Alex Torrez & William Allan Kritsonis, PhD - Article: National Impact for Pre-Implementation of Smaller Learning Communities - Published in the NATIONAL FORUM: NATIONAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH, 5(1) 2008
Alex Torrez & William Allan Kritsonis, PhD - Article: National Impact for Pre-Implementation of Smaller Learning Communities - Published in the NATIONAL FORUM: NATIONAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH, 5(1) 2008.
Currently (2011), Alex Torrez is Assistant Superintendent of Schools for the Clear Creek Independent School District, Houston, Texas.
Dr. William Allan Kritsonis is a Professor (Tenured) and teaches in the PhD Program in Educational Leadership at PVAMU/Member of the Texas A&M University System.
Supporting the development of effective teachers a case for the formation of ...Alexander Decker
This document summarizes a journal article that advocates for the development of collaborative partnerships between teacher preparation programs and school districts to implement a clinical model for teacher training. It discusses how the medical field's clinical model can be adapted for teacher preparation. The article argues that meaningful clinical experiences that embed teacher candidates in classrooms with expert teachers throughout their training are needed. It also stresses the importance of developing personal mastery and team learning among faculty to successfully shift to a clinical practice model. As an example, the article describes how one university and its partner school districts collected feedback from new teachers and mentors that revealed gaps in traditional teacher preparation and supported implementing a more clinically-based program with embedded practice.
This document discusses implementing continuing professional development for South African teachers. It argues that while individual teacher development is important, collective learning among teachers is also needed to improve schools. The document analyzes South Africa's National Policy Framework on teacher education, which focuses on both initial teacher training and ongoing professional development (CPTD). However, CPTD programs so far have had little impact because they are too theoretical. The document aims to explore how CPTD could be implemented to create a collaborative learning culture in schools, as collective learning is important for positive change. It uses literature on organizational and collective learning to analyze how CPTD in the policy could foster both individual and group teacher development.
This document discusses the longstanding problem of disconnect between campus courses and field experiences in university-based teacher education programs. It describes how campus courses are often taught separately from field placements with little coordination and guidance for connecting the two. Current efforts are exploring ways to create "hybrid spaces" where academic and practitioner knowledge come together in less hierarchical ways to better support teacher learning. The document argues this type of integrated approach between university and schools is needed for teacher education programs to fulfill their mission of preparing effective teachers.
Jones, earl the existence of characteristics schooling v6 n1 2015William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Ivy, adam the challenge of building professional learning communitiesWilliam Kritsonis
This article provides an overview of professional learning communities (PLCs), outlining both the challenges and benefits. It discusses how to develop a PLC by establishing collaborative teams focused on student learning and results. Examples show how PLCs have boosted student achievement at various schools by ensuring all students learn through common assessments, data analysis, and intervention programs. The article concludes that addressing any apprehension or resistance upfront is important for a successful PLC implementation.
The study assessed factors hindering academic performance of grade 9 students at Wenceslao Trinidad National High School. A questionnaire was administered to 50 students to determine if student-related factors (intelligence, study habits, motivation) or teacher-related factors (personality, teaching skills) had a greater effect. The results showed student-related factors had a greater impact, with averages of 68.4% for intelligence, 57.2% for study habits, and 72% for motivation. Teacher-related factors received higher averages, but student factors were determined to hinder academic performance more.
Ie usahk qualitative journal of education second revisionsteyngm1
This document summarizes a study that explored the lived experiences of staff in implementing Invitational Education (IE) in schools in the United States and Hong Kong. The study collected data through an open-ended electronic survey of 18 participants who had experience implementing IE in their schools. The survey explored effective professional development programs for IE implementation and the role of leadership and teachers. The major findings that emerged were: 1) effective IE implementation requires leaders who model IE principles and support ongoing professional development, 2) teachers must be committed to IE and view professional development favorably for implementation to succeed, and 3) professional development on IE should involve long-term learning programs with active participation and support from school leadership.
THESIS 2:Ex A Qualitative Analysis of distributed Leadership and Teacher Pers...Azreen5520
This study aimed to analyze teachers' perceptions of principal practices that influence distributed leadership in schools. The researcher conducted a qualitative study using an online questionnaire and focus groups with 57 middle school teachers. The study sought to identify principal practices that positively or negatively impact distributed leadership according to teachers. It also examined teachers' views on the benefits and drawbacks of distributed leadership. The findings provide insights for principals on how to foster distributed leadership models in schools to improve teaching and learning.
