Dr. Fred C. Lunenburg, Sam Houston State University - Published in NATIONAL FORUM JOURNALS, Dr. William Allan Kritsonis, Editor-in-Chief (Since 1983) See: www.nationalforum.com
School Based Factors Affecting Quality of Education in Primary Schools in Kak...paperpublications3
Abstract: Quality of education and retention of learners should be the commitment of every educational system. Yet institutions have their unique characteristics that either facilitate or hinder the achievement of universal primary educational goals. Individual schools therefore initiate their own mechanisms, unique or used by other institutions to ensure quality in schools. The study focused on school based factors influence quality of education in primary schools. This is because much of the research done has focused mainly on the challenges faced by school in addressing Free Primary Education (FPE). The specific objectives of the research were to establish school based factors that influence quality of education in primary schools. The study was conducted in Kakamega North District with head teachers and teachers of all primary schools within the District forming study population. A descriptive survey research design was applied. The respondents were selected using probability sampling techniques. The sample size represented 30% of the total study population. This comprised of 33 head teachers and deputy head teachers and 357 teachers selected from 110 schools within the district. Questionnaires, observation checklists and document analysis were used to collect data. Data collected was organised, coded and entered with the aid of Statistical Package for Social Sciences (SPSS). Data was analysed descriptively using frequencies, percentages, mean and standard deviations. The presentation of data is made through use of tables, pie charts and graphs. The study findings show that quality and retention challenges brought by the implementation of free primary education in Kakamega primary schools are still prevalent. Understaffing, overcrowded classrooms, inadequate syllabus coverage, inadequate classrooms, inadequate instructional materials and inadequate lesson preparations as some of the factors that impacted on quality of education in schools. The study recommends that head teachers, teachers, parents and government need to put measures that will address quality challenges in schools to ensure the realisation and sustainability of Universal Primary Education (UPE) and Millennium Development Goals (MDGs).
This presentation helps you to walk through Digital transformation in the New Normal and elucidates ideas such as challenges of digital transformation in the faucet of education, the idea of digital gaps, and the need to redefine pedagogy
Dr. William Allan Kritsonis & Steven Norfleetguestfa49ec
Dr. William Allan Kritsonis & Steven Norfleet
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
School Based Factors Affecting Quality of Education in Primary Schools in Kak...paperpublications3
Abstract: Quality of education and retention of learners should be the commitment of every educational system. Yet institutions have their unique characteristics that either facilitate or hinder the achievement of universal primary educational goals. Individual schools therefore initiate their own mechanisms, unique or used by other institutions to ensure quality in schools. The study focused on school based factors influence quality of education in primary schools. This is because much of the research done has focused mainly on the challenges faced by school in addressing Free Primary Education (FPE). The specific objectives of the research were to establish school based factors that influence quality of education in primary schools. The study was conducted in Kakamega North District with head teachers and teachers of all primary schools within the District forming study population. A descriptive survey research design was applied. The respondents were selected using probability sampling techniques. The sample size represented 30% of the total study population. This comprised of 33 head teachers and deputy head teachers and 357 teachers selected from 110 schools within the district. Questionnaires, observation checklists and document analysis were used to collect data. Data collected was organised, coded and entered with the aid of Statistical Package for Social Sciences (SPSS). Data was analysed descriptively using frequencies, percentages, mean and standard deviations. The presentation of data is made through use of tables, pie charts and graphs. The study findings show that quality and retention challenges brought by the implementation of free primary education in Kakamega primary schools are still prevalent. Understaffing, overcrowded classrooms, inadequate syllabus coverage, inadequate classrooms, inadequate instructional materials and inadequate lesson preparations as some of the factors that impacted on quality of education in schools. The study recommends that head teachers, teachers, parents and government need to put measures that will address quality challenges in schools to ensure the realisation and sustainability of Universal Primary Education (UPE) and Millennium Development Goals (MDGs).
This presentation helps you to walk through Digital transformation in the New Normal and elucidates ideas such as challenges of digital transformation in the faucet of education, the idea of digital gaps, and the need to redefine pedagogy
Dr. William Allan Kritsonis & Steven Norfleetguestfa49ec
Dr. William Allan Kritsonis & Steven Norfleet
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
This presentation on Classroom Management in Inclusive Settings throws light upon the
obstacles faced by teachers and the various effective strategies to eliminate those obstacles by
promoting the diversity of the classroom.
