Dr. William Kritsonis, National FORUM Journals, www.nationalforum.comWilliam Kritsonis
The document summarizes a study exploring the experiences of principals in South Central Texas whose schools have student populations that are at least 90% minority, at least 90% on free or reduced lunch, and achieve passing rates of 90% or higher on standardized tests. The study found that these "90/90/90" principals provide stable leadership over time by increasing support structures, enhancing trust, and emphasizing relationships while reducing threats to school success. Key themes that emerged included the importance of principal longevity, building trust and relationships, and addressing the needs of the whole child and community.
This dissertation examined factors related to teacher classroom management, including training, attitudes, and intervention practices of general and special education teachers. The study investigated the relationship between training, beliefs about behavior management, attitudes about classroom control, and the number of behavioral interventions teachers implement. Data was collected through a questionnaire measuring demographics, training, and beliefs, and the Attitudes and Beliefs about Classroom Control inventory. Results of the multiple regressions and MANOVA found no significant relationships between the predictor variables and number of interventions or differences based on teacher type. This dissertation provides information to help improve teacher training programs in behavior management.
The document discusses living learning communities (LLCs) at Texas State University. It provides background on LLCs and their benefits, including improved academic performance, increased interaction with faculty and peers, and positive social outcomes. At Texas State, LLCs aim to foster these benefits through shared living spaces, co-enrolled courses, co-curricular activities, and additional support systems. However, the LLC programs currently lack clear missions, goals, and objectives. Through interviews with former LLC students, the researchers identified themes around the beneficial qualities of LLCs, feelings of inclusion, faculty influence, similarities among members, and ideas for expanding the programs. The findings provide recommendations to help define the purpose and assess the effectiveness of the Texas State LLCs
CAREER PATHWAYS: DISCOURSES OF MOTHERS IN THE ACADEMEJovenil Bacatan
The purpose of this research was to gather information in exploring the discourses of the student-mothers in the academe impacting struggles, hopes, aspirations, and their coping mechanisms employed on the different pressures they faced.
This document summarizes a research proposal that aims to examine the impact of mentoring on the academic achievement of African American students at predominantly white institutions (PWIs). The proposal reviews previous literature showing mentoring can positively impact students' psychological development and academic outcomes like GPA and retention. However, few studies specifically examine the effects for African American students at PWIs. The proposed quantitative study would use surveys to compare the GPAs, retention rates, and extracurricular involvement of mentored vs. non-mentored African American freshmen at several PWIs, to determine if mentoring benefits this population. The results could support mentoring programs and encourage faculty involvement in mentoring.
This document is Theresa Ann Costa Johansen's doctoral dissertation examining teacher-level factors that influence student discipline decisions. It provides background on zero tolerance policies and their links to increased exclusionary discipline practices. Exclusionary discipline has been associated with negative student outcomes. The study aims to understand how teacher perceptions of self-efficacy, collective efficacy, student behavior, and school climate relate to classroom and schoolwide discipline practices. It uses mixed methods to gather data from a California middle school on discipline rates and teacher surveys and interviews. The goal is to provide insight into how teacher and school factors may influence discipline practices and student outcomes.
This document summarizes a study that examined how 627 parents of children with intellectual disabilities or autism rated the importance of self-determination skills, assessed their child's performance of those skills, and evaluated their child's overall self-determination. The study found that while parents highly valued self-determination skills, they reported their children performed those skills fairly low. Several factors predicted higher self-determination ratings, including educational setting, presence of challenging behaviors, and perceived disability severity. The researchers recommend equipping parents to better support their children's development of self-determination.
Larke, patricia a case study of seven preservice teachers nfmij v7 n1 2010William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Dr. William Kritsonis, National FORUM Journals, www.nationalforum.comWilliam Kritsonis
The document summarizes a study exploring the experiences of principals in South Central Texas whose schools have student populations that are at least 90% minority, at least 90% on free or reduced lunch, and achieve passing rates of 90% or higher on standardized tests. The study found that these "90/90/90" principals provide stable leadership over time by increasing support structures, enhancing trust, and emphasizing relationships while reducing threats to school success. Key themes that emerged included the importance of principal longevity, building trust and relationships, and addressing the needs of the whole child and community.
This dissertation examined factors related to teacher classroom management, including training, attitudes, and intervention practices of general and special education teachers. The study investigated the relationship between training, beliefs about behavior management, attitudes about classroom control, and the number of behavioral interventions teachers implement. Data was collected through a questionnaire measuring demographics, training, and beliefs, and the Attitudes and Beliefs about Classroom Control inventory. Results of the multiple regressions and MANOVA found no significant relationships between the predictor variables and number of interventions or differences based on teacher type. This dissertation provides information to help improve teacher training programs in behavior management.
The document discusses living learning communities (LLCs) at Texas State University. It provides background on LLCs and their benefits, including improved academic performance, increased interaction with faculty and peers, and positive social outcomes. At Texas State, LLCs aim to foster these benefits through shared living spaces, co-enrolled courses, co-curricular activities, and additional support systems. However, the LLC programs currently lack clear missions, goals, and objectives. Through interviews with former LLC students, the researchers identified themes around the beneficial qualities of LLCs, feelings of inclusion, faculty influence, similarities among members, and ideas for expanding the programs. The findings provide recommendations to help define the purpose and assess the effectiveness of the Texas State LLCs
CAREER PATHWAYS: DISCOURSES OF MOTHERS IN THE ACADEMEJovenil Bacatan
The purpose of this research was to gather information in exploring the discourses of the student-mothers in the academe impacting struggles, hopes, aspirations, and their coping mechanisms employed on the different pressures they faced.
This document summarizes a research proposal that aims to examine the impact of mentoring on the academic achievement of African American students at predominantly white institutions (PWIs). The proposal reviews previous literature showing mentoring can positively impact students' psychological development and academic outcomes like GPA and retention. However, few studies specifically examine the effects for African American students at PWIs. The proposed quantitative study would use surveys to compare the GPAs, retention rates, and extracurricular involvement of mentored vs. non-mentored African American freshmen at several PWIs, to determine if mentoring benefits this population. The results could support mentoring programs and encourage faculty involvement in mentoring.
This document is Theresa Ann Costa Johansen's doctoral dissertation examining teacher-level factors that influence student discipline decisions. It provides background on zero tolerance policies and their links to increased exclusionary discipline practices. Exclusionary discipline has been associated with negative student outcomes. The study aims to understand how teacher perceptions of self-efficacy, collective efficacy, student behavior, and school climate relate to classroom and schoolwide discipline practices. It uses mixed methods to gather data from a California middle school on discipline rates and teacher surveys and interviews. The goal is to provide insight into how teacher and school factors may influence discipline practices and student outcomes.
This document summarizes a study that examined how 627 parents of children with intellectual disabilities or autism rated the importance of self-determination skills, assessed their child's performance of those skills, and evaluated their child's overall self-determination. The study found that while parents highly valued self-determination skills, they reported their children performed those skills fairly low. Several factors predicted higher self-determination ratings, including educational setting, presence of challenging behaviors, and perceived disability severity. The researchers recommend equipping parents to better support their children's development of self-determination.
Larke, patricia a case study of seven preservice teachers nfmij v7 n1 2010William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
This document discusses factors that affect 21st century students' learning and implications for educators. It examines how students today have grown up in a different environment than past generations due to technology, war, economic struggles, and heightened anxiety. Their ethics and morality have changed as success is now achieved by any means necessary. Media and technology consume students' lives and attention, making it harder for teachers to engage them. However, simulations and video games could update teaching methods and motivate students by relating lessons to their interests. The document suggests ways for educators to adapt their approaches to better understand and teach today's students.
Dr. W.A. Kritsonis, National FORUM Journals, www.nationalforum.comWilliam Kritsonis
Donavon's story provides three key lessons for schools based on his experience as an urban high school student. First, listening to student voices can provide valuable perspectives on improving teaching and learning. Second, supportive relationships with caring teachers who have high expectations can help students build resilience. Third, including student voices in school decision-making can strengthen student engagement and school climate.
Olson, james caring and the college professor focus v8 n1 2014William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Chap 4-presentation-analysis-interpretation-of-dataabbylaxamana2
This document provides an introduction to a study on the effects of a mentoring program on the adversity quotient of freshmen college students. It includes sections on the theoretical framework, statement of the problem, hypothesis, scope and limitations, conceptual framework, significance of the study, and definition of terms. The study aims to measure students' adversity quotient scores before and after a mentoring program using the Adversity Quotient Profile to determine if the program has a significant effect on students' ability to withstand adversity. The document establishes the background and methodology for the research.