Supporting the development of effective teachers a case for the formation of ...Alexander Decker
This document summarizes a journal article that advocates for the development of collaborative partnerships between teacher preparation programs and school districts to implement a clinical model for teacher training. It discusses how the medical field's clinical model can be adapted for teacher preparation. The article argues that meaningful clinical experiences that embed teacher candidates in classrooms with expert teachers throughout their training are needed. It also stresses the importance of developing personal mastery and team learning among faculty to successfully shift to a clinical practice model. As an example, the article describes how one university and its partner school districts collected feedback from new teachers and mentors that revealed gaps in traditional teacher preparation and supported implementing a more clinically-based program with embedded practice.
This document discusses implementing continuing professional development for South African teachers. It argues that while individual teacher development is important, collective learning among teachers is also needed to improve schools. The document analyzes South Africa's National Policy Framework on teacher education, which focuses on both initial teacher training and ongoing professional development (CPTD). However, CPTD programs so far have had little impact because they are too theoretical. The document aims to explore how CPTD could be implemented to create a collaborative learning culture in schools, as collective learning is important for positive change. It uses literature on organizational and collective learning to analyze how CPTD in the policy could foster both individual and group teacher development.
This document discusses the longstanding problem of disconnect between campus courses and field experiences in university-based teacher education programs. It describes how campus courses are often taught separately from field placements with little coordination and guidance for connecting the two. Current efforts are exploring ways to create "hybrid spaces" where academic and practitioner knowledge come together in less hierarchical ways to better support teacher learning. The document argues this type of integrated approach between university and schools is needed for teacher education programs to fulfill their mission of preparing effective teachers.
Jones, earl the existence of characteristics schooling v6 n1 2015William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Ivy, adam the challenge of building professional learning communitiesWilliam Kritsonis
This article provides an overview of professional learning communities (PLCs), outlining both the challenges and benefits. It discusses how to develop a PLC by establishing collaborative teams focused on student learning and results. Examples show how PLCs have boosted student achievement at various schools by ensuring all students learn through common assessments, data analysis, and intervention programs. The article concludes that addressing any apprehension or resistance upfront is important for a successful PLC implementation.
The study assessed factors hindering academic performance of grade 9 students at Wenceslao Trinidad National High School. A questionnaire was administered to 50 students to determine if student-related factors (intelligence, study habits, motivation) or teacher-related factors (personality, teaching skills) had a greater effect. The results showed student-related factors had a greater impact, with averages of 68.4% for intelligence, 57.2% for study habits, and 72% for motivation. Teacher-related factors received higher averages, but student factors were determined to hinder academic performance more.
Ie usahk qualitative journal of education second revisionsteyngm1
This document summarizes a study that explored the lived experiences of staff in implementing Invitational Education (IE) in schools in the United States and Hong Kong. The study collected data through an open-ended electronic survey of 18 participants who had experience implementing IE in their schools. The survey explored effective professional development programs for IE implementation and the role of leadership and teachers. The major findings that emerged were: 1) effective IE implementation requires leaders who model IE principles and support ongoing professional development, 2) teachers must be committed to IE and view professional development favorably for implementation to succeed, and 3) professional development on IE should involve long-term learning programs with active participation and support from school leadership.
THESIS 2:Ex A Qualitative Analysis of distributed Leadership and Teacher Pers...Azreen5520
This study aimed to analyze teachers' perceptions of principal practices that influence distributed leadership in schools. The researcher conducted a qualitative study using an online questionnaire and focus groups with 57 middle school teachers. The study sought to identify principal practices that positively or negatively impact distributed leadership according to teachers. It also examined teachers' views on the benefits and drawbacks of distributed leadership. The findings provide insights for principals on how to foster distributed leadership models in schools to improve teaching and learning.
This document discusses building a high-quality teaching profession based on lessons from top-performing education systems around the world. It examines factors such as how teachers are recruited, educated, developed, evaluated, and compensated. High-performing systems tend to prioritize teacher quality over class size, see teaching as a prestigious profession, and provide ongoing professional development and collaboration opportunities for teachers. The document advocates for policies that promote coherence across the education system to develop teachers as professionals.
Assessment of attitude of education students towards teaching practice in na...Alexander Decker
This document summarizes a study that assessed the attitudes of education students towards teaching practice at Nasarawa State University Keffi in Nigeria. The study found that (1) students generally showed a positive attitude towards teaching practice, but (2) female students showed a more positive attitude than male students. It also identified several problems hindering effective teaching practice. The study concluded that adopting strategies to improve student attitudes could have a positive impact, and recommended establishing a micro-teaching laboratory to better prepare students for practical experience before sending them to schools.
This document summarizes a journal article about the challenges that teachers and administrators face in a era of high-stakes testing. It discusses how administrators are often focused on test performance and accountability, which negatively impacts teacher morale and student learning. It also notes that many administrators are not highly qualified and lack the necessary skills to support teachers. As a result, students in low-income schools often receive a neglected education and have limited opportunities to succeed academically.