Primary education in Kenya is divided into two levels: lower and upper primary. Successful transition of pupils to upper primary in an education system is dependent on pupils’ masterly of lower primary curriculum. Lower primary curriculum masterly gaps, therefore implies that pupils may encounter challenges in upper primary which may translate to low quality achievement of pupils in upper primary. This appears to be the case in Kenya in general and Nakuru County in particular if pupils’ performance in the Kenya Certificate of Primary Education (KCPE) exit examination is anything to go by. Although level of pupils’ preparedness is dependent on many factors, the study zeroed in on school social capital for it was construed as a critical correlate for quality learning in lower primary. Using an ex-post facto research design, data were collected from 254 class three teachers in Nakuru County through a personally delivered questionnaire and subsequently analysed using simple regression statistic at 0.05 alpha level. The analysis revealed a linear but insignificant relationship (F= 3.491; df= 253; P>.05) between school social capital and level of pupils’ preparedness for upper primary in the study locale. The study further showed that the beta value (β= -0.019) was negative and statistically insignificant (t= -0.310; P> 0.05). This finding implied that the selected aspects of social capital had a negative effect on pupils’ preparedness for upper primary although the impact was not statistically significant. The adjusted R2 value (R2= 0.0031) further indicated that the focused facets of school social capital only accounted for 0.31% of variation in pupils’ preparedness for upper primary. The study offers useful insights on how schools can build social capital with a view to enhancing their capacity to effectively prepare pupils’ for upper primary and thereby raise their chances of excelling in the KCPE examination.
A N O V E R V I E W O F E D U C A T I O N L A W, T E X A S S C H O O L ...William Kritsonis
Educational Background
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California. In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
PhD Students in Educational Leadership at Prairie View A&M University/Member of the Texas A&M University System
William Allan Kritsonis, PhD
Professor & Faculty Mentor,
PVAMU - The Texas A&M University System
School Law - Educational Law & Policies - Litigation Law - Privacy Law - Employment Law - Court Cases - Educational Leadership -William Allan Kritsonis, PhD
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California. In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Dr. William Allan Kritsonis, Public School Law, School Law, School Legal Issues, Educational Laws & Policies
Professorial Roles
Dr. Kritsonis has served in professorial roles at Central Washington University, Washington; Salisbury State University, Maryland; Northwestern State University, Louisiana; McNeese State University, Louisiana; and Louisiana State University, Baton Rouge in the Department of Administrative and Foundational Services.
In 2006, Dr. Kritsonis published two articles in the Two-Volume Set of the Encyclopedia of Educational Leadership and Administration published by SAGE Publications, Thousand Oaks, California. He is a National Reviewer for the Journal of Research on Leadership, University Council for Educational Administration (UCEA).
In 2007, Dr. Kritsonis was invited to write a history and philosophy of education for the ABC-CLIO Encyclopedia of World History.
Currently, Dr. Kritsonis is Professor of Educational Leadership at Prairie View A&M University – Member of the Texas A&M University System. He teaches in the PhD Program in Educational Leadership. Dr. Kritsonis taught the Inaugural class session in the doctoral program at the start of the fall 2004 academic year. In October 2006, Dr. Kritsonis chaired the first doctoral student to earn a PhD in Educational Leadership at Prairie View A&M University. He has chaired over 18 doctoral dissertations. He lives in Houston, Texas.
School Law - Educational Law & Policies - Litigation Law - Privacy Law - Employment Law - Court Cases - Educational Leadership -William Allan Kritsonis, PhD
Good School Law For Teachers - Dr. William Allan KritsonisWilliam Kritsonis
William Allan Kritsonis, PhD
(Revised Summer, 2009)
William H. Parker Leadership Academy Hall of Honor
In 2008, Dr. Kritsonis was inducted into the William H. Parker Leadership Academy Hall of Honor, Graduate School, Prairie View A&M University – The Texas A&M University System. He was nominated by doctoral and master’s degree students.
Dr. Kritsonis Lectures at the University of Oxford, Oxford, England
In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled the Ways of Knowing Through the Realms of Meaning.
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Educational Background
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
Doctor of Humane Letters
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Professional Experience
Dr. Kritsonis began his career as a teacher. He has served education as a principal, superintendent of schools, director of student teaching and field experiences, invited guest professor, author, consultant, editor-in-chief, and publisher. Dr. Kritsonis has earned tenure as a professor at the highest academic rank at two major universities.
Books – Articles – Lectures - Workshops
Dr. Kritsonis lectures and conducts seminars and workshops on a variety of topics. He is author of more than 600 articles in professional journals and several books. His popular book SCHOOL DISCIPLINE: The Art of Survival is scheduled for its fourth edition. He is the author of the textbook William Kritsonis, PhD on Schooling that is used by many professors at colleges and universities throughout the nation and abroad.
In 2008, Dr. Kritsonis coauthored the textbook A Statistical Journey: Taming of the Skew. The book has been adopted by professors in many colleges and universities throughout the nation. It was published by the Alexis/Austin Group, Murrieta, California.
