Devono, frank how principals and teachers percieved nfeasj v29 n4 2012William Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
Devono, frank how principals and teachers percieved nfeasj v29 n4 2012William Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
Roney, kathleen relationship between organizational health and student achiev...William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; counseling and addiction, international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Support for educators and trainers Bucharest 2014private practice
Teacher induction, defined as inservice support for beginning teachers, is separate from preservice preparation and ideally serves as a bridge linking preservice and inservice education. Common objectives of teacher induction include teacher development, socialization into the profession, assessment of teaching effectiveness, and support in refining practic. Although programs vary between schools and context, they typically include a variety of activities such as orientation, classroom support, workshops, collaboration with colleagues, and mentoring (Ingersoll & Strong, 2011).
Teachers often struggle when inducted to the profession without a sufficient transitional period that allows them to practice their teaching skills prior to undertaking the responsibilities the job requires (Ganser, 2002). As a result, first year teachers are, on average, less effective than their more experienced colleagues (Rockoff, 2008). In analysis of data from the Schools and Staffing Survey (SASS) and the Teacher Follow-up Survey, Ingersoll and Merrill (2010) concluded that the majority of teachers are either beginners or nearing retirement. More than a quarter of teachers are in their first five years of teaching. Thus, the teacher force is on the verge of being expanded, replaced, and re-made (Ingersoll & Merrill, 2010).
William H. Parker Leadership Academy Hall of Honor
In 2008, Dr. Kritsonis was inducted into the William H. Parker Leadership Academy Hall of Honor, Graduate School, Prairie View A&M University – The Texas A&M University System. He was nominated by doctoral and master’s degree students.
Taiwanna D. Anthony & William Kritsonis, PhD
Dr. Kritsonis Honored as Professor, Scholar & Pioneer Publisher
The Texas National Association for Multicultural Education honored Dr. William Allan Kritsonis as a Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was on April 28th 2012 at Texas A&M University, College Station, Texas.
S E A R C H A N D S E I Z U R E I N P U B L I C S X H O O L SWilliam Kritsonis
Professional Experience
Dr. Kritsonis began his career as a teacher. He has served education as a principal, superintendent of schools, director of student teaching and field experiences, invited guest professor, author, consultant, editor-in-chief, and publisher. Dr. Kritsonis has earned tenure as a professor at the highest academic rank at two major universities.
Roney, kathleen relationship between organizational health and student achiev...William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; counseling and addiction, international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Support for educators and trainers Bucharest 2014private practice
Teacher induction, defined as inservice support for beginning teachers, is separate from preservice preparation and ideally serves as a bridge linking preservice and inservice education. Common objectives of teacher induction include teacher development, socialization into the profession, assessment of teaching effectiveness, and support in refining practic. Although programs vary between schools and context, they typically include a variety of activities such as orientation, classroom support, workshops, collaboration with colleagues, and mentoring (Ingersoll & Strong, 2011).
Teachers often struggle when inducted to the profession without a sufficient transitional period that allows them to practice their teaching skills prior to undertaking the responsibilities the job requires (Ganser, 2002). As a result, first year teachers are, on average, less effective than their more experienced colleagues (Rockoff, 2008). In analysis of data from the Schools and Staffing Survey (SASS) and the Teacher Follow-up Survey, Ingersoll and Merrill (2010) concluded that the majority of teachers are either beginners or nearing retirement. More than a quarter of teachers are in their first five years of teaching. Thus, the teacher force is on the verge of being expanded, replaced, and re-made (Ingersoll & Merrill, 2010).
William H. Parker Leadership Academy Hall of Honor
In 2008, Dr. Kritsonis was inducted into the William H. Parker Leadership Academy Hall of Honor, Graduate School, Prairie View A&M University – The Texas A&M University System. He was nominated by doctoral and master’s degree students.
Taiwanna D. Anthony & William Kritsonis, PhD
Dr. Kritsonis Honored as Professor, Scholar & Pioneer Publisher
The Texas National Association for Multicultural Education honored Dr. William Allan Kritsonis as a Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was on April 28th 2012 at Texas A&M University, College Station, Texas.
S E A R C H A N D S E I Z U R E I N P U B L I C S X H O O L SWilliam Kritsonis
Professional Experience
Dr. Kritsonis began his career as a teacher. He has served education as a principal, superintendent of schools, director of student teaching and field experiences, invited guest professor, author, consultant, editor-in-chief, and publisher. Dr. Kritsonis has earned tenure as a professor at the highest academic rank at two major universities.
A N O V E R V I E W O F E D U C A T I O N L A W, T E X A S S C H O O L ...William Kritsonis
Educational Background
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California. In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Dr. Fred C. Lunenburg - A System Wide Turnaround - Published in SCHOOLING - ...William Kritsonis
Dr. Fred C. Lunenburg - A System Wide Turnaround - Published in SCHOOLING - www.natonalforum.com - Published by NATIONAL FORUM JOURNALS, Dr. William Allan Kritsonis, Editor-in-Chief
William H. Parker Leadership Academy Hall of Honor
In 2008, Dr. Kritsonis was inducted into the William H. Parker Leadership Academy Hall of Honor, Graduate School, Prairie View A&M University – The Texas A&M University System. He was nominated by doctoral and master’s degree students.
