "High School Graduates" }, { "tag": "High School Students" }, { "tag": "Internship Programs" }, { "tag": "Interprofessional Relationship" }, { "tag": "Job Skills" }, { "tag": "Knowledge Level" }, { "tag": "Needs Assessment" }, { "tag": "Problem Solving" }, { "tag": "Productivity" }, { "tag": "Profiles" }, { "tag": "Public Schools" }, { "tag": "Skill Development" }, { "tag": "State Boards of Education" }, { "tag": "Student Characteristics" } ], "collections": [ "GWTIANFA" ], "relations": { "owl:sameAs": "http://zotero.org/groups/5625359/items/679QQR66" }, "dateAdded": "2024-09-11T08:33:04Z", "dateModified": "2024-09-11T08:33:04Z" } }, { "key": "AW3RUT2S", "version": 111, "library": { "type": "group", "id": 496235, "name": "Scholarships for development", "links": { "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/496235/items/AW3RUT2S", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development/items/AW3RUT2S", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/496235/items/QPTF2HPX", "type": "application/json" } }, "meta": { "createdByUser": { "id": 247434, "username": "pru_mitchell", "name": "Pru Mitchell", "links": { "alternate": { "href": "https://www.zotero.org/pru_mitchell", "type": "text/html" } } } }, "data": { "key": "AW3RUT2S", "version": 111, "parentItem": "QPTF2HPX", "itemType": "attachment", "linkMode": "linked_url", "title": "Catalog Link", "accessDate": "2024-09-04T23:46:47Z", "url": "http://eric.ed.gov/?id=EJ885170", "note": "", "contentType": "", "charset": "", "tags": [], "relations": { "owl:sameAs": "http://zotero.org/groups/5625359/items/VUAH5VKC" }, "dateAdded": "2024-09-11T08:33:04Z", "dateModified": "2024-09-11T08:33:04Z" } }, { "key": "QPTF2HPX", "version": 111, "library": { "type": "group", "id": 496235, "name": "Scholarships for development", "links": { "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/496235/items/QPTF2HPX", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development/items/QPTF2HPX", "type": "text/html" } }, "meta": { "createdByUser": { "id": 247434, "username": "pru_mitchell", "name": "Pru Mitchell", "links": { "alternate": { "href": "https://www.zotero.org/pru_mitchell", "type": "text/html" } } }, "creatorSummary": "Gemmill and Cotugna", "parsedDate": "2005", "numChildren": 1 }, "data": { "key": "QPTF2HPX", "version": 111, "itemType": "journalArticle", "title": "Vending Machine Policies and Practices in Delaware", "creators": [ { "creatorType": "author", "firstName": "Erin", "lastName": "Gemmill" }, { "creatorType": "author", "firstName": "Nancy", "lastName": "Cotugna" } ], "abstractNote": "Overweight has reached alarming proportions among America's youth. Although the cause of the rise in overweight rates in children and adolescents is certainly the result of the interaction of a variety of factors, the presence of vending machines in schools is one issue that has recently come to the forefront. Many states have passed or proposed legislation that limits student access to vending machines in schools or require that vending machines in schools offer healthier choices. The purposes of this study were (a) to assess the food and beverage vending machine offerings in the public school districts in the state of Delaware and (b) to determine whether there are any district vending policies in place other than the current U.S. Department of Agriculture regulations. The results of this study indicate the most commonly sold food and drink items in school vending machines are of minimal nutritional value. School administrators are most frequently in charge of the vending contract, as well as setting and enforcing vending machine policies. Suggestions are offered to assist school nurses, often the only health professional in the school, in becoming advocates for changes in school vending practices and policies that promote the health and well-being of children and adolescents. (Contains 2 tables.)", "publicationTitle": "Journal of School Nursing", "publisher": "", "place": "", "date": "2005", "volume": "21", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "94-99", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1059-8405", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "ERIC Number: EJ885170", "tags": [ { "tag": "Administrator Role" }, { "tag": "Adolescents" }, { "tag": "Board of Education Policy" }, { "tag": "Body Weight" }, { "tag": "Child Health" }, { "tag": "Children" }, { "tag": "Eating Habits" }, { "tag": "Food" }, { "tag": "Health