In 2007, Dr. Kritsonis’ version of the book of Ways of Knowing Through the Realms of Meaning (858 pages) was published in the United States of America in cooperation with partial financial support of Visiting Lecturers, Oxford Round Table (2005). The book is the product of a collaborative twenty-four year effort started in 1978 with the late Dr. Philip H. Phenix. Dr. Kritsonis was in continuous communication with Dr. Phenix until his death in 2002.
In 2007, Dr. Kritsonis was the lead author of the textbook Practical Applications of Educational Research and Basic Statistics. The text provides practical content knowledge in research for graduate students at the doctoral and master’s levels.
In 2009, Dr. Kritsonis’ b
This presentation on Classroom Management in Inclusive Settings throws light upon the
obstacles faced by teachers and the various effective strategies to eliminate those obstacles by
promoting the diversity of the classroom.
Primary education in Kenya is divided into two levels: lower and upper primary. Successful transition of pupils to upper primary in an education system is dependent on pupils’ masterly of lower primary curriculum. Lower primary curriculum masterly gaps, therefore implies that pupils may encounter challenges in upper primary which may translate to low quality achievement of pupils in upper primary. This appears to be the case in Kenya in general and Nakuru County in particular if pupils’ performance in the Kenya Certificate of Primary Education (KCPE) exit examination is anything to go by. Although level of pupils’ preparedness is dependent on many factors, the study zeroed in on school social capital for it was construed as a critical correlate for quality learning in lower primary. Using an ex-post facto research design, data were collected from 254 class three teachers in Nakuru County through a personally delivered questionnaire and subsequently analysed using simple regression statistic at 0.05 alpha level. The analysis revealed a linear but insignificant relationship (F= 3.491; df= 253; P>.05) between school social capital and level of pupils’ preparedness for upper primary in the study locale. The study further showed that the beta value (β= -0.019) was negative and statistically insignificant (t= -0.310; P> 0.05). This finding implied that the selected aspects of social capital had a negative effect on pupils’ preparedness for upper primary although the impact was not statistically significant. The adjusted R2 value (R2= 0.0031) further indicated that the focused facets of school social capital only accounted for 0.31% of variation in pupils’ preparedness for upper primary. The study offers useful insights on how schools can build social capital with a view to enhancing their capacity to effectively prepare pupils’ for upper primary and thereby raise their chances of excelling in the KCPE examination.
A N O V E R V I E W O F E D U C A T I O N L A W, T E X A S S C H O O L ...William Kritsonis
Educational Background
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California. In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
PhD Students in Educational Leadership at Prairie View A&M University/Member of the Texas A&M University System
William Allan Kritsonis, PhD
Professor & Faculty Mentor,
PVAMU - The Texas A&M University System
School Law - Educational Law & Policies - Litigation Law - Privacy Law - Employment Law - Court Cases - Educational Leadership -William Allan Kritsonis, PhD
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California. In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Dr. William Allan Kritsonis, Public School Law, School Law, School Legal Issues, Educational Laws & Policies
Professorial Roles
Dr. Kritsonis has served in professorial roles at Central Washington University, Washington; Salisbury State University, Maryland; Northwestern State University, Louisiana; McNeese State University, Louisiana; and Louisiana State University, Baton Rouge in the Department of Administrative and Foundational Services.
In 2006, Dr. Kritsonis published two articles in the Two-Volume Set of the Encyclopedia of Educational Leadership and Administration published by SAGE Publications, Thousand Oaks, California. He is a National Reviewer for the Journal of Research on Leadership, University Council for Educational Administration (UCEA).
In 2007, Dr. Kritsonis was invited to write a history and philosophy of education for the ABC-CLIO Encyclopedia of World History.
Currently, Dr. Kritsonis is Professor of Educational Leadership at Prairie View A&M University – Member of the Texas A&M University System. He teaches in the PhD Program in Educational Leadership. Dr. Kritsonis taught the Inaugural class session in the doctoral program at the start of the fall 2004 academic year. In October 2006, Dr. Kritsonis chaired the first doctoral student to earn a PhD in Educational Leadership at Prairie View A&M University. He has chaired over 18 doctoral dissertations. He lives in Houston, Texas.
School Law - Educational Law & Policies - Litigation Law - Privacy Law - Employment Law - Court Cases - Educational Leadership -William Allan Kritsonis, PhD
Good School Law For Teachers - Dr. William Allan KritsonisWilliam Kritsonis
William Allan Kritsonis, PhD
(Revised Summer, 2009)
William H. Parker Leadership Academy Hall of Honor
In 2008, Dr. Kritsonis was inducted into the William H. Parker Leadership Academy Hall of Honor, Graduate School, Prairie View A&M University – The Texas A&M University System. He was nominated by doctoral and master’s degree students.