Dr. William Allan Kritsonis & Donald Brown & Desiree Skinner
Dr. Kritsonis has served in professorial roles at Central Washington University, Washington; Salisbury State University, Maryland; Northwestern State University, Louisiana; McNeese State University, Louisiana; Wright State University, Ohio; and Louisiana State University (LSU) at Baton Rouge, Louisiana.
Currently, Dr. Kritsonis is Professor of Educational Leadership at Prairie View A&M University a Member of the Texas A&M University System. He teaches in the newly established Doctor of Philosophy Program in Educational Leadership in the Whitlowe R. Green College of Education. Dr. Kritsonis taught the Inaugural class session in the PhD program at the start of the fall 2004 academic year. In October 2006, Dr. Kritsonis chaired the first student to graduate and earn a PhD in Educational Leadership at Prairie View A&M University. He lives in Houston, Texas.
2004 – Present PROFESSOR (Tenured)
Prairie View A&M University
PhD Program in Educational Leadership
The Whitlowe R. Green College of Education
Prairie View, Texas 77446
(Member of the Texas A&M University System)
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.
International Journal of Science and Business.pdfArlene424524
Dividends are a portion of a company's profits that are distributed to its shareholders. When you own shares in a company, you become a part-owner, and as a result, you may be entitled to a share of the company's earnings. Dividends are typically paid out on a regular basis, such as quarterly, semi-annually, or annually, but this can vary depending on the company's policies.
Contextual Influences on the Implementation of a Schoolwide .docxmelvinjrobinson2199
Contextual Influences on the
Implementation of a Schoolwide Intervention
to Promote Students’ Social, Emotional,
and Academic Learning
Yolanda Anyon, Nicole Nicotera, and Christopher A. Veeh
Schoolwide interventions are among the most effective approaches for improving students’
behavioral and academic outcomes. However, researchers have documented consistent chal-
lenges with implementation fidelity and have argued that school social workers should be
engaged in efforts to improve treatment integrity. This study examines contextual influences
on the implementation of a whole-school intervention called Responsive Classroom (RC)
in one urban K–8 public school serving a diverse student body. RC improves social, emo-
tional, literacy, and math outcomes for disadvantaged students with behavior problems by
building on the assets of teachers to intervene with misbehaving students in the classroom
setting or school environment. Yet little is understood regarding the factors that constrain or
enable implementation of RC in noncontrolled research conditions. Results from a mixed-
methods convergent analysis of focus group, observation, and survey data indicate the influ-
ence of the following three contextual factors on implementation fidelity: (1) intervention
characteristics such as compatibility with staff members’ beliefs about behavior change and
management, (2) organizational capacity such as principal and teacher buy-in, and (3) the
intervention support system such as training and technical assistance. Implications for future
school social work research and practice with respect to the implementation of schoolwide
programs are discussed.
KEY WORDS: context; fidelity; implementation; school social work; schoolwide interventions
School social workers are often called on to deliver interventions to improve the behavior of disruptive and off-task students, as these
young people are at greater risk than their peers for
academic and psychosocial problems extending
across the life span ( O’Shaughnessy, Lane, Gresham,
& Beebe-Frankenberger, 2003; Sprague & Hill,
2000). For example, behavior problems in elemen-
tary school are among the strongest predictors of
underachievement, delinquency, and violence later
in life ( Sprague & Hill, 2000). Moreover, low-
income children and adolescents of color are more
likely to be identified by school staff as having be-
havior problems but are less likely to have access to
supports they need to make improvements ( Reyes,
Elias, Parker, & Rosenblatt, 2013). In the larger con-
text of persistent racial and class disparities in aca-
demic achievement, the need for early interventions
among disadvantaged young people is clear ( Reyes
et al., 2013).
Emerging evidence suggests that schoolwide and
teacher-focused interventions are among the most
effective approaches for improving student behav-
ioral outcomes ( Durlak, Weissberg, Dymnicki,
Taylor, & Schellinger, 2011). How.
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Volume ...William Kritsonis
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Volume 30, Number 2, 2013 - Dr. William Allan Kritsonis, Editor-in-Chief - Website: www.nationalforum.com
Jones, earl the existence of characteristics schooling v6 n1 2015William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
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.
Presentation by Leonidas Kyriakides, Department of Education, University of Cyprus, Cyprus.