Promotion" }, { "tag": "Nutrition" }, { "tag": "Obesity" }, { "tag": "School Nurses" }, { "tag": "State Legislation" } ], "collections": [ "GWTIANFA" ], "relations": { "owl:sameAs": "http://zotero.org/groups/5625359/items/VKUGPCKY" }, "dateAdded": "2024-09-11T08:33:04Z", "dateModified": "2024-09-11T08:33:04Z" } }, { "key": "LWNHZWWK", "version": 110, "library": { "type": "group", "id": 496235, "name": "Scholarships for development", "links": { "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/496235/items/LWNHZWWK", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development/items/LWNHZWWK", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/496235/items/99V9BG9D", "type": "application/json" } }, "meta": { "createdByUser": { "id": 247434, "username": "pru_mitchell", "name": "Pru Mitchell", "links": { "alternate": { "href": "https://www.zotero.org/pru_mitchell", "type": "text/html" } } } }, "data": { "key": "LWNHZWWK", "version": 110, "parentItem": "99V9BG9D", "itemType": "attachment", "linkMode": "linked_url", "title": "Catalog Link", "accessDate": "2024-09-04T23:46:46Z", "url": "http://eric.ed.gov/?id=EJ1150252", "note": "", "contentType": "", "charset": "", "tags": [], "relations": { "owl:sameAs": "http://zotero.org/groups/5625359/items/549XLSUX" }, "dateAdded": "2024-09-11T08:33:04Z", "dateModified": "2024-09-11T08:33:04Z" } }, { "key": "CIBZ3QLJ", "version": 110, "library": { "type": "group", "id": 496235, "name": "Scholarships for development", "links": { "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/496235/items/CIBZ3QLJ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development/items/CIBZ3QLJ", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/496235/items/6W484U56", "type": "application/json" } }, "meta": { "createdByUser": { "id": 247434, "username": "pru_mitchell", "name": "Pru Mitchell", "links": { "alternate": { "href": "https://www.zotero.org/pru_mitchell", "type": "text/html" } } } }, "data": { "key": "CIBZ3QLJ", "version": 110, "parentItem": "6W484U56", "itemType": "attachment", "linkMode": "linked_url", "title": "Catalog Link", "accessDate": "2024-09-04T23:46:46Z", "url": "http://eric.ed.gov/?id=EJ965167", "note": "", "contentType": "", "charset": "", "tags": [], "relations": { "owl:sameAs": "http://zotero.org/groups/5625359/items/KX4R9VJU" }, "dateAdded": "2024-09-11T08:33:04Z", "dateModified": "2024-09-11T08:33:04Z" } }, { "key": "6W484U56", "version": 110, "library": { "type": "group", "id": 496235, "name": "Scholarships for development", "links": { "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/496235/items/6W484U56", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development/items/6W484U56", "type": "text/html" } }, "meta": { "createdByUser": { "id": 247434, "username": "pru_mitchell", "name": "Pru Mitchell", "links": { "alternate": { "href": "https://www.zotero.org/pru_mitchell", "type": "text/html" } } }, "creatorSummary": "Cunniff", "parsedDate": "2011-09", "numChildren": 1 }, "data": { "key": "6W484U56", "version": 110, "itemType": "journalArticle", "title": "University Partnerships with Teachers and Students to Enhance the Teaching/Learning Experience", "creators": [ { "creatorType": "author", "firstName": "Dan", "lastName": "Cunniff" } ], "abstractNote": "As schools and school districts find their funds being cut or eliminated, they are turning to various organizations for assistance to help in the teaching/learning process. One such organization is the university. Quite often these schools or districts not only lack the funds, but also lack the technical and resource capacities to implement the kinds of educational practices outlined in their mission statements. The No Child Left Behind Act has exacerbated this crisis and many schools are now embracing the help of universities in their decision-making. Additionally, colleges of education work to establish partnerships with PreK-12 school systems in order to fulfill their mission and contribute to school reforms that improve the lives of teachers and students alike. PreK-12 school partnerships can be either formal or informal. Relationships can have memoranda of agreements signed off by the local school board to one of informal individual and group meetings to address local concerns. As a result, school districts seek partnerships with key stakeholders such as universities. This paper describes several ways this process can be undertaken. Many of these partnerships are an outgrowth of teacher education programs. Often, student