Dr. Kritsonis Lectures at the University of Oxford, Oxford, England
In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled the Ways of Knowing Through the Realms of Meaning.
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Educational Background
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
Doctor of Humane Letters
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Professional Experience
Dr. Kritsonis began his career as a teacher. He has served education as a principal, superintendent of schools, director of student teaching and field experiences, invited guest professor, author, consultant, editor-in-chief, and publisher. Dr. Kritsonis has earned tenure as a professor at the highest academic rank at two major universities.
Books – Articles – Lectures - Workshops
Dr. Kritsonis lectures and conducts seminars and workshops on a variety of topics. He is author of more than 600 articles in professional journals and several books. His popular book SCHOOL DISCIPLINE: The Art of Survival is scheduled for its fourth edition. He is the author of the textbook William Kritsonis, PhD on Schooling that is used by many professors at colleges and universities throughout the nation and abroad.
In 2008, Dr. Kritsonis coauthored the textbook A Statistical Journey: Taming of the Skew. The book has been adopted by professors in many colleges and universities throughout the nation. It was published by the Alexis/Austin Group, Murrieta, California.
In 2007, Dr. Kritsonis’ version of the book of Ways of Knowing Through the Realms of Meaning (858 pages) was published in the United States of America in cooperation with partial financial support of Visiting Lecturers, Oxford Round Table (2005). The book is the product of a collaborative twenty-four year effort started in 1978 with the late Dr. Philip H. Phenix. Dr. Kritsonis was in continuous communication with Dr. Phenix until his death in 2002.
In 2007, Dr. Kritsonis was the lead author of the textbook Practical Applications of Educational Research and Basic Statistics. The text provides practical content knowledge in research for graduate students at the doctoral and master’s levels.
In 2009, Dr. Kritsonis’ b
Grace Thomas Nickerson, PhD Dissertation Proposal Defense, Dr. William Allan ...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Grace Thomas Nickerson, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
Dr. Karen Weddle-West & Dr. Rosie Phillips Bingham, University of MemphisWilliam Kritsonis
Dr. Karen Weddle-West & Dr. Rosie Phillips Bingham, University of Memphis - Published by NATIONAL FORUM JOURNALS, Dr. William Allan Kritsonis, Editor-in-Chief, www.nationalforum.com
Dr. Fred C. Lunenburg - A System Wide Turnaround - Published in SCHOOLING - ...William Kritsonis
Dr. Fred C. Lunenburg - A System Wide Turnaround - Published in SCHOOLING - www.natonalforum.com - Published by NATIONAL FORUM JOURNALS, Dr. William Allan Kritsonis, Editor-in-Chief
Dr. Fred C. Lunenburg - the principal as instructional leader nfeasj v27 n4 ...William Kritsonis
Dr. Fred C. Lunenburg, www.nationalforum.com, Dr. William Allan Kritsonis, Editor-in-Chief, National FORUM Journals, Houston, Texas
www.nationalforum.com - NATIONAL FORUM JOURNALS Website
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Volume ...William Kritsonis
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Volume 30, Number 2, 2013 - Dr. William Allan Kritsonis, Editor-in-Chief - Website: www.nationalforum.com
21st Century Pedagogy: Transformational Approachijtsrd
Pedagogies are constantly evolving and great emphasis has been laid on the teachers to use effective teaching strategies and method to improve students' achievement. That is why pedagogy is one of the important factors that need to revisit in order to maximize the attainment of educational objectives. Based on the data gathered, technology in the classroom, differentiated instruction and student centered approach should be adapted and modeled across the country to elevate and nourish the capability of the students to go beyond limitation. Further, the way students learn and comprehend have change dramatically educators must also evolve from traditional way to 21st century way of teaching. Novelita T. Bornea | Ma. Georgina B. Espa±ol | Ma. May A. Buala | Pedrito S. Ocba Jr "21st Century Pedagogy: Transformational Approach" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29806.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29806/21st-century-pedagogy-transformational-approach/novelita-t-bornea
11Factors that Affect the Teaching and Learning ProcessBenitoSumpter862
11
Factors that Affect the Teaching and Learning Process
Lua Shanks
Dr. Thompson
Valley State University
10-6-2021
Factors that Affect the Teaching and Learning Process
Contextual Factors
The efficacious teaching and learning processes are important in generating the desired academic outcomes for students. Such processes entail the transformation and transfer of knowledge from the educators to students. It requires a combination of different elements within the procedure, in which an instructor determines and establishes the learning goals and objectives, and designs teaching resources. Thereafter, teachers implement the learning strategy that they will utilize to impart intellectual content into students. However, learning is a cardinal factor that an educator musty take into account while overseeing the process of knowledge acquisition and retention. Many factors play an important role in shaping the process of teaching and learning. Contextual factors, for instance, are associated with a particular context and characteristic that is distinct to a specific group, community, society, and individual. Such factors may take the form of a child’s educational, community, as well as classroom settings.