ABSTRACT
This paper refers to the dynamic approach to school improvement (DASI) which attempts to contribute to the merging of educational effectiveness research and school improvement. The main underlying assumptions and the implementation phases of DASI are presented. The recommended approach gives emphasis to school policies and actions taken to improve teaching and the school learning environment. Moreover, the importance of establishing school evaluation mechanisms and collecting data to identify improvement priorities is stressed. Furthermore, DASI emphasizes the use of the available knowledge base in relation to the main aims of the efforts made by schools to deal with the different challenges/problems being faced. Therefore, a research and advisory team is expected to support school stakeholders develop, implement, and evaluate their own school improvement strategies and action plans. Group-randomization studies investigating the impact of DASI on promoting student learning outcomes are also presented. These studies reveal the conditions in which DASI can promote student learning outcomes. Finally, suggestions for research, policy and practice are provided.
Presentazione di Leonidas Kyriakides ( Università di Cipro) in occasione del suo intervento al convegno internazionale "Migliorare la scuola" (Napoli, 14-15 Maggio 2015), organizzato dall'Indire.
Classroom Social Environment and School Performance in The Selected Secondary...AJHSSR Journal
ABSTRACT: This research investigated teachers' perceptions of the social environment in the classroom and
student performance in a sample of secondary schools in the Philippines' Municipality of Iba and Botolan,
Zambales, including Amungan National High School, San Agustin Integrated School, Jesus F. Magsaysay High
School, President Ramon Magsaysay State University-laboratory High School, Botolan National High School,
and Bancal Integrated School. One hundred fifty-five respondents were chosen at random, and the researcher
used the descriptive research design and questionnaire as the primary instruments to collect data. The school
received a "Very High" rating for promotion, retention, and cohort or survival rates but a "Very Low" rating for
failure and drop-out rates.There was a significant difference in the perception of the classroom social
environment as to classroom mastery goals, classroom performance goals, classroom social interaction,
classroom mutual respect, and classroom academic self-efficacy. There was a significant difference in the level
of school performance on student progress and development as to failure rate, drop-out rate, promotion rate,
retention rate, and cohort survival rate. There is a negligible relationship between the classroom social
environment and the school student progress and development level.Regarding classroom mastery goals,
classroom performance goals, classroom social interaction, classroom mutual respect, and classroom academic
self-efficacy, there was a significant difference in perception. Concerning the failure rate, drop-out rate,
promotion rate, retention rate, and cohort survival rate, there was a considerable variation in the level of school
performance. The social climate in the classroom has very little bearing on how well students are progressing
academically.
KEYWORDS: Social Environment, Failure Rate, Drop-Out Rate, Survival Rate, Classroom Mastery Goals,
Classroom Performance Goals, Classroom Social Interaction, Classroom Academic Self-Efficacy
The Development Problem Based Learning Collaborative Model in Sociology Learn...iosrjce
This reseach in based on the real condition Senior High School Sociology learning activity in
Madiun regency which is still far from what we wish, still focus on cognitive aspect. Affective aspect and skill
need a little touch, if it is impossible to say they are still untouched. Even, we are obliged to implement the
attitude or character values in the activity of learning.
The purpose of the research is: (1) to recognize the recent condition of sociology learning activity, (2) to
create a sociology learning model, Problem Based Learning Collaborative, (3) to identify the effectiveness of
the model in improving student achivement.
The method of the research and the model development is carried out through these stages : Preliminary
research, development design, model testing or product evaluation. Collecting the data is using observation,
interviews, questionnaries, and documentation technique. Data analysis in the preliminary research is using
qualitative approach while model testing or product evaluation is using quantitative approach experiment. Ttest
isused to determine the differences between Problem Based Leraning Collaborative model and varied
lecturing model.
The result of the study is concluded as follows: (1) Sociology learning activity in Madiun Regancy is still
varied in delivering the knowledge, not yet focus on delivering of the value. Also the process of learning
evaluation is still focus on cognitive aspect ( knowledge ). Where as according to curriculum, sociology must be
conducted as an integral subject. The aim must also touch all aspect, include : cognitive, affective, skill, and
attitude. That is why, it is needed to conduct Problem Based Learning Collaborative model. (2) After being
validated by a team of experts and practitioners, the draft of Problem Based Learning Collaborative Model is
experimented in, among others, SMAN 1 Parang. The result of the model can be understood and implemented
by both teachers and students. After the trial, the model is applied as a restricted quasi–experimental test in
SMAN Bungkal Ponorogo and SMAN Badegan Ponorogo. The results show that the experimental groups have a
better average than the control group both in the cognitive aspect and the affective one. When the model is
applied extensively in SMAN 1 Parang, SMAN 2 MAGETAN, SMAN Sukomoro, SMAN Sampung, the results
remains the same. It shows that the experimental groups heve a better average than the contol ones, both in the
coginitive aspect and the affective one. Applying the model, it shows that the model effects the students
significantly in increasing the achivement ( cognitive aspect ) and strengthen the character and attitude
( affective aspect and skill ) compared with the varied lecturing model. Thus, it can be concluded that the groups
using Problem Bsed Learning Collaboraive Model has a better achivement and effort in implementing the
characters values more than that of using varied lecturing model.