Teacher Education Students Living in Boarding House/DormitoriesAJHSSR Journal
ABSTRACT : Living inside the campus guarantees all sorts of good facilities will be readily and quickly
access from the gym, dining hall, classrooms, and library. This descriptive research study was aimed to
determine the factors affecting the students who live in the boarding houses/dormitories towards their academic
performance related to their financial; personal and boarding house security and if the gender of the individual
affects the performances of the students who live in the boarding house or dormitories of President Ramon
Magsaysay State University, Iba Campus, Iba, Zambales, A.Y. 2018-2019. Sixty (60) teacher education students
were chosen to be the respondents of the recent researches. The method used in this research study was a
descriptive survey questionnaire. Results revealed that Student –respondents were typically females, Academic
Performance of the student respondents is at the average level. Moderately agree on the financial, personal, and
boarding house factors affecting boarding student respondents. There is no significant difference in the factors
affecting boarding student respondents in terms of sex. There is no significant relationship between factors
affecting the boarding student – respondent in terms of the financial, personal, and boarding house. The result
of the study will be the baseline information that the Electricity supply, potable and running water must be
prioritize by the school administration. Parents should ensure enough allowance given to their children.
Boarding house/dormitories must have enough space for the study area. Conduct another study to deepen the
information provided specifically on focusing boarders privacy .
KEYWORDS : Boarding house, Financial, Personal, Academic Performance, Dormitories
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; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; 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, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Dr. William Allan Kritsonis, Educational PhilosophyWilliam Kritsonis
This document summarizes Ayn Rand's philosophical views on selfishness from her book The Virtue of Selfishness. It discusses how Rand believes that ethics guide one's choices and actions in life. The purpose of the essay is to discuss when selfishness can be considered right or wrong according to the circumstances. It explores Rand's philosophy of "Objectivism" which holds that reality exists independently of consciousness and that individuals can pursue their own rational self-interest through laissez-faire capitalism. The essay aims to show that people have a right to be selfish depending on their situation as long as it is not at the expense of others' well-being.
Bore, samuel k psycho educational groups in schools nfjca v2 n1 2013William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. LaVelle Henricks, Texas A&M University-Commerce and colleagues published in national refereed journal.
Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System.
This document summarizes research on formative assessment and motivation. It discusses how formative assessment can improve student motivation by fostering autonomy, relatedness, and competence. Formative assessment encourages self-directed learning and provides feedback to help students improve. When implemented properly with teacher support and opportunities for social interaction, formative assessment can enhance students' self-esteem and engagement by addressing their psychological needs. The document reviews several motivation theories and how formative assessment aligns with socio-cultural perspectives on the development of interest and engagement in learning.
ABSTRACT: This study explores implicit theories on creativity in a group of
educators, and some associated myths and beliefs, such as: “The school can do nothing
to develop creativity”, “childhood is the golden age of creativity”, and “school kills
creativity”. The sample was composed by educators graduated from the undergraduated
program of Early Chile Education and the graduated students from the Masters
Education of the School of Education at the Pontificia Universidad Javeriana of Bogotá
(Colombia). The analysis of the 110 answers, found that to define creativity, educators
utilize the concepts of transformation, expertise, innovation, and problem solving. Most
participants indicate that the most creative age is childhood, which confirms the
“golden age” myth. Regarding the relation between creativity and schools, educators
believe that schools can and must develop creativity, but they need specific conditions
to achieve this. Based on these results it is important to stress the importance to
develop pre-service and in-service teaching programs that allow educators to overcome
these false beliefs and to understand how to foster creativity in educational settings.
Learning Styles: Concepts and Evidence. Harold Pashler, Mark McDaniel, Doug R...eraser Juan José Calderón
Volume 9 Number 3, December 2008 del Psychological Science in the PUBLIC INTEREST, titulado: Learning Styles: Concepts and Evidence. Harold Pashler, Mark McDaniel, Doug Rohrer, and Robert Bjork
Foss, nate the experiences of early service teachers using facebook nftej v23...William Kritsonis
This document summarizes a study on the beliefs and experiences of pre-service and early career teachers using Facebook. 14 participants were interviewed and their Facebook profiles observed. Key findings include:
1) Participants believed maintaining ties with friends was an important Facebook function.
2) Participants were apprehensive about negative consequences but continued using Facebook believing privacy settings protected them, though a disconnect between believed and actual privacy exists.
3) Over time, participants created stricter guidelines for who they would friend on Facebook.
The study used a phenomenological qualitative approach to understand how and why these teachers used Facebook, and what positive and negative impacts they perceived from use.
Adolescents coping understanding the role of gender and academic competenceAlexander Decker
This document summarizes a study that examined the effect of gender and academic competence on coping strategies in adolescents. The study used a 2x2 factorial design to compare 120 academically competent adolescents securing 80% or more marks to 120 academically less competent adolescents securing 50% or less marks. Both groups included 60 boys and 60 girls. Measures of coping strategies found that academically competent adolescents used more problem-focused coping strategies while less competent adolescents used more emotion-focused strategies. Additionally, boys generally used more problem-focused coping while girls used more emotion-focused coping. The study aimed to understand the roles of academic competence and gender in influencing the coping strategies used by adolescents.
An online survey of pupils’ experiences of eating disorders - journal articlePooky Knightsmith
Background: Eating disorders (ED) have a peak rate of onset in school-aged children. Little is known about pupils’ experiences of ED within a school setting.
Method: Five hundred and eleven 11- to 19-year-old school pupils completed an online questionnaire exploring their experiences of ED (72% female, 28% male). Responses were analysed using content analysis principles.
Results: Of the participants, 38% had a current or past ED, 49% of these had never received a formal diagnosis. Of the respondents, 59% saw a need to raise ED
awareness. Only 7% would confide in a teacher about an ED.
Conclusions: Efforts are needed to break down
barriers to disclosure and support teachers to play an effective role in the detection and early intervention for
ED.
Millennial students have different characteristics than previous generations that impact their experiences in occupational therapy classrooms and fieldwork settings. This literature review explores the traits of Millennial students and how occupational therapy educators can help them succeed. Recommendations include understanding Millennial learning styles, having clear expectations, and promoting caring student-teacher relationships. The goal is to provide an optimal educational experience for these students.
Donald Lee has extensive experience as a licensed psychotherapist providing individual, group, marital, and family psychotherapy. He holds a Ed.D. in Counseling Psychology from Columbia University and has worked in private practice in Dallas, Texas since 2003. Prior to that, he held various clinical roles in New York including providing in-home psychological services and working with organizations serving individuals with developmental disabilities and those who have experienced trauma.
The document discusses how classroom environments and configurations can impact student learning. It notes that traditionally classrooms consisted of rows of identical desks facing the front of the room, but there is now a shift toward more open and dynamic learning zones tailored to individual student needs and learning styles. Factors like technology use, attention spans, and teaching approaches are changing how classrooms are designed. Research shows that well-designed classrooms with natural light, comfortable furniture, and flexibility can improve student performance by 25%. The classroom environment needs to support different learning styles like visual, auditory, and kinesthetic learners.
The document provides information on various homeopathic remedies and their uses. It discusses the physiological actions and areas of the body affected by remedies such as Calcarea Sulphuricum, Ferrum Phosphoricum, Kali Muraticum, Magnesium Phosphoricum, and Natrum Muraticum. For each remedy, it lists conditions it can be used as a drug, medicine, or remedy to treat. It also provides examples of trustworthy uses of each remedy based on the author's experience.
S T U D E N T A T T E N D A N C E A N D I N S T R U C T I O N A L P R O G...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.
1) A school principal reported a teacher to Child Protective Services for allegedly hitting a student with a chair based on interviews with the student and others. The teacher sued the principal for defamation and conspiracy.
2) The court found that the principal was entitled to immunity for reports made in good faith to child protective services. The principal provided affidavits demonstrating her reasonable belief that reporting was required, while the teacher provided no evidence that no reasonable principal would have believed reporting was necessary.
3) The court reversed the trial court's denial of summary judgment for the principal, finding that she was entitled to immunity as her report was made in good faith.