Community, District, and School Factors
Armstrong School District is a major public learning institution that occupies a geographical area of approximately 437 square miles. Located in Pennsylvania, it forms one of the 500 public school districts in the state, and hosts teachers and students from diverse racial, ethnic, and ethnic backgrounds. As a consequence, the institution partners with families, community leaders, and teachers to improve students’’ capacity to acquire knowledge ahead of their graduation. The community refers to the urban or rural environment in which both the teachers and learners operate. These may include the teacher and students’ ethnic, racial political or social affiliations that affect learning or knowledge acquisition. Additionally, parents and community members play an integral role in ensuring the quality of education in schools. They for, example, collaborate with teachers and school administrators to develop the most effective ways of improving their students’ learning outcomes. Indeed, community involvement in schooling issues is potentially a rich area for innovation that has immense benefits that far exceeds its limitations. Considering that governments are constrained in offering quality education due to contextual issues such as remoteness, bureaucracy, corruption, and inefficient management, community factors are pivotal in bridging the gap between government initiatives and community needs. This helps to adjust the child’s familial obligations to family interests, thereby shifting towards ways of mobilizing a sense of community by strengthening trust and relationships between community members, parents, governments, as well as teachers and school leaders. Other important community factors that af ...
11Factors that Affect the Teaching and Learning ProcessSantosConleyha
11
Factors that Affect the Teaching and Learning Process
Lua Shanks
Dr. Thompson
Valley State University
10-6-2021
Factors that Affect the Teaching and Learning Process
Contextual Factors
The efficacious teaching and learning processes are important in generating the desired academic outcomes for students. Such processes entail the transformation and transfer of knowledge from the educators to students. It requires a combination of different elements within the procedure, in which an instructor determines and establishes the learning goals and objectives, and designs teaching resources. Thereafter, teachers implement the learning strategy that they will utilize to impart intellectual content into students. However, learning is a cardinal factor that an educator musty take into account while overseeing the process of knowledge acquisition and retention. Many factors play an important role in shaping the process of teaching and learning. Contextual factors, for instance, are associated with a particular context and characteristic that is distinct to a specific group, community, society, and individual. Such factors may take the form of a child’s educational, community, as well as classroom settings.
Community, District, and School Factors
Armstrong School District is a major public learning institution that occupies a geographical area of approximately 437 square miles. Located in Pennsylvania, it forms one of the 500 public school districts in the state, and hosts teachers and students from diverse racial, ethnic, and ethnic backgrounds. As a consequence, the institution partners with families, community leaders, and teachers to improve students’’ capacity to acquire knowledge ahead of their graduation. The community refers to the urban or rural environment in which both the teachers and learners operate. These may include the teacher and students’ ethnic, racial political or social affiliations that affect learning or knowledge acquisition. Additionally, parents and community members play an integral role in ensuring the quality of education in schools. They for, example, collaborate with teachers and school administrators to develop the most effective ways of improving their students’ learning outcomes. Indeed, community involvement in schooling issues is potentially a rich area for innovation that has immense benefits that far exceeds its limitations. Considering that governments are constrained in offering quality education due to contextual issues such as remoteness, bureaucracy, corruption, and inefficient management, community factors are pivotal in bridging the gap between government initiatives and community needs. This helps to adjust the child’s familial obligations to family interests, thereby shifting towards ways of mobilizing a sense of community by strengthening trust and relationships between community members, parents, governments, as well as teachers and school leaders. Other important community factors that af ...
Ramirez, alfredo secondary principal instructional leadership actions nfeasj ...William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; counseling and addiction, international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Distance Learning Needs Assessment Grade Task Force MargaritoWhitt221
Distance Learning
Needs Assessment
Grade Task Force
Elsie Allen High School
March 2021
By Richard Molloy
“The goal of this Task Force is to bring the voices, concerns, experiences, and ideas of
students, families, and staff together to look at what we can do differently with distance
learning today, this week, and in the near and far future to support all of our students.”