Dr. Fred C. Lunenburg - the principal as instructional leader nfeasj v27 n4 ...William Kritsonis
Dr. Fred C. Lunenburg, www.nationalforum.com, Dr. William Allan Kritsonis, Editor-in-Chief, National FORUM Journals, Houston, Texas
www.nationalforum.com - NATIONAL FORUM JOURNALS Website
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Embracing GenAI - A Strategic ImperativePeter 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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Lunenburg, fred c the comer school development program nfmij v8 n1 2011
1. NATIONAL FORUM OF MULTICULTURAL ISSUES JOURNAL
VOLUME 8, NUMBER 1, 2011
The Comer School Development Program:
Improving Education for Low-Income Students
Fred C. Lunenburg
Sam Houston State University
________________________________________________________________________
ABSTRACT
The Comer School Development Program (SDP), also known as the Comer Process or
Comer Model, was developed to improve the educational experience of poor ethnic
minority youth. The nine component process model includes three mechanisms (School
Planning and Management Team, Student and Staff Support Team, and Parent/Family
Team); three operations (Comprehensive School Plan, Staff Development Plan, and
monitoring and assessment), and three guiding principles (collaboration, consensus
decision making, and no-fault problem solving). Initially developed by James Comer and
the Child Study Center at Yale University in 1968, the program is now being
implemented in 1150 schools, 35 school districts, and 25 states. Studies of selected SDP
schools show significant student gains in achievement, attendance, behavior, and overall
adjustment in SDP schools.
________________________________________________________________________
The School Development Program (SDP), also known as the Comer Process or
the Comer Model, is intended to improve the educational experience of poor minority
youth. Improvement is attained by building supportive bonds among children, parents,
and school staff to promote a positive school culture. Since 1968 when the model was
created by child psychiatrist Dr. James Comer and his colleagues at the Yale University
Child Study Center, it has been utilized in more than 1150 schools nationwide. While the
SDP helps bring change to one school at a time, it has been used as a framework for
system-wide reform.
James Comer and the Yale University Child Study Center staff developed a SDP
theory of change. They hypothesize that the introduction of the SDP model directly
influences the proximal outcomes of school organization and management; influences
school culture both directly and through its effect on organization and management; and
affects classroom practices both directly and through its effects on organization and
school culture. Classroom factors, in turn, affect the distal outcome of student
achievement both directly and through their influence on other distal outcomes like
student attitude and behavior.
1
2. NATIONAL FORUM OF MULTICULTURAL ISSUES JOURNAL
2____________________________________________________________________________________
In short, in the Yale University Child Study Center theory, implementation of the
School Development Program transforms the school into a learning environment that:
builds positive interpersonal relationships; promotes teacher efficacy; fosters positive
student attitudes; increases students’ pro-social behaviors; and improves student
academic achievement. While the arrows in the figure show principal direction of
influence, in reality the relationships are reciprocal and feedback loops exist between
virtually every pair of points in the model. The SDP theory of change is shown in Figure
1 (Yale University Child Study Center, 2011).
Student
School Academic
Org. Achieveme
Factors nt Factors
Classroo
External SDP Student
m
Factors MODEL Behavior
Factors
School
Climate Student
& Attitudes
Culture
Factors
Indirect Effect
Direct Effect
Figure 1. The Yale School Development Program Theory of Change
Figure 1. The Yale School Development Program Theory of Change.
Rationale Underlying the Program
All the recent neuroscience research indicates that “nature versus nurture” is not
an either or thing (Tyson, 2012). Development and learning are inextricably linked. To
help children, schools need to address both learning and development (Bulach,
Lunenburg, & Potter, 2008). The School Development Program takes a uniquely
supportive view of education with a focus on developing “the whole child” (Joyner,
Comer, & Ben-Avie, 2004a). Unlike models with a formulaic approach to curriculum or
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teaching methods, this holistic strategy links children’s academic growth with their
emotional wellness and social and moral development in a collaborative school culture
congenial to learning. The program is derived from the idea that when students feel
supported and nurtured in school, their outlook, life skills, and academic performance
will improve (Lunenburg & Ornstein, 2012).
Comer (2010) believes that for various reasons, many inner city children enter
school “underdeveloped,” lacking the personal, social, and moral traits necessary for
academic success. Consequently, students who have not had adequate support for their
development may come to school lagging behind their classmates who may have had an
optimal preschool developmental experience. This may have a negative effect on
students’ learning skills. Comer also believes that many teachers lack adequate
knowledge of child development or an understanding of their students’ home lives and
culture, leaving them unprepared to deal appropriately with these children and their
families to effectively foster their learning (Maholmes, Haynes, Bility, Emmons, &
Comer, 1995).
