This article discusses the issues and challenges faced by English Language Learners (ELLs) in public schools, particularly in Texas. It analyzes how standardized testing required by the No Child Left Behind Act has both positive and negative consequences, or "washback effects", for ELLs. While high-stakes testing is meant to improve outcomes for at-risk students like ELLs, it can also increase dropout rates, referrals to special education, and fail to account for the impact of student demographics on school performance rankings. The article calls for more data on both the intended and unintended consequences of standardized testing on ELLs and schools with large ELL populations.
This document discusses the impact of high-stakes testing on English Language Learners (ELLs) in major urban high schools in Texas. It analyzes issues and challenges faced by ELLs under standardized testing policies. Quantitative data will be gathered from 10 high schools, and qualitative data from an online questionnaire on respondents' views of how standardized tests impact ELLs. Both positive and negative consequences, or "washback effects", of assessments on ELLs and other stakeholders will be examined.
This article examines the relationship between teacher turnover rates and student academic performance. It discusses how high teacher turnover has negative impacts, including inconsistent instruction from rotating substitute teachers and an unequal distribution of effective teachers. The article reviews studies that found correlations between higher turnover rates at schools and lower student test scores. While more research is still needed, the evidence suggests that addressing teacher turnover may be important for improving student achievement, especially in low-income schools that tend to experience higher turnover.
Best practices for managing the writing center : Australia's universities.The Free School
This research report analyses best practices for managing an Academic Learning Skills Unit (ALSU) at post-secondary education institutions. My discussion centres on Australia’s 41 universities and compares these organisations’ ALSUs.
My research aims to analyse management policies and best pedagogical practices which drive these teaching centres in order to understand the unique institutional factors that explain why each university chooses to adopt the model it uses to run its ALSU. I review key features such as the ALSU’s policies, mandate, funding levels and headcount. I also examine the dominant modes of service delivery, i.e. online c.f. on-campus. Furthermore, I review their organisational structures. This analysis enables me to determine whether each university maintains an ALSU that is embedded within the faculties or if it runs a multidisciplinary centralised ALSU or another model such as a hybrid of these two.
The ALSU is known as the Writing Center in Canada and the United States.
This research proposal aims to study factors that affect retention rates among non-traditional adult learners of African descent in higher education. The researcher will use a concurrent mixed methods approach to explore personal, social, and academic factors through a survey and interviews of 300 students at a historically black college. The study aims to determine if academic support programs and family educational background relate to retention and graduation rates. Results could inform the development of credit and non-credit programs to better engage and support adult male learners of African descent.
This research proposal aims to study factors that affect retention rates among non-traditional adult learners of African descent in higher education using a mixed methods approach. The researcher will explore personal, social, and academic factors through a concurrent quantitative and qualitative study involving surveys and interviews of 300 students at a historically black college. The study aims to determine if academic support programs relate to increased enrollment and engagement for adult male learners of African descent. Results could help advocate for support programs to increase retention and graduation rates.
This research proposal aims to study factors that affect retention rates among non-traditional adult learners of African descent in higher education. The researcher will use a concurrent mixed methods approach to explore personal, social, and academic factors through quantitative surveys and qualitative interviews. The study hypothesizes that student engagement programs increase retention and graduation rates. It will survey 300 students at a historically black college on their experiences with support services and reasons for opting out of college. The goal is to identify interventions that increase retention of non-traditional adult male learners of African descent.
This research proposal aims to study factors that affect retention rates among non-traditional adult learners of African descent in higher education. The researcher will use a concurrent mixed methods approach to explore personal, social, and academic factors through quantitative surveys and qualitative interviews of 300 students at a historically black college. The study aims to determine if academic support programs and family support relate to increased enrollment and persistence. Results could inform the development of credit and non-credit courses to engage and support adult male learners of African descent.
Michelle Annette Cloud, PhD Dissertation Defense, Dr. William Allan Kritsonis...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Dr. Michelle Annette Cloud, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
This document discusses the impact of high-stakes testing on English Language Learners (ELLs) in major urban high schools in Texas. It analyzes issues and challenges faced by ELLs under standardized testing policies. Quantitative data will be gathered from 10 high schools, and qualitative data from an online questionnaire on respondents' views of how standardized tests impact ELLs. Both positive and negative consequences, or "washback effects", of assessments on ELLs and other stakeholders will be examined.
This article examines the relationship between teacher turnover rates and student academic performance. It discusses how high teacher turnover has negative impacts, including inconsistent instruction from rotating substitute teachers and an unequal distribution of effective teachers. The article reviews studies that found correlations between higher turnover rates at schools and lower student test scores. While more research is still needed, the evidence suggests that addressing teacher turnover may be important for improving student achievement, especially in low-income schools that tend to experience higher turnover.
Best practices for managing the writing center : Australia's universities.The Free School
This research report analyses best practices for managing an Academic Learning Skills Unit (ALSU) at post-secondary education institutions. My discussion centres on Australia’s 41 universities and compares these organisations’ ALSUs.