teachers identify areas where their university can make a contribution to school site councils and leadership teams in coaching team and administrative leaders, as well as addressing curricular and other educational issues. (Contains 4 footnotes.)", "publicationTitle": "Educational Leadership and Administration: Teaching and Program Development", "publisher": "", "place": "", "date": "Sep 2011", "volume": "23", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "29-36", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "https://eric.ed.gov/?id=EJ965167", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1064-4474", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Change Strategies" }, { "tag": "College School Cooperation" }, { "tag": "Contracts" }, { "tag": "Educational Change" }, { "tag": "Educational Improvement" }, { "tag": "Educational Practices" }, { "tag": "Group Dynamics" }, { "tag": "Improvement Programs" }, { "tag": "Instructional Leadership" }, { "tag": "Leadership Training" }, { "tag": "Learning Experience" }, { "tag": "Partnerships in Education" }, { "tag": "Performance Factors" }, { "tag": "School Districts" }, { "tag": "Teaching Experience" }, { "tag": "Theory Practice Relationship" } ], "collections": [ "GWTIANFA" ], "relations": { "owl:sameAs": "http://zotero.org/groups/5625359/items/8BAU3T5J" }, "dateAdded": "2024-09-11T08:33:04Z", "dateModified": "2024-09-11T08:33:04Z" } }, { "key": "TXJVLUCB", "version": 110, "library": { "type": "group", "id": 496235, "name": "Scholarships for development", "links": { "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/496235/items/TXJVLUCB", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development/items/TXJVLUCB", "type": "text/html" } }, "meta": { "createdByUser": { "id": 247434, "username": "pru_mitchell", "name": "Pru Mitchell", "links": { "alternate": { "href": "https://www.zotero.org/pru_mitchell", "type": "text/html" } } }, "creatorSummary": "Hashim and Sattin-Bajaj", "parsedDate": "2023-08", "numChildren": 1 }, "data": { "key": "TXJVLUCB", "version": 110, "itemType": "journalArticle", "title": "Transportation Logics: How Charter School Leaders Make Choices about Student Transportation", "creators": [ { "creatorType": "author", "firstName": "Ayesha", "lastName": "Hashim" }, { "creatorType": "author", "firstName": "Carolyn", "lastName": "Sattin-Bajaj" } ], "abstractNote": "Purpose: We describe charter school leaders' beliefs and practices as they relate to student transportation in three choice-rich cities. Research Methods/Approach: Data come from a multiple comparative case study of district and charter school leaders' perceptions and implementation of transportation policies in three choice-rich cities with distinct student-transportation requirements, geographic landscapes, and school-choice markets. We analyzed public documentation and individual, semistructured interviews with 26 representatives from charter schools, authorizing agencies, and district administrators across the case sites. Findings: Even with local policies requiring universal transportation in two of our three case cities, charter school leaders did not foreground equity goals in school access when discussing transportation or did so in relatively weak ways. In contrast, all three cities showed evidence of market-based principles that, at times, were coupled with state and community values to bolster the legitimacy of market-driven transportation practices at the expense of equity goals. Despite the prevalence of the market-based values, we argue that local regulations and structures can support equitable transportation practices. Implications: Our results highlight the strong influence of market-based principles on charter school practices for student transportation. Without equitable provision of student transportation, the theory of change of school choice--that families will have equal access to schools--is challenged. State- and district-level regulations (such as transportation mandates) and structures (such as public transit and universal enrollment systems) can elevate goals of equity for charter school leaders or help manage competitive forces that compel charter schools to prioritize market-based goals over equity.", "publicationTitle": "American Journal of Education", "publisher": "", "place": "", "date": "Aug 2023", "volume": "129", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "513-538", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1549-6511", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "ERIC