History of the Program
The program began in two poor, predominantly African American elementary
schools in New Haven, Connecticut, with low standardized test scores and high teacher
and student absenteeism. Comer and his colleagues developed an organizational and
management system based on child development issues that would encourage teachers,
administrators, and parents to collaborate to address children’s needs (Comer, 1992,
1993; Comer & Haynes, 1991; Comer, Haynes, Joyner, & Ben-Avie, 1996).
The program was field-tested from 1978 to 1987 in additional schools in New
Haven and in three other school districts: Prince George’s County, Maryland, Benton
Harbor, Michigan, and Norfolk, Virginia. Beginning in 1988, the dissemination phase
emphasized partnerships between teacher-training institutions and local school districts in
New Orleans, Cleveland, and San Francisco, as well as the establishment of Regional
Professional Development Centers.
In 1990 the Rockefeller Foundation granted a five-year, $15 million grant to aid
national replication (Payne, 1991). Originally, any interested school could implement the
model with technical assistance. In 1996, in response to research evidence, schools could
not implement the full model without school district office support and the involvement
of several schools in the same district (Comer, et al., 1996).
The replication model includes the following phases: (a) pre-orientation phase:
School personnel become acquainted with the model and decide if it will be implemented
and who will be the major participants; (b) orientation phase: Initial training of school
personnel and parents and the establishment of a governing board; (c) transition phase:
Goals and objectives are established by the governance board with input from all
participants. Plans are made for parent involvement and staff development; (d) operation
phase: Plans are implemented for parent activities and staff development; and (e)
institutionalization phase: Outcomes are evaluated in terms of parent participation and
student outcomes (Comer & Emmons, 2006).
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Since 1968, the SDP has been implemented in more than 1150 schools, 35 school
districts, 25 states, the District of Columbia, Trinidad and Tobago, South Africa,
England, and Ireland. Approximately 300 schools are currently at different phases of
implementing the model.
Program Components
In each participating school, a planning and management group is formed
consisting of nine components: three mechanisms (a School Planning and Management
Team; a Student and Staff Support Team; and a Parent/Family Team); three operations (a
Comprehensive School Plan, staff development plan, and monitoring and assessment);
and three principles (collaboration, consensus, and no-fault problem solving).
Mechanisms
Three mechanisms to promote the school vision and to organize and lead the
students include: the School Planning and Management Team, the Student and Staff
Support Team, and the Parent/Family Team. The School Planning and Management team
is comprised of representatives of the parents/families, teachers, administrators, and
support staff. The Student and Support Staff Team is comprised of student assistance
staff and others with expertise in child development and mental health. The
Parent/Family Team is comprised of parents and other family members.
School planning and management team. The School Planning and Management
team develops a Comprehensive School Plan, sets academic, social and community
relations goals, and coordinates all school activities, including staff development
programs. The team creates critical dialogue around teaching and learning and student
progress and recommends mid-course adjustments and modifications in curriculum and
teaching based on children’s changing needs. Members of the team include
administrators, teachers, support staff, and parents. In middle and high schools, students
are also represented.
The School Planning and Management Team (SPMT) model is critical to the
success of the Comer Process in any school. It is essential that all aspects of the SPMT’s
purpose, organization, and functioning be well understood by the entire school
community. The SPMT is the lead decision-making and planning body of the school.
Team members work to build a community where all members have a voice in the
decision-making process. The SMPT must set the tone for all other teams and the entire
school. Its members must be in accord, and their work should be characterized by a
positive climate and the spirit on no-fault (McLaughlin, Ennis, & Hernandez, 2004).
Student and staff support team. The Student and Staff Support Team (SSST) is
essential to solving individual and whole-school issues that can undermine learning and
development. It is the role of the SSST to actively unite the whole school community in
order to promote the development of children and adolescents along all the
developmental pathways: physical, cognitive, psychological, language, social, and
5. FRED C. LUNENBURG
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ethical. The SSST is charged with the task of enabling students (as well as their teachers
and families) to overcome the barriers to their learning by mobilizing the resources of the
school, the district, and the surrounding community to meet the developmental needs of
students. To fulfill this role, the team must possess a level of expertise in child
development theory and practice. More specifically, the team should include some
combination of the following individuals: administrator, psychologist, social workers and
counselors, special education teachers, school nurse, and speech/hearing specialists and
bilingual teachers. The SSST is also charged with helping the adults in the school
community change how they view students and families and how they serve them
(Brown & Joseph, 2004).
Parent/Family team. Parent/family involvement is a key element of the School
Development Program. Comer (1991, 1992) recognizes the critical role parents can and
should play in their children’s education. The intent of a formal program for parents and
families is to establish a home-school partnership. It serves to reduce the cultural gap that
may exist between the home and school, thereby fostering a climate of partnership. The
School Development Program enables school personnel and parents/families who may be
alienated from one another, for whatever reasons, to work together. By working together
on specific tasks, school personnel and parents/families can begin getting to know one
another, learn to respect one another, and eventually view themselves as participants in a
collaborative enterprise rather than as adversaries.