S T U D E N T D I S C I P L I N E I N S C H O O L SWilliam Kritsonis
- The document discusses student discipline policies and guidelines for schools, including rules for student behavior, due process rights, and limitations imposed by the U.S. Constitution and Texas Education Code.
- It outlines different types of disciplinary actions schools can take, such as teacher-initiated removals from class, suspensions, expulsions, and placements in disciplinary alternative education programs.
- Key factors in determining discipline include treating students fairly based on the seriousness of the offense, the student's age and record, and potential effects on the school environment. Consistent enforcement of rules is important.
This document discusses factors that affect 21st century students' learning and implications for educators. It examines how students today have grown up in a different environment than past generations due to technology, war, economic struggles, and heightened anxiety. Their ethics and morality have changed as success is now achieved by any means necessary. Media and technology consume students' lives and attention, making it harder for teachers to engage them. However, simulations and video games could update teaching methods and motivate students by relating lessons to their interests. The document suggests ways for educators to adapt their approaches to better understand and teach today's students.
Dr. W.A. Kritsonis, National FORUM Journals, www.nationalforum.comWilliam Kritsonis
Donavon's story provides three key lessons for schools based on his experience as an urban high school student. First, listening to student voices can provide valuable perspectives on improving teaching and learning. Second, supportive relationships with caring teachers who have high expectations can help students build resilience. Third, including student voices in school decision-making can strengthen student engagement and school climate.
Olson, james caring and the college professor focus v8 n1 2014William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Chap 4-presentation-analysis-interpretation-of-dataabbylaxamana2
This document provides an introduction to a study on the effects of a mentoring program on the adversity quotient of freshmen college students. It includes sections on the theoretical framework, statement of the problem, hypothesis, scope and limitations, conceptual framework, significance of the study, and definition of terms. The study aims to measure students' adversity quotient scores before and after a mentoring program using the Adversity Quotient Profile to determine if the program has a significant effect on students' ability to withstand adversity. The document establishes the background and methodology for the research.
Teacher Education Students Living in Boarding House/DormitoriesAJHSSR Journal
ABSTRACT : Living inside the campus guarantees all sorts of good facilities will be readily and quickly
access from the gym, dining hall, classrooms, and library. This descriptive research study was aimed to
determine the factors affecting the students who live in the boarding houses/dormitories towards their academic
performance related to their financial; personal and boarding house security and if the gender of the individual
affects the performances of the students who live in the boarding house or dormitories of President Ramon
Magsaysay State University, Iba Campus, Iba, Zambales, A.Y. 2018-2019. Sixty (60) teacher education students
were chosen to be the respondents of the recent researches. The method used in this research study was a
descriptive survey questionnaire. Results revealed that Student –respondents were typically females, Academic
Performance of the student respondents is at the average level. Moderately agree on the financial, personal, and
boarding house factors affecting boarding student respondents. There is no significant difference in the factors
affecting boarding student respondents in terms of sex. There is no significant relationship between factors
affecting the boarding student – respondent in terms of the financial, personal, and boarding house. The result
of the study will be the baseline information that the Electricity supply, potable and running water must be
prioritize by the school administration. Parents should ensure enough allowance given to their children.
Boarding house/dormitories must have enough space for the study area. Conduct another study to deepen the
information provided specifically on focusing boarders privacy .
KEYWORDS : Boarding house, Financial, Personal, Academic Performance, Dormitories
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; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; 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, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Dr. William Allan Kritsonis, Educational PhilosophyWilliam Kritsonis
This document summarizes Ayn Rand's philosophical views on selfishness from her book The Virtue of Selfishness. It discusses how Rand believes that ethics guide one's choices and actions in life. The purpose of the essay is to discuss when selfishness can be considered right or wrong according to the circumstances. It explores Rand's philosophy of "Objectivism" which holds that reality exists independently of consciousness and that individuals can pursue their own rational self-interest through laissez-faire capitalism. The essay aims to show that people have a right to be selfish depending on their situation as long as it is not at the expense of others' well-being.
Bore, samuel k psycho educational groups in schools nfjca v2 n1 2013William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. LaVelle Henricks, Texas A&M University-Commerce and colleagues published in national refereed journal.
Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System.
This document summarizes research on formative assessment and motivation. It discusses how formative assessment can improve student motivation by fostering autonomy, relatedness, and competence. Formative assessment encourages self-directed learning and provides feedback to help students improve. When implemented properly with teacher support and opportunities for social interaction, formative assessment can enhance students' self-esteem and engagement by addressing their psychological needs. The document reviews several motivation theories and how formative assessment aligns with socio-cultural perspectives on the development of interest and engagement in learning.
ABSTRACT: This study explores implicit theories on creativity in a group of
educators, and some associated myths and beliefs, such as: “The school can do nothing
to develop creativity”, “childhood is the golden age of creativity”, and “school kills
creativity”. The sample was composed by educators graduated from the undergraduated
program of Early Chile Education and the graduated students from the Masters
Education of the School of Education at the Pontificia Universidad Javeriana of Bogotá
(Colombia). The analysis of the 110 answers, found that to define creativity, educators
utilize the concepts of transformation, expertise, innovation, and problem solving. Most
participants indicate that the most creative age is childhood, which confirms the
“golden age” myth. Regarding the relation between creativity and schools, educators
believe that schools can and must develop creativity, but they need specific conditions
to achieve this. Based on these results it is important to stress the importance to
develop pre-service and in-service teaching programs that allow educators to overcome
these false beliefs and to understand how to foster creativity in educational settings.
Learning Styles: Concepts and Evidence. Harold Pashler, Mark McDaniel, Doug R...eraser Juan José Calderón
Volume 9 Number 3, December 2008 del Psychological Science in the PUBLIC INTEREST, titulado: Learning Styles: Concepts and Evidence. Harold Pashler, Mark McDaniel, Doug Rohrer, and Robert Bjork
Foss, nate the experiences of early service teachers using facebook nftej v23...William Kritsonis
This document summarizes a study on the beliefs and experiences of pre-service and early career teachers using Facebook. 14 participants were interviewed and their Facebook profiles observed. Key findings include:
1) Participants believed maintaining ties with friends was an important Facebook function.
2) Participants were apprehensive about negative consequences but continued using Facebook believing privacy settings protected them, though a disconnect between believed and actual privacy exists.
3) Over time, participants created stricter guidelines for who they would friend on Facebook.
The study used a phenomenological qualitative approach to understand how and why these teachers used Facebook, and what positive and negative impacts they perceived from use.
Adolescents coping understanding the role of gender and academic competenceAlexander Decker
This document summarizes a study that examined the effect of gender and academic competence on coping strategies in adolescents. The study used a 2x2 factorial design to compare 120 academically competent adolescents securing 80% or more marks to 120 academically less competent adolescents securing 50% or less marks. Both groups included 60 boys and 60 girls. Measures of coping strategies found that academically competent adolescents used more problem-focused coping strategies while less competent adolescents used more emotion-focused strategies. Additionally, boys generally used more problem-focused coping while girls used more emotion-focused coping. The study aimed to understand the roles of academic competence and gender in influencing the coping strategies used by adolescents.
An online survey of pupils’ experiences of eating disorders - journal articlePooky Knightsmith
Background: Eating disorders (ED) have a peak rate of onset in school-aged children. Little is known about pupils’ experiences of ED within a school setting.
Method: Five hundred and eleven 11- to 19-year-old school pupils completed an online questionnaire exploring their experiences of ED (72% female, 28% male). Responses were analysed using content analysis principles.
Results: Of the participants, 38% had a current or past ED, 49% of these had never received a formal diagnosis. Of the respondents, 59% saw a need to raise ED
awareness. Only 7% would confide in a teacher about an ED.
Conclusions: Efforts are needed to break down
barriers to disclosure and support teachers to play an effective role in the detection and early intervention for
ED.
Millennial students have different characteristics than previous generations that impact their experiences in occupational therapy classrooms and fieldwork settings. This literature review explores the traits of Millennial students and how occupational therapy educators can help them succeed. Recommendations include understanding Millennial learning styles, having clear expectations, and promoting caring student-teacher relationships. The goal is to provide an optimal educational experience for these students.
Donald Lee has extensive experience as a licensed psychotherapist providing individual, group, marital, and family psychotherapy. He holds a Ed.D. in Counseling Psychology from Columbia University and has worked in private practice in Dallas, Texas since 2003. Prior to that, he held various clinical roles in New York including providing in-home psychological services and working with organizations serving individuals with developmental disabilities and those who have experienced trauma.