Grade Task Force Membership:
Gabriel Albavera-Admin
Andy Lieberman-Admin
Casey Thornhill-Admin
Sarah Cranke-Admin
Erick Rodriguez-Counselor
Ry Basham-Mintz-Counselor
Brian Deller-Teacher
Richard Molloy-Teacher
Lizbeth Moreno-Family Engagement Facilitator
Mayra Sosa-Family Engagement Facilitator
Emily Thompson-Instructional Assistant
Kathy Hayes-Admin Assistant
Sally Gonzalez-Registrar
Angie Ghadiri-Parent
Ana Vazquez-Parent
Jennifer Spain-Parent
Emily Humphrey-Parent
Chelsy Reyes Ramirez-Student
Maisha Khakaba-Student
2
Executive Summary
We have already seen a dramatic drop in letter grades since the start of distance
learning. EAHS students received a total of 2,330 “F” grades for quarter one of the
2020/2021 school year. This is a 250% increase in failing grades from the same time
the previous year. This year, 63.6% of the students received at least one “F.” This
percentage was 72% for students of color, English language learners, SED, and
UPC. Santa Rosa City Schools (SRCS) and specifically Elsie Allen High School
created a Task Force to help determine actions that could raise our students' grades.
At the first Task Force’s first meeting on Nov 3, 2020, the group agreed to look at the
data using a performance analysis framework (a.k.a., needs assessment approach).
This framework consists of a gap analysis, a root cause analysis (i.e., findings), and
solutions (i.e., recommendations). This framework was selected as it fits the need of
identifying targeted solutions to address the grade problem.
The findings included recurring themes found across the four data sets. The following is
a list of the top 15 recommendations from this analysis. The four items in bold were
recurring themes from failing students (the targeted population). Also, the number in
parentheses is how many times this was mentioned as a proposed solution in the data:
1. Teachers should be understanding of students' individual circumstances,
and be supportive and encourage them to complete assignments. “Say
positive things.” Implement actions to strengthen teacher’s relationships
with students (e.g., conduct regular one-on-one check-ins). (31)
2. More availability and support from teachers (e.g., extra/additional Zoom
tutoring sessions for students who need help). (28)
3. Use extra credit to help students raise their grades (26)
4. Give students more time to work on assignments. Allow students to submit late
work and to redo work for credit. (24)
5. Assig ...
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A system wide turnaround transformational blueprint(schooling) National FORUM Journals
1. SCHOOLING
VOLUME 2, NUMBER 2, 2011
A System-Wide Turnaround/Transformational
Blueprint for Closing the Achievement Gap
Fred C. Lunenburg
Sam Houston State University
_______________________________________________________________________
_
ABSTRACT
School reform has been ubiquitous for the past century; however, little of significance has
changed. Neither the technology nor the core beliefs of schooling has changed
substantively. Our restructuring efforts need to be based on a whole-school system
reform model designed to ensure that all students, from all backgrounds, achieve at the
highest levels. A research-proven initiative that begins to address these ideas is Success
for All (SFA). SFA is a turnaround/transformational blueprint, the principles of which are
related to prevention, early intervention, and relentlessness that guide content, methods of
instruction, pacing, and school organization.
_______________________________________________________________________
_
Although school improvement has been studied extensively since the publication
of A Nation at Risk (National Commission on Excellence in Education, 1983), little of
significance has changed (Evans, 2010; Hess, 2011a; Nehring & Cuban, 2010; Tharp,
2007). There are some reports that demonstrate that it is possible to find effective public
schools where administrators, teachers, and parents collaborate to produce high
achievement for all students (Cuban, 2010a, 2010b; DuFour, DuFour, Eaker, & Many,
2010; Edwards, 2011; Forsyth, Adams, & Hoy, 2011; Leithwood, 2010; Lezotte, 2010;
O’Day, 2011; Schlechty, 2011); but these successes occur in only a small number of
schools (City & Elmore, 2010; Fullan, 2010; Hess, 2011b). We still cannot account for
the fact that some students master academic content and many others do not (Lunenburg
& Ornstein, 2012).
The answer to this problem is to determine how to improve teaching and learning
in whole school districts instead of merely in isolated schools (Fullan, 2010; Marzano &
Waters, 2010; Reese, 2011). The mantra “the school is the unit of improvement” was
based on the misguided belief that individual teacher professionalism would produce
excellent schools. The most recent literature suggests that we need to modify that belief
2. (Chapman, 2011; Creemers, 2011; Schlechty, 2011). The school will always be the
primary unit of intervention, but without a supportive policy environment and resources
outside the school, the chances of enduring change and improvement are limited.
Similarly, research suggests that unless improvement efforts penetrate the classroom and
affect individual teachers and students directly, we will continue to find far more variance
within and between schools (Blankstein, 2010; Bulach, Lunenburg, & Potter, 2008;
Murphy, 2010; Smylie, 2010).
It is now well documented that there is an achievement gap between white
students and certain groups of ethnic-minority students (Darling-Hammond, 2010, 2011;
Howard, 2011; Paige, 2011). The No Child Left Behind Act of 2001 (Public Law
107-110) was enacted primarily to close the achievement gap (Reese, 2011). The work of
educators at all levels is being shaped by national accountability standards designed to
improve the performance of all students on state-mandated tests (Blankstein, 2010;
DuFour, DuFour, Eaker, & Karhanek, 2009; McKenzie & Skrla, 2011; Marzano,
Pickering, & Pollock, 2010; Murphy, 2010). Therefore, our restructuring efforts need to
be based on comprehensive whole-school system reform programs to ensure that all
students, from all backgrounds, achieve at the highest levels. A research-proven initiative
that begins to address these ideas is Success for all.