The term parent/family involvement refers to all the different ways that parents
and other family members can support their children. “Family members” may be
biological relatives or other individuals who have some or total legal responsibility for a
student’s well-being and school success. The home-school partnership is a process of
building relationships that provide support to the children and adolescents in school so
that all children achieve well in and out of school (Jackson, Martin, & Stocklinski, 2004).
The Parent/Family Team also selects representatives to serve on the School Planning and
Management Team.
Operations
Three operations for developing the vision through activities include: the
Comprehensive School Plan, professional development that builds capacity to execute the
Comprehensive School Plan, and periodic assessment and modification. The
Comprehensive School Plan is the guiding document for the school, developed by the
School Planning and Management Team. The plan includes measurable goals and
objectives in the areas of academic performance and social climate. The professional
development plan involves training and coaching to teach staff and parents what they
need to know and be able to do to carry out the Comprehensive School Plan. Professional
development is provided by building, district, region, or state school or community
resource people. Monitoring involves evaluating the effectiveness of programs at least
quarterly. It allows the School Planning and Management Team to identify gaps and
modify strategies.
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Comprehensive school plan. The SPMT designs and implements the
Comprehensive School Plan (CSP), periodically assesses how well the goals in the plan
are being met, modifies the plan accordingly, and ensures that the appropriate staff
development activities are aligned with the goals in the plan. The CSP is central to a
school’s improvement because it sets the direction and focus for the school.
The CSP not only charts progress in discrete areas of academic achievement, but
also it promotes a thorough examination of the school as a whole: focusing on
curriculum, instruction and assessment, on academic and psychosocial goals, and on
public relations and communication strategies. The CSP enables the school to target with
greater accuracy the factors that underlie school performance and achievement.
Therefore, through establishing and updating the CSP, the school sets goals and
objectives that place child development at the center of the planning process. These goals
and objectives are supported by routinely gathered data about the whole school. Thus,
they are timely, measurable, and achievable (Maholmes, 2004).
Professional development plan. The Comer School Development Program
(SDP) supports its network of schools and districts with professional development and
consultation services. The SDP designs and delivers customized professional
development experiences for PK-12 educators at the school and school district levels.
The SDP provides participants with practical, effective, and research-based strategies that
they can use immediately. They also offer on-site, customized professional development
workshops.
School staff were originally trained directly by the SDP staff located at the Yale
University Child Study Center. The SDP has created two professional development
programs that are designed to improve instruction, foster collaboration, and tap the
knowledge, skills, and experiences of veteran and novice teachers. They are Teachers
Helping Teachers (THT) and the Balanced Curriculum Process (BC). Now following the
THT and BC training models, school and district representatives are trained in two
sessions (May and February) at the CSDP headquarters and expected return to their home
districts and conduct local training sessions with participating schools.
Professional development activities in each participating school are based on the
training needs that stem from the Comprehensive School Plan. The various staff
development activities should involve every staff member in the school. Some examples
include workshops that teach educators how to help parents learn to support reading
initiatives at home; workshops to provide teachers with skills proven to be most effective
in working with underdeveloped student populations, and integrating academic, arts,
social, and extracurricular activities into a unified curriculum. By doing this, schools
create a culture of ongoing reflection and renewal. In addition, schools build capacity to
sustain the practices that support student learning and development.
Assessment and modification. Periodic assessment and modification of the
Comprehensive School Plan (CSP) allows the School Planning and Management Team
(SPMT) to systematically answer the following critical questions: “What are we doing?”
“Why are we doing it?” “What needs to be changed?” Assessing the CSP involves taking
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an extensive look at student data on such issues as achievement, attendance, behavior,
and socioeconomic background.
The SPMT also must systematically collect and examine data on how the
curriculum is being implemented, as well as data on how the Comer School Development
Process is functioning and the impact it is having on the school. These data include
perceptions of (a) school climate and academic focus, (b) implementation of the aligned
and balanced curriculum, and (c) how well the nine elements of the Comer Process are
being implemented. The SPMT should conduct a monthly “process check” to ensure that
the activities are being carried out according to specifications in the Comprehensive
School Plan. This allows the team to prevent important activities from being ignored. In
addition, the process check enables the team to observe and monitor targeted initiatives
and activities to help determine whether they will result in desired outcomes. Every three
months, the SPMT should determine whether to continue with certain initiatives or
activities, make changes, or discontinue progress. This assessment should be based on
data (Maholmes, 2004).
Principles
The goal of the Comer School Development Program is to improve the
educational experience of poor ethnic minority youth. Due to a lack of developmental
support at home and in the community, Comer found that many children come to school
with significant developmental gaps that impair their ability to learn. To address these
deficits, the Comer School Development Program is designed to mobilize teachers,
administrators, parents, and other concerned adults to support students’ personal,
academic, and social growth. To accomplish this, the model advocates a collaborative,
consensus-building, no-fault approach to problem solving (Comer, 2004).