The document discusses how classroom environments and configurations can impact student learning. It notes that traditionally classrooms consisted of rows of identical desks facing the front of the room, but there is now a shift toward more open and dynamic learning zones tailored to individual student needs and learning styles. Factors like technology use, attention spans, and teaching approaches are changing how classrooms are designed. Research shows that well-designed classrooms with natural light, comfortable furniture, and flexibility can improve student performance by 25%. The classroom environment needs to support different learning styles like visual, auditory, and kinesthetic learners.
The document provides information on various homeopathic remedies and their uses. It discusses the physiological actions and areas of the body affected by remedies such as Calcarea Sulphuricum, Ferrum Phosphoricum, Kali Muraticum, Magnesium Phosphoricum, and Natrum Muraticum. For each remedy, it lists conditions it can be used as a drug, medicine, or remedy to treat. It also provides examples of trustworthy uses of each remedy based on the author's experience.
S T U D E N T A T T E N D A N C E A N D I N S T R U C T I O N A L P R O G...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.
1) A school principal reported a teacher to Child Protective Services for allegedly hitting a student with a chair based on interviews with the student and others. The teacher sued the principal for defamation and conspiracy.
2) The court found that the principal was entitled to immunity for reports made in good faith to child protective services. The principal provided affidavits demonstrating her reasonable belief that reporting was required, while the teacher provided no evidence that no reasonable principal would have believed reporting was necessary.
3) The court reversed the trial court's denial of summary judgment for the principal, finding that she was entitled to immunity as her report was made in good faith.
S T U D E N T D I S C I P L I N E I N S C H O O L SWilliam Kritsonis
- The document discusses student discipline policies and guidelines for schools, including rules for student behavior, due process rights, and limitations imposed by the U.S. Constitution and Texas Education Code.
- It outlines different types of disciplinary actions schools can take, such as teacher-initiated removals from class, suspensions, expulsions, and placements in disciplinary alternative education programs.
- Key factors in determining discipline include treating students fairly based on the seriousness of the offense, the student's age and record, and potential effects on the school environment. Consistent enforcement of rules is important.
Our Climate Justice campaign launched with twelve special events across England and Wales - thousands joined together to take action for climate justice.
Please add YOUR voice at http://www.cafod.org.uk/climatejustice
Dr. William Allan Kritsonis - Personnel Issues PPT.William Kritsonis
This document discusses personnel issues that can arise in employment relationships for teachers in Texas. It covers topics like reassignments, compensation disputes, teacher appraisal systems, employment benefits, wage and hour requirements, workers' compensation, unemployment compensation, and employee grievances. It provides details on laws, policies, and past court cases related to each of these areas.
Glenn, clement e[1]. fundamental needs of the whole childWilliam Kritsonis
This document proposes a holistic curriculum model to address the whole child across four skill sets: academic, technical, social, and values. It identifies systemic issues like academic, social, and economic problems that schools face. The holistic curriculum aims to fulfill fundamental human needs for happiness, health, wealth, and strength of character. It would integrate cognitive and affective learning through balancing left and right brain skills. Key components include transforming schools into "championship teams" through rigor, relevance and relationships; listening, obeying and following instructions; and achieving balance through customized skills for all students. The goal is to overcome ignorance and fear by closing gaps between these and pursuing money and happiness.
Unless It Was a Digital Dog, No One Ate Your Homework (Diigo)Lisa Sjogren
This document provides an overview of various online tools that can be used for research, note-taking, and collaboration in the digital age. It describes microblogging platforms like Twitter, content aggregation tools like Google Reader, URL shorteners like Bitly, concept mapping tools such as Gliffy and Webspiration, citation generators like BibMe and Son of a Citation, note-taking applications including Evernote and Springnote, highlighting tools like the Awesome Highlighter, and social bookmarking with Diigo. The document encourages activities like creating accounts, comparing tools, and sharing opinions about the tools using hashtags.
Ch. 3 Philosophies of Schooling - Dr. William Allan KritsonisWilliam Kritsonis
This chapter discusses philosophies of schooling and education. It begins by defining philosophy and explaining that there are three main branches: metaphysics, epistemology, and axiology. It then outlines several major schools of philosophy including idealism, realism, pragmatism, and existentialism. The chapter also describes several educational philosophies that developed from these broader philosophies, such as perennialism from realism, essentialism, progressivism, and reconstructionism. It emphasizes that educational philosophies influence curriculum and teaching methods in schools.
Lunenburg, fred c[1]. group decision making nftej v20 n3 2010William Kritsonis
Group decision making has both advantages and disadvantages. The advantages include bringing together a greater sum of knowledge, more approaches to problems, generating more alternatives, and increased acceptance of decisions. However, groups also face challenges like pressure toward conformity, domination by individuals, conflicting goals among members, undesirable compromises, diffusion of responsibility, and increased time. Effective group decision making requires establishing norms, training members, avoiding premature solutions, setting boundaries, and focusing on practical problems.
This document provides an overview of Paul the Apostle's life and missionary journeys, including his early years, three missionary journeys between 48-57 AD to spread early Christianity, participation in the Council of Jerusalem, and eventual journey to Rome around 60-61 AD. It also mentions his influential letters that were written.
Lunenburg, fred c[1]. the interview as a selection device ijsaid v12 n1 2010William Kritsonis
The document summarizes research on the interview process used for hiring. It discusses that interviews are commonly used but have problems as a selection tool. Specifically, interviews often rely on biases, inconsistent structure, and focus too much on negatives. However, interviews can be improved through techniques like using a standardized format, training interviewers, and supplementing interviews with other assessments. The ideal interview gathers maximum information from the applicant to inform selection decisions.
Staff educational levels, ethnicity, professional status, and experience were related to perceptions of leadership effectiveness and school focus in alternative schools. Higher educational levels were associated with more positive perceptions of leadership effectiveness. Ethnicity influenced perceptions of school focus, with some ethnic groups viewing schools as more academically or behaviorally focused. Professional status and experience impacted views of organizational culture. Leadership effectiveness and culture were also related, as were leadership effectiveness, culture, school focus, and job satisfaction.
The article discusses the role of parents in closing the academic achievement gap between minority and disadvantaged students and their white and Asian counterparts. It argues that while legislation like No Child Left Behind aims to address this gap, it neglects to hold parents specifically accountable for their level of involvement in their children's education. The article highlights how proven strategies for parental involvement could be implemented under NCLB's framework, with a focus on parental responsibility. It offers suggestions for mechanisms to make parents accountable for their children's school success.
Dr. W. Sean Kearney & Dr. David Herrington
Published in NATIONAL FORUM JOURNALS, Dr. William Allan Kritsonis, Editor-in-Chief, Houston, Texas - www.nationalforum.com
This research proposal aims to investigate accountability in schools by developing better student discipline and management. It will examine the role of teachers and administrators in implementing accountability measures and their impact on student behavior and academic performance. The proposal will analyze accountability guidelines in light of the No Child Left Behind Act's emphasis on teacher quality. It will assess how accountability interventions can generate attention to teaching/learning, motivate educators to improve strategies, develop skills to interpret information appropriately, and allocate resources effectively. The literature review discusses research showing teachers have the largest impact on student learning and the expectations of NCLB in raising standards, assessments, accountability, and parental choice. Charter schools often give principals more flexibility over hiring and pay which allows recruiting more qualified teachers.
41The School Leader’s Toolfor Assessing And improving.docxalinainglis
41
The
School Leader’s Tool
for Assessing And improving school culture
By chRistopheR R. WagneR
O
nce thought of as a soft approach to school improvement
efforts, school culture has finally amassed the depth of
research necessary to qualify as a mainstay in a school
leader’s annual improvement plans. Every school has a
culture, and every school can improve its culture.
And school culture may be the missing link—a link that has much
more to do with the culture of the school than it does with elaborate
curriculum alignment projects, scrimmage tests, and the latest buzz-
word reform efforts—in the school improvement conundrum (Wag-
ner & Hall-O’Phalen, 1998). Several authors and researchers (Levine
& LeZotte, 1995; Sizer, 1988; Phillips, 1996; Peterson & Deal, 1998;
Frieberg, 1998) agree and refer to school climate, and more specifically
to school culture, as an important but often-overlooked component of
school improvement.