Center for Excellence in Teaching and Learning at WSSU: Towards an Effective ...Alvaro Galvis
This paper presents a case study that can be helpful for higher education leaders who are struggling with the creation, implementation, or improvement of academic support units that seek to enhance quality of teaching and learning in higher education institutions. The Center for Excellence in Teaching and Learning (CETL) at Winston-Salem State University (WSSU) is a case of faculty development initiatives devoted to foster academic excellence in a middle-sized historically black higher education university. The document includes: Analysis of the context in which this case study occurs, a literature review, and a case study of CETL itself. The study also includes lessons learned about the ways in which organizations such as CETL can be effective and viable.
This paper was published by JHEM, Vol 25, No 1, 2010, pp. 40-73
This document discusses two educational models - professional learning communities (PLCs) and constructivism. PLCs involve collaborative groups of teachers working toward common goals through sharing knowledge and reflecting on practices. Constructivism is based on the idea that students learn best when they can connect new information to prior knowledge and experiences. The document also examines factors like economics, leadership, social capital, and parental involvement that can impact schools and student achievement. It proposes an educational model centered around technology, PLCs, high expectations, communication, and using data to improve teaching and learning.
1) Heutagogy is a self-determined approach to learning where students take responsibility for determining what and how they learn. It emphasizes flexibility, empowering students, and developing lifelong learning skills.
2) The online classroom is well-suited for heutagogy through its flexibility, 24/7 access, and emphasis on collaboration. However, it also requires strong time management and independence from students.
3) While heutagogy may not be right for all students, it is becoming a preferred approach for adult learners and prepares students for 21st century skills of knowing how to learn.
Teacher Educators’ and Student Teachers’ Attitude towards Teacher Education P...IJSRP Journal
Attitudes vary at different times of one’s life and are usually determined by several factors such as work environment, job satisfaction and status of the profession. Both student-teachers’ and teacher-educators’ attitudes may affect the quality of teacher preparation program and finally quality of the teacher either positively or negatively. This paper is a focus on the attitude of teacher educators and student teachers towards teacher education programmes in universities. The study adopted a descriptive survey design. The study sample consisted of Bachelor of Education fourth year students drawn from three Public universities and three Private universities, Teacher Educators and Heads of Departments from the faculty of Education. Stratified random sampling was used to select the universities, student-teachers and Teacher Educators. Data was collected using questionnaires, interview schedules, observation checklists and documents analysis. Data was analyzed using descriptive statistics. The study found that a large percentage of the respondents portrayed a negative attitude of teacher education programmes. This may be to the fact that most student teachers and teacher educators enrolled in these programmes, do not have teaching as their professional interest thus join by circumstance. The study recommends the need to conduct screening of individuals before admission in teacher education programmes so as to ensure that only those who are interested and committed to teaching as a profession are enrolled. Keywords: Attitude, Teacher Education Programmes, Enrollment, Teacher Educators, Student Teachers, Public University, Private University
This document summarizes a study on the effects of peer tutoring on students' learning motivation and academic performance in a 5th grade English class in Taiwan. The study used peer tutoring for 10 weeks, with tutors and tutees providing help to each other. Students completed a motivation questionnaire before and after, and academic performance was measured through test scores. The study aimed to determine if peer tutoring improved tutees' and tutors' academic performance, as well as students' motivation towards English learning. Statistical analysis was used to analyze questionnaire and test score data.
Dalton, margaret developing a specialist degree for teacher leaders nfeasj[1]William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
University of New England's Center for Excellence in Interprofessional Education Director Shelley Cohen Konrad presents at the annual meeting of The Council on Social Work Education (CSWE), a nonprofit national association representing more than 2,500 individual members, as well as graduate and undergraduate programs of professional social work education.
This collaborative presentation is the work of
Barbara L. Jones, PhD, MSW, University of Texas at Austin
Shelley Cohen Konrad, PhD, LCSW, University of New England
Jayashree Nimmagadda, Ph.D., MSW., LICSW, Rhode Island College
Maureen Rubin, Ph.D., MSW, MA, University of Nevada, Reno
Anna M. Scheyett, PhD, MSW, LCSW, University of South Carolina
How leadership-influences-student-learningElniziana
Effective leadership plays a highly significant role in improving student learning according to this review of research. Leadership has been shown to have second only to classroom instruction in its impact on student learning. Leadership effects are often greatest in schools facing the most challenges. Successful leadership encompasses three core practices - setting directions by establishing a shared vision and goals, developing people by offering support and professional development, and redesigning the organization to better support teaching and learning. While these basics are important, additional context-specific factors are also needed for leadership to be truly successful in improving outcomes for students.
National FORUM of Applied Educational Research Journal 27(1&2) 2014, Sandra C...William Kritsonis
The document summarizes a study examining considerations that administrators tend to forget when facilitating inclusive practices among general and special education teachers. Key findings include:
1) Administrators need cultural sensitivity training and to provide time for teachers to build co-teaching relationships and collaborative planning.