Success for All: A Turnaround/Transformational
Blueprint for Closing the Achievement Gap
Success for All (SFA) is a whole-school reform model that includes a reading,
writing, and oral language development program for students in prekindergarten through
eighth grade. It was initiated in the 1980s as a partnership between the Baltimore City
Public Schools and Johns Hopkins University. Johns Hopkins University researchers
Robert Slavin, Nancy Karweit, and Nancy Madden (1989) had completed a review of
practices effective in preventing early failure of at-risk students. The Johns Hopkins
University researchers were commissioned by the Baltimore City Public Schools to apply
this knowledge in Baltimore schools to ensure students’ success.
The first school to use the resulting program, Success for All, began in 1987. Key
research-based elements include: (a) using cooperative learning to engage and motivate
students (Slavin, 1995, 2009); (b) regrouping students for reading instruction to minimize
time spent on low impact “seat work” (Slavin, 1987); (c) frequent assessment and
feedback in the classroom for goal-setting and celebration of progress (Bangert-Drowns,
Kulik, & Morgan, 1991; Reeves, 2007); (d) school-wide quarterly assessments to
accelerate students making rapid progress and to identify students needing more support
(O’Shea, 2009); (e) one-to-one tutoring to catch students up quickly before they fall far
behind (Wasik & Slavin, 1993); and (f) engaging and supporting families so that students
come to school ready to learn (Epstein, 1995, 2010).
The Success for All program has continued to use new research findings to refine
and continuously improve its services to students at risk. Examples include: (a)
incorporation of direct instruction in reading strategies (Carnine, 2010); (b) enhanced
coaching strategies to improve the quality of implementation (Kidman, 2011); (c)
introduction of multimedia tools into phonics instruction (Chambers, Cheung, Madden,
3. Slavin, & Gifford, 2006); (d) elaboration of conflict-resolution strategies school-wide
(Kalyva, 2011); and (e) development of leadership academies to develop school guidance
skills in the context of Success for All (Gartrell, 2010).
By 2008, Success for All served more than 3,000 schools and about two million
children (Slavin & Madden, 2008). Baltimore, Memphis, Philadelphia, Miami, Houston,
Montgomery, Fort Wayne, Little Rock, Tucson, Riverside, and Modesto are some of the
school districts who tried the Success for All program. The creators of SFA believe that
every child should be able to read, unless they have some type of severe organic
retardation (Slavin, Karweit, & Madden, 1989). The goal of the program is to actively
seek early elementary students who struggle as readers and to implement every possible
intervention to improve their reading skills before the students get discouraged (Slavin,
1994). Success for All is influenced by the Title I program belief in preventing failure of
any reader by creating a successful preschool and kindergarten curriculum for reading.
Early intervention means that supplementary instructional services are provided early in
students’ schooling and that they are intensive enough to bring at-risk students quickly to
a level at which they can profit from high quality classroom instruction. Parent
involvement is essential to Success for All (Epstein, 2010).
The family support team keeps parents up to date on how their children are doing
in school, encourages parents to volunteer, and suggests strategies that families might use
to resolve issues that affects their children’s education. Some requirements are important
to make the program work: (a) there must be a strong commitment of resources such as
money for new positions, materials, staff development and time; (b) the school must re-
conceptualize preschool through third grade priorities of curriculum; and (c) full support
of the administration and faculty is essential if the model is to be done successfully and
effectively.
Success for All has several different components: reading tutors, reading groups,
eight-week reading assessments, preschool and kindergarten, family support team,
program facilitator, teacher training, special education, and an advisory committee. Each
one will be discussed in turn.
Reading Tutors
Success for All uses certified teachers as one-on-one reading tutors to help
students become successful readers. Tutors do not have to create a curriculum. They can
use the students’ regular language arts and reading curriculum and can focus on areas of
special needs. Other than one-on-one instruction, tutors work with the regular reading
teachers during the daily 90-minute reading periods. Students with the most difficulty
learning to read are the highest priority.
Reading Groups
Students are grouped each day. The groups are a mixture of gender but all are on
the same reading level. The groups average 15 to 20 students. Each group begins in the
same manner. It begins with a story read by the teacher, followed by a discussion of new
vocabulary, oral language production and comprehension, and story structure. The
reading program builds on students’ experiences as they grow, and the students move on
4. to increasingly difficult material. Kindergarten and first grade students focus on basic
language development relying on Story Telling and Retelling (STAR), big books, oral
and written composition, and Peabody Language Development kits. Next, students read
shared stories in which students read books that use a phonetically controlled vocabulary.