Number: EJ1386485", "tags": [ { "tag": "Access to Education" }, { "tag": "Administrator Attitudes" }, { "tag": "Board of Education Policy" }, { "tag": "Charter Schools" }, { "tag": "Commercialization" }, { "tag": "Equal Education" }, { "tag": "School Choice" }, { "tag": "State Policy" }, { "tag": "Student Transportation" }, { "tag": "Values" } ], "collections": [ "GWTIANFA" ], "relations": { "owl:sameAs": "http://zotero.org/groups/5625359/items/7TTZ7XBD" }, "dateAdded": "2024-09-11T08:33:04Z", "dateModified": "2024-09-11T08:33:04Z" } }, { "key": "99V9BG9D", "version": 110, "library": { "type": "group", "id": 496235, "name": "Scholarships for development", "links": { "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/496235/items/99V9BG9D", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/scholarships_for_development/items/99V9BG9D", "type": "text/html" } }, "meta": { "createdByUser": { "id": 247434, "username": "pru_mitchell", "name": "Pru Mitchell", "links": { "alternate": { "href": "https://www.zotero.org/pru_mitchell", "type": "text/html" } } }, "creatorSummary": "Haddad and Alsbury", "parsedDate": "2008", "numChildren": 1 }, "data": { "key": "99V9BG9D", "version": 110, "itemType": "journalArticle", "title": "Using Spatial Analyses to Examine Student Proficiency: Guiding District Consolidation and Reform Policy Decisions", "creators": [ { "creatorType": "author", "firstName": "Monica A.", "lastName": "Haddad" }, { "creatorType": "author", "firstName": "Thomas", "lastName": "Alsbury" } ], "abstractNote": "State policies to equalize educational spending, cap bond and levy rates, require common teacher salary schedules, and consolidate school districts are geared toward improving quality and attempting to resolve problems of inefficiency. However, despite the use of state policy to equalize educational quality, educational gaps persist. Yu and Lau (2006) noted that no matter how well a systematic reform policy is conceptualized and planned, particular school district and school building constraints, resources, culture, leadership, and personnel particulars eventually determine whether the reform implementation will or will not be successful. The findings in this study support their conclusions that local contextual variables dramatically influence application of reform policy and thus student outcomes. While case study analyses have supported the importance of unique local variables on successful reform implementation, few quantitative or large-scale study methods have been explored to detect the presence or effects of these variations. Methods used in geospatial studies to detect such variation examine the concepts of spatial autocorrelation and spatial heterogeneity. The study reported in this article used these methods to analyze the relative student proficiency in school districts across two contiguous Midwestern states, Illinois and Iowa. The results support the use of more differentiated and district-level reform policy development rather than the centralized state and federal approaches that are dominant today.", "publicationTitle": "Planning and Changing", "publisher": "", "place": "", "date": "2008", "volume": "39", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "98-126", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "0032-0684", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "ERIC Number: EJ1150252", "tags": [ { "tag": "Academic Achievement" }, { "tag": "Case Studies" }, { "tag": "Class Size" }, { "tag": "Correlation" }, { "tag": "Educational Change" }, { "tag": "Educational Planning" }, { "tag": "Educational Policy" }, { "tag": "Equal Education" }, { "tag": "Evaluation Methods" }, { "tag": "Geographic Location" }, { "tag": "Grade 8" }, { "tag": "Instructional Leadership" }, { "tag": "Local Issues" }, { "tag": "Maps" }, { "tag": "Mathematics Tests" }, { "tag": "Middle School Students" }, { "tag": "Outcomes of Education" }, { "tag": "Poverty" }, { "tag": "Reading Tests" }, { "tag": "School District Size" }, { "tag": "School Districts" }, { "tag": "Scores" }, { "tag": "State Policy" }, { "tag": "Statistical Analysis" }, { "tag": "Teacher Characteristics" }, { "tag": "Teacher Student Ratio" }, { "tag": "Teaching Experience" } ], "collections": [ "GWTIANFA" ], "relations": { "owl:sameAs": "http://zotero.org/groups/5625359/items/PUTC8MAF" }, "dateAdded": "2024-09-11T08:33:04Z", "dateModified": "2024-09-11T08:33:04Z" } } ]