2) Participants identified a lack of administrative support as a barrier to effective inclusion.
3) The study aimed to inform administrator preparation on supporting special education inclusion.
Med 560 unit 1 globalization presentationkheine006
This document discusses trends, issues, and challenges in globalized education. It explores how trends like literacy coaches and an expanded definition of literacy are impacting schools. A major issue is rising student anxiety from increased global expectations. Challenges include addressing this anxiety through collaborative rather than competitive learning and implementing the "Care Theory" to improve student well-being and performance. Overall, the interconnected trends, issues, and funding pressures schools face in a global context are exacerbating student stress levels.
Decagonal approach, a vehicle for school improvementMuhammad Yusuf
The decagonal approach is a school improvement model used in Pakistan that takes a whole school approach rather than just focusing on teachers. It involves 10 components: capacity building of teachers, leadership and management, community participation, children's participation, developing the physical environment, curriculum enrichment, research and documentation, school governance, school-based interventions, and local resource generation. The approach was implemented in 30 schools over 2 years. Key lessons learned include that school improvement is a process, not an event, it requires team effort and changing individual attitudes, and creating a conducive learning environment contributes to student learning.
The document discusses ways to improve and modernize K-12 education curriculum. It describes how curriculum is typically "siloed" into separate subjects and how problem-based learning can integrate subjects around solving real-world problems. Research shows that student achievement increases more with problem-based and cooperative learning than any other factor. The document also discusses implementing global learning, using film to teach visual literacy, addressing social-emotional learning, and shifting to performance-based assessment.
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
This article discusses the influence of principal-teacher relationships on student academic achievement. It examines how school climate and culture impact the development of relationships between principals and teachers. Positive relationships where principals support and reinforce teachers contributes to higher teacher performance and accountability for student learning. When teachers feel good about their work due to strong interactions with principals, they become more effective educators. Maintaining healthy relationships requires principals to build trust with teachers through communication and support. Strong principal-teacher relationships and positive school environments can improve student outcomes and overall school success.
1. Supporters of standardized curriculum argue it establishes uniform learning objectives and outcomes for students, while opponents note students have different backgrounds and learning styles.
2. The author supports standardized curriculum as guidelines but opposes a strict application, favoring a balance of standards and electives.
3. Research suggests a "customized approach" to education rather than a standardized one, to ensure all students can learn at their level through flexible personalization of the curriculum.
ADMN 5083 p01ADMN 5083 Special Topics in Educational LeadershipWilliam Kritsonis
Dr. Kritsonis Honored as Professor, Scholar & Pioneer Publisher
The Texas National Association for Multicultural Education honored Dr. William Allan Kritsonis as a Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was on April 28th 2012 at Texas A&M University, College Station, Texas.
The Waikato River is the longest river in New Zealand, running 425 km from Lake Taupo to empty into the Tasman Sea. It has significant cultural importance to the Tainui iwi and is a source of their mana. The river provides hydroelectric power, generating 13% of New Zealand's electricity, and was an important transportation route. However, studies have shown that 75% of bacterial contamination in the river comes from dairy farm runoff, with many farms allowing livestock direct access to streams. While the city of Hamilton also impacts water quality, dairying has been identified as the primary contributor to unacceptable pollution levels in the Waikato River.
FASTTRACK HR SERVICES is an Indian recruitment and human resources firm founded in 2009. The company provides recruitment and talent acquisition services across various industries like IT, BPO, manufacturing, and financial services. The firm's guiding principles are integrity, profit through value addition, and prioritizing people. It has a team of recruitment professionals across multiple locations in India and Singapore. Some of FASTTRACK HR SERVICES' major clients include Mahindra & Mahindra, Tata Communications, HDFC, and Quick Heal Technologies. The company handles recruitment for various roles including managers, engineers, finance professionals and sales executives.
This document discusses building a high-quality teaching profession based on lessons from top-performing education systems around the world. It examines factors such as how teachers are recruited, educated, developed, evaluated, and compensated. High-performing systems tend to prioritize teacher quality over class size, see teaching as a prestigious profession, and provide ongoing professional development and collaboration opportunities for teachers. The document advocates for policies that promote coherence across the education system to develop teachers as professionals.
Assessment of attitude of education students towards teaching practice in na...Alexander Decker
This document summarizes a study that assessed the attitudes of education students towards teaching practice at Nasarawa State University Keffi in Nigeria. The study found that (1) students generally showed a positive attitude towards teaching practice, but (2) female students showed a more positive attitude than male students. It also identified several problems hindering effective teaching practice. The study concluded that adopting strategies to improve student attitudes could have a positive impact, and recommended establishing a micro-teaching laboratory to better prepare students for practical experience before sending them to schools.