The program also uses STAR, writing activities, and other elements. At the next level, the
district’s textbooks are used with cooperative learning strategies to continue students’
whole language experiences alongside a non-structured approach to reading and writing.
As a part of the program, students are told to read for 20 minutes each night at home
under a parent’s supervision.
Eight-Week Reading Assessments
Students’ progress is checked after eight-week periods. The assessments are used
to place the students in one-on-one tutoring relationships, to move students to more
appropriate reading groups, or to identify students who might benefit from other health or
social support interventions.
Preschool and Kindergarten
Because the Success for All program philosophy is to promote prevention as
opposed to dealing with problems after the fact, many schools have preschool and full-
day kindergarten using SFA principles. The goal of the program is to develop successful
learners from the start. The preschool and kindergarten SFA program emphasizes
academic and nonacademic activities.
Family Support Team
Depending on the school’s resources, the family support team usually is made up
of a social worker, an attendance monitor, and other staff in addition to school staff such
as administrators, teachers, Title I teachers, and an SFA facilitator. The team helps
involve parents through frequent contact, recruits parents to be volunteers in the school
community, refers families to other services as necessary, and works to coordinate
family-level activities with the school’s academic program.
Program Facilitator
Each program has a facilitator who works with the principal. The facilitator helps
with scheduling and works directly with teachers and tutors. The facilitator often meets
with teaching and tutoring staff on a weekly basis.
Teacher Training
Both regular classroom teachers and the reading tutors are certified in elementary,
early childhood, or reading. All faculty members attend a two-day professional
development workshop before the beginning of school, along with an additional four
days of professional development throughout the school year. The professional
5. development content provides a comprehensive set of teaching guides. The content of
the professional development varies according to grade level. Tutors spend another day
during the year on tutoring strategies and assessment.
Special Education
Success for All includes services for special needs students within the context of
the classroom. Tutors, some of whom are special educators, work with individual
students requiring special assistance.
Advisory Committee
An advisory committee should be made up of the principal, the facilitator, the
teacher, and a member of the family support team. The group oversees the program’s
progress.
Research
Success for All is the most extensively evaluated of all comprehensive reform
programs. Studies have used the most rigorous standards, which correspond to the U.S.
Department of Education’s standards for the School Improvement and Race to the Top
Grants. These standards for research studies include: (a) data systems that track student
growth and provide data necessary for teacher and principal participation in a continuous-
improvement coaching model for capacity building; (b) research-based and research-
proven instructional programs vertically aligned from one grade to the next, and (c) a
comprehensive community and parental-involvement plan geared toward partnerships
and wrap-around services.
A meta-analysis of research on twenty-nine models categorized Success for All as
one of only three programs with “strongest evidence of effectiveness” (Borman, Hewes,
Overman, & Brown, 2003). Furthermore, Success for All was evaluated in a three-year
randomized control trial, the “gold standard” of research, funded by the U.S. Department
of Education between 2002 and 2006. Students in Success for All schools achieved at
significantly higher levels than similar students in control schools. The difference in only
three years was enough to cut the black-white achievement gap in half (Borman, Slavin,
Cheung, Chamberlain, Madden, & Chambers, 2007).
In addition to increasing reading achievement, schools who implement Success
for All have fewer students assigned to special education and fewer students who must
repeat grades (Borman & Hewes, 2002). Six studies have involved English language
learners, and have shown that Success for All teachers are prepared to support their
special needs and are successful in increasing their reading levels substantially more than
control schools (Cheung & Slavin, 2005).
In a series of studies involving more than 6000 students over 10 years, students in
Success for All were on average a full grade level ahead of students in similar control
group schools by fifth grade. This difference was maintained during middle school even
though the intervention was finished (Borman & Hewes, 2002). Research on the Success
6. for All middle school programs was reviewed by the federally funded What Works
Clearinghouse. No middle school was given a higher rating for research quality and
effectiveness (Chamberlain, Daniels, Madden, & Slavin, 2007; Daniels, Madden, &
Slavin, 2005).
Conclusion
School reform has been ubiquitous for the past century; however, little of
significance has changed. Neither the technology nor the core beliefs of schooling has
changed substantively. Our restructuring efforts need to be based on a whole-school
system reform model designed to ensure that all students, from all backgrounds, achieve
at the highest levels. A research-proven initiative that begins to address these ideas is
Success for All (SFA). SFA is a turnaround/transformational blueprint, the principles of
which are related to prevention, early intervention, and relentlessness that guide content,
methods of instruction, pacing, and school organization.
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