Assessing School Culture
School culture consists of “the beliefs, attitudes, and behaviors which
characterize a school” (Phillips, 1996, p. 1). School culture is the
shared experiences both in school and out of school (traditions and
celebrations) that create a sense of community, family, and team
membership. People in any healthy organization must have agree-
ment on how to do things and what is worth doing. Staff stability and
common goals permeate the school. Time is set aside for schoolwide
recognition of all school stakeholders. Common agreement on cur-
ricular and instructional components, as well as order and discipline,
are established through consensus. Open and honest communication
is encouraged and there is an abundance of humor and trust. Tangible
support from leaders at the school and district levels is also present.
PREVIEW
School culture affects
everything that happens
in a school, including
student achievement.
A simple survey allows
schools to evaluate three
main aspects of school
culture: professional
collaboration, affiliative
collegiality, and self-
determination/efficacy.
Christopher R. Wagner
[email protected]
Wagner is a past president
of the Minnesota Association
of Secondary School Principals
and a professor in the Depart-
ment of Educational Admin-
istration, Leadership and
Research at Western Kentucky
University.
PL December 2006 41
NASSP MeMbers ONLY
Access tO sAviNgs
What Is Access?
Access is a group discount program created specially for
NASSP members. The Access logo shown on the back
of your new membership card is honored at more than
120,000 locations, saving you up to 50% on purchases you
make every day.
How Does It Work?
1. Find offers from education-supporting merchants in your area.
Log in to the members-only portion of the NASSP Web site using the ID number on your mem-
bership card and password. Then, browse the online savings directory of participating merchants by
entering the city or Zip code where you are—or plan to .
Assessment - A Powerful Lever For LearningJim Webb
This document summarizes the changing role of assessment in education over time. It describes how assessment was traditionally used in a "summative" way to sort students and make decisions about their placements, but now there is a focus on using "formative" assessment to enhance learning. Research shows that intentional use of classroom assessment to promote learning can improve student achievement. Effective assessment focuses on important subject areas, gives students practice and feedback, and guides further instruction. It is a powerful tool for learning when used to support students constructing their own understanding by connecting new ideas to prior knowledge.
Dr. William Allan Kritsonis, Educational PhilosophyWilliam Kritsonis
This document summarizes Ayn Rand's philosophical views on selfishness from her book The Virtue of Selfishness. It discusses how Rand believes that ethics guide one's choices and actions in life. The purpose of the essay is to discuss when selfishness can be considered right or wrong according to the circumstances. It explores Rand's philosophy of "Objectivism" which holds that reality exists independently of consciousness and that individuals can pursue their own rational self-interest through laissez-faire capitalism. The essay aims to show that people have a right to be selfish depending on their situation as long as it is not at the expense of others' well-being.
William Allan Kritsonis, PhD, EDUCATIONAL PHILOSOPHYWilliam Kritsonis
This document summarizes Ayn Rand's philosophical views on selfishness from her book The Virtue of Selfishness. It discusses how Rand believes that ethics guide one's choices and actions in life. The purpose of the essay is to discuss when selfishness can be considered right or wrong according to the circumstances. It explores Rand's philosophy of "Objectivism" which holds that reality exists independently of consciousness and that individuals can pursue their own rational self-interest through laissez-faire capitalism. The essay aims to show that people have a right to be selfish depending on their situation as long as it is not at the expense of others' well-being.
CAREER PATHWAYS: DISCOURSES OF
MOTHERS IN THE ACADEME
JOVENIL R. BACATAN1
, RENE P. SULTAN2
1Master of Arts in Educational Management
2Educational Management Professor
2The Rizal Memorial Colleges, Davao City, Philippines
Abstract: The purpose of this research was to gather information in exploring the discourses of the studentmothers in the academe impacting struggles, hopes, aspirations, and their coping mechanisms employed on the
different pressures they faced. The following research objectives informed this research: to describe the struggles
and journey of student-mothers; to determine the hopes and aspirations of student-mothers; and to determine the
coping mechanisms of student-mothers of the different pressures they are facing. This phenomenological study
explored and described the experiences of student mothers. A researcher-made interview guide questionnaire was
used in gathering data. This study also involved collecting, compiling, and analyzing data gathered through semistructured interviews. From the three major themes, namely: 1) struggles and journey; 2) hopes and aspirations;
and 3) coping mechanisms; twelve sub-themes emerged which included time management, financial concerns,
negative criticisms from people, motherhood responsibilities, health reasons, intellectual challenges, to complete a
degree, to land a job immediately for a better life, to make the family proud, strengthening family bond, selfmotivation, and support from family, friends, and teachers. This research implies encouragement to other mothers
to continue their incomplete education even if they already have children or families of their own. Further, the
research suggests a motivation to push and work harder for still; victory awaits those who sacrifice and persevere.
Future directions are also discussed in this study.
Dr. William Kritsonis, National FORUM Journals, www.nationalforum.comWilliam Kritsonis
1) The study investigated relationships between leadership effectiveness, organizational culture, program focus (academic vs. behavioral), and job satisfaction in alternative schools.
2) Surveys of 388 staff members found that staff education levels and ethnicity related to perceptions of leadership effectiveness and school focus. Professional experience related to perceptions of culture.
3) Culture and leadership effectiveness were positively related. Leadership effectiveness, culture, and program focus were also related to higher job satisfaction.
This section reviews literature related to developing character traits in students. It discusses studies that show character education is most effective when integrated into daily school life. Traits like honesty, diligence, respect and caring can be developed through relationships, discipline policies, and encouragement from parents and teachers. The literature also examines how traits like obedience, perseverance, and social-emotional development can be fostered in students. Finally, it reviews research on the importance of parental involvement in students' academic performance and development.
Promising Practices in Transitions Programming:
-Academic Considerations
-Developmental Considerations
-Systemic and Institutional Considerations
-Promising Practices within a Social Justice Framework
This document provides an overview of a report on building character strengths in youth to help them lead productive, ethical, and fulfilling lives. It identifies eight key character strengths: lifelong learner and critical thinker; diligent and capable performer; socially and emotionally skilled person; ethical thinker; respectful and responsible moral agent; self-disciplined person who pursues a healthy lifestyle; contributing community member and democratic citizen; and spiritual person engaged in crafting a life of noble purpose. The report was created by the Center for the 4th and 5th Rs at SUNY Cortland and the Character Education Partnership to provide schools with a model for developing these strengths through an approach that integrates academic excellence with character education.
This document outlines a school plan to address declining enrollment and budget issues at Our Lady of La Salette School in Berkley, MI. It proposes implementing a new multi-age elementary program to attract students and cutting costs by reducing staff. A budget is presented based on 95 students with increased tuition that requires no parish subsidy. The plan aims to strengthen the school's reputation and ensure its continued excellence and financial sustainability.
Dr. S. Marie McCarther, University of Missouri - Kansas CityWilliam Kritsonis
Dr. S. Marie McCarther, University of Missouri - Kansas City - Published by NATIONAL FORUM JOURNALS, Dr. William Allan Kritsonis, Editor-in-Chief - www.nationalforum.com
School intervention plan positive sch cultureBoyet Aluan
School culture encompasses the norms, values, beliefs, relationships, and shared behaviors that shape how a school operates. A positive school culture promotes high expectations, caring relationships, and shared responsibility for student success. To develop a positive culture, schools must assess their current culture, identify areas for improvement, and implement interventions like staff training, clear behavioral policies, and programs to support safety, learning, and relationships. Measuring multiple dimensions of school culture over time allows schools to strengthen this foundation for learning and growth.
Gender discrimination affects children's right to quality education in Nepal. The study explores how household resources are allocated differently between boys and girls due to socio-cultural gender preferences in Nepalese society. It involves interviews with 25 high school students in Chitwan district to understand their experiences. The qualitative data is analyzed to identify themes around how gender discrimination impacts boys and girls access to schooling. The research aims to inform policies to promote equal education opportunities in Nepal.
This document discusses restorative practices, an approach used in schools to improve school climate, discipline, and safety. It describes two examples of restorative practices in action. In the first, a talking circle is used to address problems in a chaotic art class, leading the students to develop a plan to improve the class. In the second, a restorative conference is held for two girls who made a "hit list", allowing all affected parties to discuss the impact and make amends. The document also outlines the essential elements of restorative practices, ranging from informal affective statements to more formal conferences. Schools implementing these practices have seen reductions in suspensions, discipline issues, and bullying.