This document summarizes a journal article about the challenges that teachers and administrators face in a era of high-stakes testing. It discusses how administrators are often focused on test performance and accountability, which negatively impacts teacher morale and student learning. It also notes that many administrators are not highly qualified and lack the necessary skills to support teachers. As a result, students in low-income schools often receive a neglected education and have limited opportunities to succeed academically.
Center for Excellence in Teaching and Learning at WSSU: Towards an Effective ...Alvaro Galvis
This paper presents a case study that can be helpful for higher education leaders who are struggling with the creation, implementation, or improvement of academic support units that seek to enhance quality of teaching and learning in higher education institutions. The Center for Excellence in Teaching and Learning (CETL) at Winston-Salem State University (WSSU) is a case of faculty development initiatives devoted to foster academic excellence in a middle-sized historically black higher education university. The document includes: Analysis of the context in which this case study occurs, a literature review, and a case study of CETL itself. The study also includes lessons learned about the ways in which organizations such as CETL can be effective and viable.
This paper was published by JHEM, Vol 25, No 1, 2010, pp. 40-73
This document discusses two educational models - professional learning communities (PLCs) and constructivism. PLCs involve collaborative groups of teachers working toward common goals through sharing knowledge and reflecting on practices. Constructivism is based on the idea that students learn best when they can connect new information to prior knowledge and experiences. The document also examines factors like economics, leadership, social capital, and parental involvement that can impact schools and student achievement. It proposes an educational model centered around technology, PLCs, high expectations, communication, and using data to improve teaching and learning.
1) Heutagogy is a self-determined approach to learning where students take responsibility for determining what and how they learn. It emphasizes flexibility, empowering students, and developing lifelong learning skills.
2) The online classroom is well-suited for heutagogy through its flexibility, 24/7 access, and emphasis on collaboration. However, it also requires strong time management and independence from students.
3) While heutagogy may not be right for all students, it is becoming a preferred approach for adult learners and prepares students for 21st century skills of knowing how to learn.
Teacher Educators’ and Student Teachers’ Attitude towards Teacher Education P...IJSRP Journal
Attitudes vary at different times of one’s life and are usually determined by several factors such as work environment, job satisfaction and status of the profession. Both student-teachers’ and teacher-educators’ attitudes may affect the quality of teacher preparation program and finally quality of the teacher either positively or negatively. This paper is a focus on the attitude of teacher educators and student teachers towards teacher education programmes in universities. The study adopted a descriptive survey design. The study sample consisted of Bachelor of Education fourth year students drawn from three Public universities and three Private universities, Teacher Educators and Heads of Departments from the faculty of Education. Stratified random sampling was used to select the universities, student-teachers and Teacher Educators. Data was collected using questionnaires, interview schedules, observation checklists and documents analysis. Data was analyzed using descriptive statistics. The study found that a large percentage of the respondents portrayed a negative attitude of teacher education programmes. This may be to the fact that most student teachers and teacher educators enrolled in these programmes, do not have teaching as their professional interest thus join by circumstance. The study recommends the need to conduct screening of individuals before admission in teacher education programmes so as to ensure that only those who are interested and committed to teaching as a profession are enrolled. Keywords: Attitude, Teacher Education Programmes, Enrollment, Teacher Educators, Student Teachers, Public University, Private University
This document summarizes a study on the effects of peer tutoring on students' learning motivation and academic performance in a 5th grade English class in Taiwan. The study used peer tutoring for 10 weeks, with tutors and tutees providing help to each other. Students completed a motivation questionnaire before and after, and academic performance was measured through test scores. The study aimed to determine if peer tutoring improved tutees' and tutors' academic performance, as well as students' motivation towards English learning. Statistical analysis was used to analyze questionnaire and test score data.
Dalton, margaret developing a specialist degree for teacher leaders nfeasj[1]William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
University of New England's Center for Excellence in Interprofessional Education Director Shelley Cohen Konrad presents at the annual meeting of The Council on Social Work Education (CSWE), a nonprofit national association representing more than 2,500 individual members, as well as graduate and undergraduate programs of professional social work education.
This collaborative presentation is the work of
Barbara L. Jones, PhD, MSW, University of Texas at Austin
Shelley Cohen Konrad, PhD, LCSW, University of New England
Jayashree Nimmagadda, Ph.D., MSW., LICSW, Rhode Island College
Maureen Rubin, Ph.D., MSW, MA, University of Nevada, Reno
Anna M. Scheyett, PhD, MSW, LCSW, University of South Carolina
How leadership-influences-student-learningElniziana
Effective leadership plays a highly significant role in improving student learning according to this review of research. Leadership has been shown to have second only to classroom instruction in its impact on student learning. Leadership effects are often greatest in schools facing the most challenges. Successful leadership encompasses three core practices - setting directions by establishing a shared vision and goals, developing people by offering support and professional development, and redesigning the organization to better support teaching and learning. While these basics are important, additional context-specific factors are also needed for leadership to be truly successful in improving outcomes for students.