Collaboration. The Comer School Development Program is based on Comer’s
belief that “the relationship between school and family is at the heart of a poor child’s
success or lack of it” (Goldberg, 1990). In his book School Power (1980), Comer
describes the dissolution of the communal bonds that once united poor communities and
bound them to the educational institutions that served them, resulting in the loss of adult
power to influence children.
Comer’s vision includes making poor communities once again “so cohesive and
their fabric, the people, so tightly interwoven in mutual respect and concern that, even in
the face of the potentially deleterious effects of poverty, their integrity and strength are
maintained” (Haynes & Comer, 1990b, pp. 108-109). According to Comer, this can
happen by building supportive bonds among children, parents, and school staff that
promotes a positive school culture. As Comer states, “In every interaction you are either
building community or breaking community. The mechanisms … are secondary”
(Comer, Haynes, Joyner, & Ben-Avie, 1996, p. 148).
Consensus decision making. Another guiding principle of Comer’s School
Development Program is that decisions are made by consensus. What exactly is
consensus, and how does one reach it? Consensus decision making is an ongoing process
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(Ben-Avie, Steinfeld, & Comer, 2004). In School Development Program (SDP) teams,
subcommittees, and classrooms, many important decisions are made by consensus.
Consensus is actually the result of a process that takes place between people. Before there
can be a collective opinion, there must first be a respectful process of gathering all
individual opinions. Then there must be a respectful process of discussing, evaluating,
combining, and choosing among them. It should be noted that any decision reached
through consensus is only a temporary decision that will be reassessed whenever
necessary. SDP school committees receive ongoing training and support from national
and local trainers in consensus decision making.
The chief alternative way school committees make decisions is by majority vote.
Voting produces the following drawbacks: (a) people focus on the option presented and
limit their thinking about what is needed and possible, (b) because choice seems simple
(yes or no), the vote may be taken before the voters have a chance to fully examine the
option, and (c) there are winners and losers, and the losers may become disaffected from
further participation in deliberations, or may be angry enough to undermine the outcome
of the vote (Ben-Avie, et al., 2004, p. 186).
By contrast, a situation in which there is a continuum of options is consensus. The
consensus process produces any manageable number of options on the table. The options
are considered, and combined or selected until all participants feel well-represented and
are clear that the students will be well-served by the decision. A type of polling or
choosing is the last step of the consensus process, but this polling occurs throughout the
process as (a) more participants indicate that they agree with what is being discussed, and
(b) fewer participants offer objections while staying engaged in the discussion.
The continuum quality of the consensus process produces the following benefits:
(a) the process continues until the options, (b) there is no formal choosing until everyone
can agree at least to give the most-favored option a real-world try’ and (c) the option
chosen is monitored as it is put into practice and will be reassessed as needed (Ben-Avie,
et al., 2004, p. 187). In sum, whereas the voting-process is inherently exclusive, reducing
choices to a single one, the consensus process is inherently inclusive because it brings not
only more ideas but also more participants in the life of the school. In order to find the
best ways to meet students’ needs, group members reach out to others inside and outside
the school.
No-Fault problem solving. In every facet of school life and organization, the
Comer Process links academic success with healthy child development. Various teams
and groups meet frequently to discuss and work on specific problems and how to remove
obstacles to learning. Teams analyze and solve problems using a “no fault, no blame”
problem-solving approach. No fault problem solving helps teams focus on creating
workable, effective solutions that serve the best interests of the students they serve.
Instead of creating winners and losers, the idea is to encourage people to come together to
find a common solution that everyone is willing to support and implement. More
specifically, the focus is on problem resolution rather than blaming and fault finding.
No-fault problem solving is a key part of guiding effective student interactions as
well. Using simple language to explain the three guiding principles (collaboration,
consensus decision making, and no- fault problem solving), teachers are able to help
9. FRED C. LUNENBURG
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students learn an alternative way to solve problems. While they are taught that “no fault”
does not mean “no consequences,” students learn to handle conflict in a much more
reasonable and straightforward way. No-fault problem solving, when used properly, is
effective beginning in kindergarten. Teachers note that there tends to be less negative
interaction when children are fussing with each other. Comer allows teachers to put a
better focus on positive language (Joyner, Comer, & Ben-Avie, 2004b).
Research and Evaluation
The School Development Program (SDP) has a substantial history of research and
evaluation, both by its own staff (Comer & Emmons, 2006; Emmons & Baskerville,
2005; Emmons & Comer, 2009; Emmons, Ofimba, Hagopian, 1998; Haynes, 1998a,
1998b; Haynes & Comer, 1990a, 1990b, 1993, 1996; Haynes, Comer, & Hamilton-Lee,
1989a, 1989b; Haynes, Comer, & Roberts, 1993; Haynes, Emmons, Ben-Avie, 1997;
Haynes, Emmons, & Woodruff, 1998; Haynes, Maholmes, Emmons, Gebreyesus, 1995;
Maholmes, Haynes, Bility, Emmons, & Comer, 1995) and by external evaluators
(Ascher, 1993; Borman, Hewes, Overman, & Brown, 2002; Cook, Murphy, & Hunt,
2000; Noblit, Malloy, & Malloy, 2001; Payne, 1991; Ramirez-Smith, 1995; Shipley,
1992; Smey-Richman & Barkley, 1990). Comer schools have been assessed on a variety
of factors at different levels (primary, elementary, middle, and high school).