For more course tutorials visit
www.tutorialrank.com
This Tutorial contains 2 Papers
You are required to analyze this week’s case study and submit a two- to three-page paper addressing the key questions identified. Remember that all case studies present both too much and too little information. There may be information presented that is not really relevant, and there may be scant information about a key area.
For more classes visit
www.snaptutorial.com
This Tutorial contains 2 Papers
You are required to analyze this week’s case study and submit a two- to three-page paper addressing the key questions identified
From Dr. Robert Peters' presentation at the 2013 Texas Association of School Administrators conference: A Study of African American Mathematics Achievement in High Performing and Marginal Performing Middle Schools in Texas.
For more course tutorials visit
www.newtonhelp.com
This Tutorial contains 2 Papers
You are required to analyze this week’s case study and submit a two- to three-page paper addressing the key questions identified. Remember that all case studies present both too much and too little information. There
Similar to Dr. Sean Kearney & Dr. David E. Herrington (20)
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Dr. Sean Kearney & Dr. David E. Herrington
1. High Performing Principals in Historically Low-Performing Minority-Serving
Schools: A Glimpse into the Success of 90/90/90 Schools in South Central
Texas
W. Sean Kearney, EdD
David Herrington, PhD
Texas A&M University-San Antonio
ABSTRACT
This study explores the experiences of principals in South Central Texas whose
schools have the following characteristics: a student body composed of at least 90% ethnic
minorities; 90% of students receiving free or reduced lunch, and passing ratios of 90% or
higher on standardized achievement tests. A concept map was constructed to visually
represent the lessons gleaned from this panel. Results of this study indicate that 90/90/90
principals in South Central Texas provide stable leadership, over time, by increasing
support structures, enhancing trust, and emphasizing relationships with various levels of
constituencies while simultaneously reducing potential threats to school success.
Key Words: sustainability, principal tenure, trust, mindfulness
“I was at…the highest functioning school in our district. And what I discovered after 4
years was these kids were smarter than I was. So I called [the superintendent], and I said, ‘Jack,
get me out of here. You know why you put me over here; I’m just good at (expletive deleted),
and keeping your parents satisfied, but I need to know if I know anything about teaching school.
I want a school that’s really having difficulty,’ and he sent me [there] saying I was a nut”
(Principal Panelist, March 27, 2010). There are some principals who feel a sense of calling to
work for schools with the greatest need. For principals like this, working for affluent
monochromatic schools is simply not an option. Hand in hand with this calling comes a unique
challenge – how do you get students to succeed academically when the school itself has a history
of low performance?
Design of the Study
Schools have arrived at a critical juncture where equity and excellence share equal
importance at both policy and practice levels in American society. The need to understand
principal behaviors and perspectives that lead to higher levels of achievement among all
populations of children is great (Brown, 2010). Within the context of this mindset, this study was
designed to identify top producing principals within a selected Education Service Center (ESC)
in South Texas and to interview these individuals regarding their attributions of success.
63
2. Based on researchers’ findings, this concept paper represents one of several connected
efforts to capture the essence of what goes on in 90/90/90 schools. 90/90/90 schools have a
student body composed of at least 90% ethnic minorities, at least 90% of its students qualifying
for free or reduced lunch, and achieves passing percentages of 90% or higher on standardized
tests (Reeves, 2004). To determine whether there were any 90/90/90 schools in South Central
Texas, data were obtained from the state accountability reporting instrument entitled,
“Accountability Ratings by Region: Region 20: San Antonio” (Texas Education Agency, 2009).
The three most recent years of testing and demographic data for 664 schools in this region were
examined, using the following criteria: 1) schools with 90% ethnic minority population; 2)
schools in which 90% of students qualified for free or reduced lunch, and 3) schools that had an
over-all passing rate of 90% or better on the math and language arts sections of the state’s
mandated competency test (the Texas Assessment of Knowledge and Skills). Fifteen schools met
these stringent criteria. Six of these principals agreed to participate in a 90/90/90 principal focus
group. These six leaders represented a cross section of gender and ethnicity. Two panelists were
male; four were female. Two panelists were Anglo; one panelist was African American, and
three panelists were Hispanic. The proceedings of the panel presentation were digitally recorded
in audio and video and subsequently transcribed. This study records their insights and
interactions which also are treated herein as a focus group. Finally, researchers developed a
concept map to show the possible roles of various principal qualities and conditions that
reinforce a culture of commitment to high levels of school achievement in both equity and
excellence.
Research-Based Themes
Responses were coded into recurrent themes which form the basis for the findings
presented in this article. The most significant areas of agreement among the 90/90/90 principal
panelists were: 1) the role of support structures; 2) building relationships; 3) principal longevity;
4) stability; 5) the role of trust; 6) staff development based on identified needs; 7) refining the
shared vision, and 8) sustaining a culture of learning and achievement. While these emergent
themes were specific to the panelists of this study, the uniqueness of their success in similar
circumstances strongly suggests that there is good reason to examine each of these areas more
completely, both within this concept paper and in future research efforts.
Stability over Time
Perhaps the most overarching theme found among the six 90/90/90 principals was
“Stability of Leadership over Time,” on each campus. Principals who had been involved within
the community, the school district, or, especially the campus, for an extended period of time,
offered the greatest stability. In some cases, the principal had taught the parents of children
currently on their campus. (One principal quipped about her longevity on her campus, saying that
when she has seen the grandparents of her former students come through her school, perhaps it
may be time to retire.) In one case, there was a principal who had served as assistant principal on
the same campus, having inherited the support structures and relationships that had existed
during the previous administration. In this case, the teachers already knew the system. In fact,
64
3. they were the system. It was the prolonged period of engagement by each principal in the study
with the community that provided the richness of understanding and empathy needed to have
credibility with the parents, teachers, and students. Two of these principals indicated that the
current campus was the only campus where they had ever worked – first as a teacher, then as
assistant principal and most recently, as principal. Two other panelists indicated that they had
previously served at the same campus, but in a different role, before being promoted. The final
two principals came from within the same school district and knew the campus before they took
the position. They all felt that their contribution to school success came from maintaining
existing campus initiatives.
In the view of the participants, stable leadership positively impacts school success. One
principal told us the following story that shed light on this concept. “I think probably what kind
of helped in our particular case is the fact that, back in the ‘90s, … all the stakeholders that were
involved with the school [completed a survey]…and the survey hit upon about 36 effective
schools indicators. So everybody took the survey… and the results showed what key areas we
were low at, and which were the ones that we had particular strength at.” It is striking to note that
this principal attributes her current success in 2010 to a survey her campus completed in the
1990s. This principal had served at the same campus in various capacities for more than 35
years.
Providing further stability are the support structures on each of these campuses. Without
safety, students can’t focus on their school work (Valenzuela, 2005). “I’m very big on
discipline,” one principal stated, “To me, if you have discipline in your school – then you don’t
take away from instruction.” Another panelist agreed, explaining that after a particular rule
infraction and subsequent consequence, parents were incredulous. “At the beginning you get,
‘For that?’ ‘Yes ma’am.’ And after a little bit the word gets out –as long as you’re consistent.”
Mindful Allocation of Staffing Resources
Regarding the capacity to teach children, the 90/90/90 principals asserted that people and
relationships are far more important than programs. The capacity to teach can be expanded
through effective staff development, but the capacity to care for children as unique individuals
cannot be taught. Hiring for “heart” was a priority. As one principal indicated, “When I interview
a person, I’m not concerned about how smart they are – I’m concerned about the heart they have.
I can teach you how to teach school, but I can’t teach you how to love children. So that is very
important.” Staffing the campus with the right personnel sets the school up for success (De
Cicco, 1985). For one principal, this meant hiring a math facilitator; another hired a reading
specialist, and several hired community liaisons. School leaders, in this study, identified a need
on their respective campuses and allocated resources to address that need, including materials,
staffing, and staff development.