National FORUM of Applied Educational Research Journal 27(1&2) 2014, Sandra C...William Kritsonis
The document summarizes a study examining considerations that administrators tend to forget when facilitating inclusive practices among general and special education teachers. Key findings include:
1) Administrators need cultural sensitivity training and to provide time for teachers to build co-teaching relationships and collaborative planning.
2) Participants identified a lack of administrative support as a barrier to effective inclusion.
3) The study aimed to inform administrator preparation on supporting special education inclusion.
Med 560 unit 1 globalization presentationkheine006
This document discusses trends, issues, and challenges in globalized education. It explores how trends like literacy coaches and an expanded definition of literacy are impacting schools. A major issue is rising student anxiety from increased global expectations. Challenges include addressing this anxiety through collaborative rather than competitive learning and implementing the "Care Theory" to improve student well-being and performance. Overall, the interconnected trends, issues, and funding pressures schools face in a global context are exacerbating student stress levels.
Decagonal approach, a vehicle for school improvementMuhammad Yusuf
The decagonal approach is a school improvement model used in Pakistan that takes a whole school approach rather than just focusing on teachers. It involves 10 components: capacity building of teachers, leadership and management, community participation, children's participation, developing the physical environment, curriculum enrichment, research and documentation, school governance, school-based interventions, and local resource generation. The approach was implemented in 30 schools over 2 years. Key lessons learned include that school improvement is a process, not an event, it requires team effort and changing individual attitudes, and creating a conducive learning environment contributes to student learning.
The document discusses ways to improve and modernize K-12 education curriculum. It describes how curriculum is typically "siloed" into separate subjects and how problem-based learning can integrate subjects around solving real-world problems. Research shows that student achievement increases more with problem-based and cooperative learning than any other factor. The document also discusses implementing global learning, using film to teach visual literacy, addressing social-emotional learning, and shifting to performance-based assessment.
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
This article discusses the influence of principal-teacher relationships on student academic achievement. It examines how school climate and culture impact the development of relationships between principals and teachers. Positive relationships where principals support and reinforce teachers contributes to higher teacher performance and accountability for student learning. When teachers feel good about their work due to strong interactions with principals, they become more effective educators. Maintaining healthy relationships requires principals to build trust with teachers through communication and support. Strong principal-teacher relationships and positive school environments can improve student outcomes and overall school success.
1. Supporters of standardized curriculum argue it establishes uniform learning objectives and outcomes for students, while opponents note students have different backgrounds and learning styles.
2. The author supports standardized curriculum as guidelines but opposes a strict application, favoring a balance of standards and electives.
3. Research suggests a "customized approach" to education rather than a standardized one, to ensure all students can learn at their level through flexible personalization of the curriculum.
ADMN 5083 p01ADMN 5083 Special Topics in Educational LeadershipWilliam Kritsonis
Dr. Kritsonis Honored as Professor, Scholar & Pioneer Publisher
The Texas National Association for Multicultural Education honored Dr. William Allan Kritsonis as a Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was on April 28th 2012 at Texas A&M University, College Station, Texas.
The Waikato River is the longest river in New Zealand, running 425 km from Lake Taupo to empty into the Tasman Sea. It has significant cultural importance to the Tainui iwi and is a source of their mana. The river provides hydroelectric power, generating 13% of New Zealand's electricity, and was an important transportation route. However, studies have shown that 75% of bacterial contamination in the river comes from dairy farm runoff, with many farms allowing livestock direct access to streams. While the city of Hamilton also impacts water quality, dairying has been identified as the primary contributor to unacceptable pollution levels in the Waikato River.
FASTTRACK HR SERVICES is an Indian recruitment and human resources firm founded in 2009. The company provides recruitment and talent acquisition services across various industries like IT, BPO, manufacturing, and financial services. The firm's guiding principles are integrity, profit through value addition, and prioritizing people. It has a team of recruitment professionals across multiple locations in India and Singapore. Some of FASTTRACK HR SERVICES' major clients include Mahindra & Mahindra, Tata Communications, HDFC, and Quick Heal Technologies. The company handles recruitment for various roles including managers, engineers, finance professionals and sales executives.
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Web tools at work Official use of Social Media at the City of Salisbury.