Comprehensive in nature, the SDP addresses the factors that have impact on
student performance, development and well-being, including school organization, school
climate, curriculum and instruction, level of program implementation, and students’ self-
concepts, behavior, social competence, and achievement. Child and adolescent
development principles serve as the foundation of the relationships among a wide variety
of variables that impact the child in school (Comer, 2010; Joyner, Comer, & Ben-Avie,
2004a, 2004b, 2004c).
Such a comprehensive reform model requires an evaluation design that can
address the interrelationships among these variables, many of which are not under the
control of the program designers. The SDP evaluation process is designed to capture the
complexity of whole-school district reform, and to attempt to trace cause and effect. As
such, the SDP evaluation process has three main foci: contextual analysis, formative
evaluation, and theory building. Therefore, it combines three major areas in the field: (a)
expansion of scope and use of evaluation (Dunsworth, 2011), (b) integration of program
and implementation theories (Weiss, 1997), and (c) the participatory approach (Mertens,
2012). The use of multiple data gathering methods, including quantitative and qualitative
approaches in an effort to triangulate and better interpret the results, is essential
(Creswell, 2012).
The Comer Model has been implemented in more than 25 states, 35 school
districts, and 1150 schools. In a meta-analysis of 29 comprehensive school reform
programs (Borman, Hewes, Overman, & Brown, 2002), SDP was singled out as one of
three school reform models that have been proven to increase student achievement and
improve the relationships among stakeholder groups. The other two models include
Henry Levin’s (2012) Accelerated Schools and Robert Slavin’s (2008) Success for All.
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All three models use staff collaboration, parent/family involvement, and expectations of
high student achievement to improve schools. Where Levin’s program focuses on
providing an enriched and accelerated curriculum for disadvantaged students, and
Slavin’s program stresses cognitive practices that increase learning, the Comer Model
emphasizes improved school climate.
Studies indicate significant effects on school climate, student attendance, and
student achievement. Generally, effects are first manifested in the improvement of school
climate, indicated by improved relationships among the staff and students in the school;
better collaboration among staff members; and greater focus on the student as the center
of the education process (Haynes & Comer, 1990a; Haynes, Comer, & Roberts, 1993;
Haynes, Emmons, & Ben-Avie, 1997; Haynes, Emmons, & Woodruff, 1998; Haynes,
Maholmes, Emmons, & Gebreyesus, 1995).
In addition, research has shown that in schools that used the Comer Model
consistently, there was a significantly greater reduction in absenteeism and suspension
than in the district as a whole. Furthermore, studies in New Haven, Connecticut, Benton
Harbor, Michigan, and Norfolk, Virginia in which students in SDP schools were
compared to students in matched non-SDP schools on achievement, attendance, behavior,
self-concept, perceptions of school and classroom climate, and social competence showed
significant gains in achievement, behavior, and overall adjustment in SDP schools
(Haynes & Comer, 1990b; Haynes, Comer, & Hamilton-Lee, 1989a, 1989b).
In an extensive study of 10 inner city middle schools in Chicago that use the
Comer Model, results indicate improvement in such factors as student achievement,
attendance, behavior, and school climate (Cook, Murphy, & Hunt, 2000). Furthermore, a
study of five urban Comer SDP schools (three elementary schools, one middle school,
and a high school) show school successes for children from all income, geographic,
language, and ethnic and cultural groups (Noblit, Malloy, & Malloy, 2001). Implications
of the study reported by the authors indicate that all students can gain the social and
academic skills needed to do well in school when the education enterprise adequately
addresses their needs.
Conclusion
The Comer School Development Program (SDP), also known as the Comer
Process or Comer Model, was developed to improve the educational experience of poor
ethnic minority youth. The nine component process model includes three mechanisms
(School Planning and Management Team, Student and Staff Support Team, and
Parent/Family Team); three operations (Comprehensive School Plan, Staff Development
Plan, and monitoring and assessment), and three guiding principles (collaboration,
consensus decision making, and no-fault problem solving). Initially developed by James
Comer and the Child Study Center at Yale University in 1968, the program is now being
implemented in 1150 schools, 35 school districts, and 25 states, the District of Columbia,
Trinidad and Tobago, South Africa, England, and Ireland. Approximately 300 schools are
currently at different phases of implementing the model. Studies of selected SDP schools
show significant student gains in achievement, attendance, behavior, and overall
adjustment in SDP schools.
11. FRED C. LUNENBURG
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