Building Relationships
Once staff and students feel safe, relationships can be built (Noddings, 2005). “It’s about
people. It’s not about programs. Programs come and go, but I really think it’s about the people”
(Principal Panelist, March 27, 2010). The relationship between the principal and his/her staff is
65
4. the foundation of school success (Tschannen-Moran, 2004). As one principal said, “I’m out in
the classrooms a lot. And I talk to them. I find out what their interests are. I know each one of my
teachers and a little bit about their family. I build those types of relationships with them. I find
out also what their goals are, and I try to help them achieve those goals.” Another principal
spoke to the importance of casual conversations to make the teachers feel at ease, while a third
principal told us that he plays poker with several members of his faculty once a month. The
approaches may vary, but each of these principals emphasized good relationships with their
teachers as key to their campus success.
The phrase, “Kids first,” was repeated by the principals in this focus group time and
again. “One thing that no matter who you ask on my staff, they will always tell you kids come
first. We don’t deviate from that,” one principal said. “Anything that we do, all of our decisions
are based on what’s best for kids. Kids come first” (Principal Panelist, 2010). Another
administrator added, “If I’ve got a hungry kid, I’m going to feed him. If I’ve got a teacher that’s
having difficulty, I’m going to help her or him.” Building relationships between teachers and
students creates inroads for success. One principal told an interesting story that demonstrates the
power of relationships. “I bought pizza for all the kids…I told the teachers, you know take the
afternoon off and chill, you know, no book covering, no writing paragraphs about what you did
over the vacation – and get to know your kids, talk to them, and let them know you, too. Eat your
pizza, relax, get to know one another, because the stronger the relationship you develop with
each of these kids – is going to take you a lot farther than anything you can possibly do,
especially around crunch time.”
Schools are an integral part of the local community (Fiore, 2006). “I would say some of
the key components that we have is (sic.)…really knowing your campus. You need to know your
students; you need to know your community,” said one administrator. Part of knowing the
community is addressing the needs of the whole child (Mack, 2008). “Our philosophy is teachers
can teach children who are healthy, and healthy children come from healthy families. So, if you
have an unhealthy family in your neighborhood, no one is going to do anything about that if you
don’t” (Principal Panelist, 2010). As one principal said, “Anything that’s happening at the
apartments, I wish I could say, ‘Go to the manager.’ It comes to our campus. Anything that
happens on the outside, we deal with it.” How that relationship between the school and the
community is finessed is a delicate art. If a school makes parents feel unwelcome, they risk
losing parental and community support altogether (Bryk, 2010).
Trust
Another theme that resonated clearly was that of trust. With trust comes greater
engagement and ability to focus on the vision. Trust diminishes the likelihood of teachers leaving
unfulfilled at the end of the year. It increases the likelihood of teachers becoming more engaged
or “in the mix.” The principal’s trust in the teachers’ willingness to recognize and admit to
shortcomings was important. Safety on the part of teachers to admit their shortcomings in a
trusting context triggered help-seeking behavior on their part. This, in turn, helps to eliminate
teacher isolation and teacher burnout (Tschannen-Moran, 2004). Principals who communicated
their disdain for the blame game that often plagues less successful schools helped to increase a
feeling of safety, fostering trust.
Willingness to delegate responsibility regarding decisions about curriculum, instruction,
66
5. and staff development further built each school’s capacity for trust. Principals build trust among
their faculty by sharing meaningful authority with them (Adler, 1996). As one administrator
informed us, “I delegate. Write that down. Delegate. It will keep you from having all the heart
attacks I’ve had. The issue in this business is, you can’t do it folks, I’m telling you. You cannot
run a school by yourself. It can not be done, and delegating issues to people will build power and
trust in themselves, and so all of a sudden teachers feel like they are a real affirmative part of
your school.”
Another way to build teacher trust is through positive affirmation (Cummings & Bromily,
1996). “There are a lot of great things going on in classrooms, and a lot of great teaching going
on that I was not aware of before I got to be an administrator – that I only saw in my classroom.
Now I see, I’m just amazed at what these teachers…are doing out there” (Principal Panelist,
March 27, 2010). When teachers trust one another, they can begin to ask authentic questions
(Short & Greer, 1997). “On this campus,” said one of the panelists, “it is a virtue to say, ‘I don’t
know what’s happening. This is not happening in my classroom. I must have slept through this
during training, but I need some help.’” Teachers trust administrators who have demonstrated the
ability to advocate upwards to central office on their behalf (Butler & Cantrell, 1984). One
principal shared a story to demonstrate this idea, “So the teachers found a program – the Success
for All. They’re the ones that found the program – I’d never heard of it. And they brought it in,
and then we started building on that, and I told all the supervisors in the district, ‘Don’t come to
my campus. We’re just going to work on Reading this year.’” This story demonstrates not only
the trust that teachers could legitimately have in their principal to advocate on their behalf; it also
demonstrates the high level of trust which the district had in this principal.
Teacher-Centered Staff Development
As trust builds between teachers and administrators, staff members are empowered to
take responsibility for their own professional development. It may sound like a simple concept,
but convincing adults that every individual on campus has areas that should continually be
improved can be a difficult sell (Orlich, 1989). Once the staff members understand and embrace
the concept of life-long, self-actualized learning, they will be better able to embrace needed
change (Hall & Hord, 1987). Some principals in the group designed their professional
development around teacher needs, while others on the panel preferred to enhance teacher
strengths. Regardless of their perspective, all 6 principals emphasized the need for continued
adult learning which was designed to meet the unique needs of their campus. As one principal
put it, staff development, “absolutely… has to go with the needs of that campus. Once again it
comes back to you have to know your kids. You have to know your campus because staff
development for mine is going to be very different from (a campus) at the opposite end of the
district.”
Diminishing the Inhibiting Factors to Student Success
The 90/90/90 principal panelists also indicated the importance of working to diminish
inhibiting factors on their campuses. One factor they identified that can inhibit school-wide
success is teacher isolation (Drago-Severson & Pinto, 2006). One principal explained how she
67
6. moved from isolationism towards collaboration in the following manner, “There wasn’t (sic.)
enough 2 way types of conversations and collaboration. We would get together for grade level
meetings, and the blame game was played a lot. You know, 4th
grade blamed 3rd
; 3rd
blamed the
primary, so the bottom line for this particular project was the teachers get together and formulate
a plan. If these are your weaknesses, then what’s the plan to address them? So the teachers sat
down and developed collaborative meetings between 2nd
and 3rd
, 4th
and 5th
, and set ground rules.
And it set the tone or the morale that was going to be more collaborative, rather than this…blame
game.”
Another factor that principals in this focus group addressed was the reduction of
uncommitted or untrained staff on their campus. They accomplished this either through staff
development or through career counseling. As one principal put it, “Two things happen your first
year – you’ll be challenged a lot from a lot of different people because they want to see where
your parameters are. Secondly, you’ll have staff that wants to transfer after your first year. I am
telling you that is one of the healthiest things that can happen. Districts never look at that as a
negative. Because then you’re able to hire your people, and then your growth really starts.”
Another panelist agreed with the importance of helping some individuals find a different school
or career when she said, “You’re going to have A players, B players, and C players. You can
make a B player an A player. It’s a lot harder to make a C player an A player. But on your
campus, you need to have A players all the time. So it’s just a matter of how do you get them
there? And then you will have those that will never be A players. And so those are the tough
decisions that as an administrator we have to make – where we go from here – once again how is
that affecting kids? Remember, if we have a C player, one year of instruction for a student that
has lost a key component, it is difficult for them to regain. We can continue to grow that teacher,
and that teacher’s getting successful. The thing is that student still has a year that they lost. You
know what? We don’t have time. We really don’t. It might sound horrible, but it’s a reality, that
we can not afford to have a weak link continue, because that kid keeps on falling.”
Refining a Shared Vision by Working Together
All of the principals in this focus group have found ways to address inhibiting factors
directly while increasing the support structures leading to their school’s success. Regardless of
which factors they have emphasized the most, they each communicated a clear vision which their
staff appears to have personalized. “Visions are written to be attained,” said one administrator,
“Don’t write a pretty vision. Write a vision that will lead you to the next step of success.” A
common leadership flaw is to focus on too many areas of growth (Colvin, 1999). As one
administrator said, “You know we try to teach teachers everything in one year, and you just can’t
do that. So you need to identify one or two things that the probability is very strong that if you
concentrate on those, your achievement will increase. If you have 5 goals, let me tell you, you
fail. Then on those 1 or 2 things, you look at your budget, and you focus your budget to those 1
or 2 things. Teachers are talking about this. Staff development, strategies, meetings, everything
you do is on these one or two things. You’ll get one or two new ones next year, and the next
year, and all of a sudden you’ve done 6 things.” Every one of our panelists pointed to key
decisions that were made by the staff and informed by data. By sharing (or in some cases giving
over) the decision making to their teachers, administrators were able to utilize more than just
their own skill sets to move the campus forward toward greatness.