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Alex Torrez & William Allan Kritsonis, PhD - Article: National Impact for Pre-Implementation of Smaller Learning Communities - Published in the NATIONAL FORUM: NATIONAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH, 5(1) 2008
1. DOCTORAL FORUM
NATIONAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH
VOLUME 5 NUMBER 1, 2008
National Impact for Pre-Implementation
of Smaller Learning Communities
Alex Torrez William Allan Kritsonis, PhD
PhD Student in Educational Leadership Professor and Faculty Mentor
The Whitlowe R. Green College of Education PhD Program in Educational Leadership
Prairie View A&M University The Whitlowe R. Green College of Education
Prairie View, Texas Prairie View A&M University
Assistant Superintendent Member of the Texas A&M University System
Clear Creek Independent School District Visiting Lecturer (2005)
Houston, Texas Oxford Round Table
University of Oxford, Oxford, England
Distinguished Alumnus (2004)
College of Education and Professional Studies
Central Washington University
________________________________________________________________________
ABSTRACT
This article clearly defines the three crucial pre-implementation principles to
maximize the success of Smaller Learning Communities in large high schools.
Establishing clear understanding for the need of the SLC initiative is the first of
these principles. Long term commitment to a sustained plan for relevant SLC
professional learning opportunities will guarantee proper training, skills, and
knowledge for those working within the SLC school. The final principle defined
within this article is the establishment of a foundation for professional learning
communities. The absence of any one of these principles can seriously affect the
success of a SLC school.
Introduction
Implementing smaller learning communities in large schools can be argued as the
best way to advance student achievement and improve teacher professional learning.
Research has been rapidly accumulating that, as far as high schools is concerned size
does matter-and smaller is better (Daniels, Bizar, and Zemelman 2001). Student
achievement in small schools is superior to that in large schools (Bates 1993; Eberts,
1
2. DOCTORAL FORUM
NATIONAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH
2_____________________________________________________________________________________
Kehoe, and Stone 1982; Eicherstein 1994; Fowler and Walberg 1991; Kershaw and
Blank 1993; Miller, Ellsworth, and Howell 1986; Robinson-Lewis 1991; Walberg 1992)
(as cited in Cotton, 1996). Most would agree that SLC’s alone will not solve all
academic gaps. Benefits such as improved collegiality and collaboration among teachers
combined with improved personalized student-teacher relationships would seem to be
sufficient factors to convince educators to embrace the SLC model. Limited research
supports the superiority of large schools over small schools. Educators continue to
struggle with successful implementation and sustainability of the small school concept.
The Purpose of this Article
The purpose of this article is to assist schools in recognizing the importance of the
preparation required during the pre-implementation phase of the SLC initiative. To
insure the successful initiation of the SLC model, schools must not overlook the
importance and commitment to professional learning. Schools not willing to make a
commitment to pre-implementation education and preparation are likely to experience
slow and inconsistent change as a result.
Understanding the Need for a SLC
Establishing the need for SLC’s is fundamental for creating the understanding and
support required to begin. Understanding the important concepts that make SLC’s worth
studying starts with the end in mind, the child. Educators and students in mega high
schools are familiar with the reality that developing a supportive and nurturing
atmosphere is difficult. Students in large high schools can go through their entire high
school experience and potentially not have the same group of students in class more than
once. Each year students adjust to a new set of teachers who have limited or no history
with the student. This traditional setting decreases the potential of establishing
meaningful relationships. Studies have established that students need relationships with
both peers and adults as part of a healthy learning environment. Adult connections and
personalization improves the school experience.
Each student needs to know at least one adult in the school is closely
concerned with his or her fate…The relationship between the student and
the advocate should ensure that no youngster experiences the sense of
isolation that frequently engulfs teenagers during this critical period of
their lives. Having someone on his or her side can help a young person
feel a part of the school community (National Association of Secondary
Principals, 1996, p. 31). If high achievement for all students is the goal of
3. ALEX TORREZ AND WILLIAM ALLAN KRITSONIS
_______________________________________________________________________3
reform, then personalization and a rigorous curriculum are two essential
ingredients. Although some students might be able to make it though four
years of high school despite the lack of any personal connections, all
students require a supportive environment-some more than others.
Creating that environment is essential to bringing learning to fruition.
(National Association of Secondary Principals, 2004, p. 67)
An increased emphasis on strengthening relationships with students is at the
center of the SLC model. It is imperative to establish a clear understanding of what that
means to teachers and staff as well as what is expected of them. Planning ongoing
professional learning that will assist the faculty in understanding the changes that need to
occur will be at the focal point of creating understanding and embracing relationships.
Although few would argue that teachers have been historically excellent mentors, the
focus on more meaningful student relationships must be implemented correctly or it
could be perceived as an extra responsibility added to an already difficult profession.
Pre-Implementation Professional Learning
Campus teams working in the pre-implementation stage must be fully committed
to a sustained plan that will provide relevant SLC professional learning. The planning of
professional learning during pre-implementation is often overlooked by school
administrators. When limited planning or little effort is taken to provide relevant
professional learning opportunities that ensure staff members’ deep understanding of the
skills needed for using the new practices a SLC model will find it difficult to succeed.
Too often, unfortunately, little care is taken to provide professional learning that insures
staff members’ deep understanding of content and development of skills for using new
practices (Hord and Sommers 2007). Professional learning that assists the process by
creating a clear understanding of the iniative and the components that will be needed to
create consensus for the initiative are critical to the process from the beginning to full
implementation.
Below is a list of topics that require professional learning during pre-
implementation:
• What is a professional learning communities
• Professional learning communities individual and team responsibilities
• How to develop interdisciplinary lessons
• Interdisciplinary teaching techniques
• Use of advisory period
• Building support for individual and student groups
4. DOCTORAL FORUM
NATIONAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH
4_____________________________________________________________________________________
• Building capacity in the program
• Sustained leadership
• Team stability
• Articulation with college/university systems
• Building community support
Professional Learning Community
Working as an effective professional learning community is important to the early
success of the SLC initiative. The first and most fundamental task of building a
collaborative culture is to bring together those people whose responsibilities create an
inherent mutual interest in exploring the critical question of PLC (DuFour, DuFour,
Eaker, & Many, 2006). The challenge for administrators is overcoming the established
traditional school and familiar structure that creates an environment of isolation for
teachers. This isolation results in a natural disconnection from colleagues and limits
opportunities to share the educational process. Department level meetings, although
informative and critical to communication, are not in most cases characterized as a
professional learning community. The importance of providing training that assists
teachers in the process of working together as well as emphasizes the impact that
professional collaboration has on both students and teachers is a powerful step. Allowing
teachers to collaborate without appropriate training or understanding why they are
collaborating has the potential of creating frustration due to a lack of common experience
in the process of working together and the expected outcomes of such efforts. In fact, we
are convinced that one of the most common mistakes school administrators make in the
implementation of improvement initiatives is to focus exclusively on the “how” while
being inattentive to why (Dufour, Dufour, Eaker, & Many, 2006)
A key to implementing a PLC that embraces collaboration will require a
commitment to team planning time. Allowing collaboration time is important however
allowing collaboration time during the school day is a tremendous reassurance to the
commitment of SLC implementation. Expecting teachers to work in professional learning
communities and creating outcomes that are benefiting the process of collaborative lesson
development, discussions regarding teaching strategies, and opportunities for discussing
strategies to assists struggling learners is more meaningful when a time commitment from
the district is recognized.
5. ALEX TORREZ AND WILLIAM ALLAN KRITSONIS
_______________________________________________________________________5
Creating the Right Conditions
Under the right conditions, the problems of commitment, alignment, motivation,
and change largely melt away (Collins 2001). Implementation teams that understand the
importance of creating the right conditions start by establishing a foundation that a
change from the present system is beneficial for students. Positive factors such as
opportunities for increased and improved student relationships with peers and faculty
resulting in improved attendance, decreased dropout rate, and improved academic success
are keys to convincing educators to embrace the necessity for SLC’s. Comprehending
that the process involves a different level of collaboration than most educators are
familiar with requires a paradigm shift for many teachers. Benefits such as engaging in
professional conversations in relation to educational practices and resolving common
instructional issues are important. In addition the by product of building professional
relationships strengthens the bonds between teachers creating stronger more meaningful
support groups.
Concluding Remarks
Finally the success of SLC’s is dependent on a sound pre-implementation plan
that is systematic and focused on creating a common and clear understanding of the
initaitive. The outcome and the impact on students as well as teachers is the driving force
that necessitates a smooth transition from the present structure.
References
Cotton K. (1996, May). School size, school climate and student performance. Retrieved
November 3, 2007, from The Northwest Regional Educational Laboratory
website: http://www.nwrel.org
DuFour, R., DuFour, R., Eaker, R., and Many, T. (2006). Learning by doing: A
handbook for professional learning communities at work. Bloomington, IN:
Solution Tree (formerly National Educational Service).
Daniels, D., Bizar, M., and Zemelman, S. (2001). Rethinking high schools: Best practice
in teaching, learning, and leadership. Portsmouth, NH: Heinemann.
Hord, M. and Sommers, W.A. (2007). Leading professional learning communities:
Voices from research and practice. Thousand Oaks. CA: Cowin Press.
J. Collins, (2001). Good to great: Why some companies make the leap…and others don’t.
New York: Harper Business.
National Association of Secondary School Principals (1996). Breaking ranks: Changing
an American institution. Reston, VA: Author.
6. DOCTORAL FORUM
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National Association of Secondary School Principals. (2004). Breaking ranks II:
Strategies for leading high school reform. Reston, VA: Author.
Formatted by Dr. Mary Alice Kritsonis, National Research and Manuscript Preparation
Editor, National FORUM Journals, Houston, Texas. www.nationalforum.com