68
7. Toward a Conceptual Framework for Sustaining
High Levels of Equity and Excellence
Finally, the principals in this focus group discussed the impact of the decisions they
made. As a result of their efforts, they found their staffs had increased commitment, higher
expectations, and enhanced levels of trust, while enjoying fewer discipline problems and a
decrease in staff turnover. There does not appear to be one simple formula that can be duplicated
in a scientific manner to lead to that school’s success. Instead, school success appears to be more
situational and contextual. What was found were a number of common themes that these highly
successful principals believe were vital to their school’s success (See Figure 1 below).
The authors noted that the experiences of these principals were not incompatible with
prior research in Educational Leadership and leadership studies in general. The Ohio State
Studies in 1945 provided a way to examine leader behaviors and styles. The constructs
“Initiating Structure” and “Consideration” have been shown to have high validity even today
(Judge, Picollo, & Ilies, 2004). The problem with these two constructs alone was that no
combination of these factors or interaction effects between them could reliably predict successful
outcomes (Bass, 1990). In this study, we used similar terms provided by the six 90/90/90
principals that included “Support Structures” and “Relationships” to describe the context in
which these minority serving schools were operating and succeeding (See Figure 1).
Conclusion: A Concept Model Introduced
The 90/90/90 principals of this study revealed a strong belief that building relationships
was critical to the success of the school. They identified structure as a “good word” and did not
see it as incompatible with relationship or trust factors. Principal longevity was the critical piece
that enabled them to provide the kind of stability that a new principal coming onto a campus
might not be able to achieve in a short time. Support structures and relationships that were
established on each campus were not accidental; these were critical ingredients of building and
sustaining a culture committed to looking for and responding to identified challenges. As these
schools began to initiate change processes, root causes of isolation and complacency among
teachers were identified and eliminated. It is not surprising that the principals reported a
reduction in the number of less committed staff decreasing over time; those who were not
committed to the new vision of meticulously examining pockets of inequity among student
learners eventually came around to take part in the transformation. Those who did not were
encouraged to find a setting more suitable to their own needs, or they simply left on their own.
Simultaneously, building trust among school stakeholders, especially teachers, was
paramount. Each principal had a deliberate strategy for achieving this. Principals emphasized
the role of teacher engagement in the selection and deployment of staff development on their
campus. Teachers identified specific areas of need, and professional development was selected
accordingly. As expectations were rising, teachers led in addressing the issues of equity and
excellence. All of these actions were honed through a lens of a common vision that the staff
members had initially helped implement with the expectations and support of principals who
expected them to take the lead.
The most important piece of the Kearney-Herrington model (Figure 1) is its results-
orientation. As these schools began to experience success, they found that staff turnover
69
8. declined; discipline problems diminished, and student success rose dramatically. The
relationships, compassion, and passion that these leaders modeled for teachers have shaped the
attitudes and behaviors needed to bring about the high levels of student success that they realized
on each 90/90/90 campus.
In the Kearney-Herrington model, there is an attempt to show desirable factors increasing
and limiting factors decreasing over time, both on the input side to the left and the output side to
the right. The critical ingredients are depicted at the center of the model as a “lens” through
which the inputs are channeled (Argyris & Schon, 1978; Senge, 1990; Bennis, 1989). This lens
of building the “common vision” and “shared decision-making” revealed by 90/90/90 principals
was developed in a context of trust, expectations, and intentionality. The authors suggest that
without this lens to bring together the simultaneously increasing and decreasing inputs, the high
equity/ high excellence results would likely not have occurred. Finally, the stability of these
schools contributed greatly to their success. Principal longevity within the context of a well-led
school was a consistently reported factor among the successful principals in this study. Principal
longevity could be viewed as reinforcing the other variables that lead to positive outcomes,
including the creation of a culture of commitment.
For principals who feel a sense of calling to serve at schools that have the highest levels
of need, it is important to further explore and identify connections between reinforcing and
limiting factors when it comes to creating and sustaining high performance with respect to both
equity and excellence. The themes that emerged from these interviews provide insight into the
success of high performing minority schools. It is hoped that further investigation will lead to the
development of a more robust model that can inform principals who aspire to work with schools
of highest need.
References
Adler, K.S., & Christenson, S. L. (1996). Two types of bureaucracy: Enabling and coercive.
Administrative Quarterly, 41, 61-89.
Argyris, C., & Shon, D. (1978). Organizational learning: A theory of action perspective. New
York: NY: Addison Wesley.
Bass, B.M. (1990). Bass and Stogdill's handbook of leadership. New York, NY: Free Press.
Bennis, W. (1989). On becoming a leader. Reading, MA: Addison-Wesley.
Bryk, A. (2010). Organizing schools for improvement. Phi Delta Kappan, 91(7), 23-30.
Brown, K. M. (2010) Schools of excellence and equity? Using equity audits as a tool to expose a
flawed system of recognition. International Journal of Education Policy & Leadership,
5(5). Retrieved from www.ijepl.org
Butler, J. K., & Cantrell, R. S. (1984). A behavioral decision theory approach to modeling
didactic trust in superiors and subordinates. Psychological Reports, 55, 81-105.
Colvin, G. (1999). The ultimate manager. Fortune, 140(10), 185-187.
Cummings, L. L., & Bromily, P. (1996). The organizational trust inventory (OTI): Development
and validation. In R. Kramer & T.T. Tyler (Eds.), Trust in organizations (pp. 302-330).
Thousand Oaks, CA: Sage.
De Cicco, J. (1985). What is effective school management? Paper presented at the Annual
Meeting of the National Association of Secondary School Principals, New Orleans, LA.
70
9. Drago-Severson, E., & Pinto, K. (2006). School leadership for reducing teacher isolation:
Drawing from the well of human resources. International Journal of Leadership in
Education, 9(2), 129-155.
Fiore, D.J.(2006). School-community relations (2nd
ed.). Larchmont, NY: Eye On Education.
Hall, G. H., & Hord, S. M. (1987). Change in schools: Facilitating the process. Albany, NY:
State University of New York Press.
Judge, T.A., Piccolo, R.F., & Ilies, R. (2004). The forgotten ones? The validity of consideration
and initiating structure in leadership research. Journal of Applied Psychology, 89(1), 36-
51.
Mack, J. (2008). Continuous progress schools see the “whole child”. Education, 129(2), 324-
326.
Noddings, N. (2005). The challenge to care in schools: An alternative approach to education.
New York, NY: Teacher’s College Press.
Orlich, D. C. (1989). Staff development: Enhancing human potential. Boston, MA: Allyn and
Bacon.
Reeves, D. (2004). Accountability in action: A blueprint for learning organizations. Englewood,
CA: Advanced Learning Press.
Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organization.. New
York: NY: Doubleday-Currency.
Short, P.M., & Greer, J.T. (1997). Leadership in empowered schools: Themes from innovative
efforts. Columbus, OH: Merrill.
Texas Education Agency. (2009). Accountability ratings by region: Region 20: San Antonio.
Retrieved from http://ritter.tea.state.tx.us/cgi/sas/broker
Tschannen-Moran (2004). Trust matters. San Francisco, CA: Jossey-Bass.
Valenzuela, A. (2005). Subtractive schooling: U.S. Mexican youth and the politics of caring.
New York, NY: State University of New York Press.
Authors
Sean Kearney is assistant professor of educational leadership at Texas A&M University-
San Antonio. He has experience as a school administrator and has led regional consortiums
of campus and central office administrators from across South Central Texas. Dr. Kearney
has research interests in the areas of Principal Influence, Change Orientations, School
Culture and Climate, and the confluence of administration, ethics, and emotionally
intelligent leadership.
David E. Herrington is associate professor and coordinator of educational leadership studies at
Texas A&M University-San Antonio. His research agenda includes lean six sigma initiatives
within public schools and universities, innovative applications of social media in teaching and
learning, and oral history of significant events and players in 20th
Century public education.
71
10. Figure 1. The Kearney-Herrington Model of Effective School Leadership.
Stable Leadership Over Time
Common Vision Shared Decision Making
72