My research aims to analyse management policies and best pedagogical practices which drive these teaching centres in order to understand the unique institutional factors that explain why each university chooses to adopt the model it uses to run its ALSU. I review key features such as the ALSU’s policies, mandate, funding levels and headcount. I also examine the dominant modes of service delivery, i.e. online c.f. on-campus. Furthermore, I review their organisational structures. This analysis enables me to determine whether each university maintains an ALSU that is embedded within the faculties or if it runs a multidisciplinary centralised ALSU or another model such as a hybrid of these two.
The ALSU is known as the Writing Center in Canada and the United States.
This research proposal aims to study factors that affect retention rates among non-traditional adult learners of African descent in higher education. The researcher will use a concurrent mixed methods approach to explore personal, social, and academic factors through a survey and interviews of 300 students at a historically black college. The study aims to determine if academic support programs and family educational background relate to retention and graduation rates. Results could inform the development of credit and non-credit programs to better engage and support adult male learners of African descent.
This research proposal aims to study factors that affect retention rates among non-traditional adult learners of African descent in higher education using a mixed methods approach. The researcher will explore personal, social, and academic factors through a concurrent quantitative and qualitative study involving surveys and interviews of 300 students at a historically black college. The study aims to determine if academic support programs relate to increased enrollment and engagement for adult male learners of African descent. Results could help advocate for support programs to increase retention and graduation rates.
This research proposal aims to study factors that affect retention rates among non-traditional adult learners of African descent in higher education. The researcher will use a concurrent mixed methods approach to explore personal, social, and academic factors through quantitative surveys and qualitative interviews. The study hypothesizes that student engagement programs increase retention and graduation rates. It will survey 300 students at a historically black college on their experiences with support services and reasons for opting out of college. The goal is to identify interventions that increase retention of non-traditional adult male learners of African descent.
This research proposal aims to study factors that affect retention rates among non-traditional adult learners of African descent in higher education. The researcher will use a concurrent mixed methods approach to explore personal, social, and academic factors through quantitative surveys and qualitative interviews of 300 students at a historically black college. The study aims to determine if academic support programs and family support relate to increased enrollment and persistence. Results could inform the development of credit and non-credit courses to engage and support adult male learners of African descent.
Michelle Annette Cloud, PhD Dissertation Defense, Dr. William Allan Kritsonis...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Dr. Michelle Annette Cloud, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
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 article discusses two major challenges facing public schools: teacher quality and student achievement. It notes that the No Child Left Behind Act has increased pressures around these issues. Specifically, it points out that teacher shortages exist in certain subject areas, especially in urban and rural schools serving low-income students. It also discusses the rise of alternative certification programs to help address these shortages. The article concludes that teacher quality and student achievement are crucial issues that will be profoundly impacted by the requirements of the No Child Left Behind Act.
A comparative study of public versus private primary schools,Alexander Decker
This document compares the performance of public and private primary schools in rural areas of Azad Jammu & Kashmir (Pakistan Occupied Kashmir). It finds that private schools generally perform better than public schools across various measures of performance, except for a few measures. Both public and private schools still lack adequate human and material resources to provide a quality education. The document reviews several other studies that have also found private schools tend to outperform public schools on factors like school facilities, teacher absenteeism, school administration, and teacher job satisfaction. However, both public and private schools in the region face challenges in ensuring a high standard of education.
Robinson, petra enhancing faculty diveristy focus v7 n1 2013William Kritsonis
This document discusses enhancing faculty diversity at community colleges. It argues that increasing the racial/ethnic diversity of community college faculty can help advance completion rates. Community colleges are focusing on completion as a national priority. Faculty professional development is important, but efforts are lacking in diversifying faculty. Doing so has benefits like providing role models for diverse students and enriching the educational experience. The document outlines strategies for recruiting, retaining, and developing faculty of color at community colleges.
Perceptions of Tenured and Adjunct Faculty Regarding the Role of the Adjunct ...inventionjournals
This study purpose was to explore the perceptions of adjuncts and tenured faculty about the role of the adjunct in higher education. Through purposeful sampling, the lived experiences of nine adjuncts and nine tenured faculty members were considered from three historically black colleges and universities in the southeastern United States. The Critical Social Theory guided this qualitative phenomenological study as it relates to organizational culture. The Critical Social Theory framework illuminates the perceptions of the more powerful players in an organization and the impact of these perceptions on the workplace culture. Six themes that emerged from the analysis of the data: (a) Professional Development and Support, (b) Increased Collaboration, (c)Standard Recruiting and Retention Practices, (d) Shared Responsibilities, (e) Their Perceived Student Perceptions of Adjuncts and Tenured Faculty in the Classroom, and (f) The Relationship between Adjuncts and their University. These themes gave rise to a general description of the perceptions and the workplace culture. The findings from the study yielded several unexpected outcomes.
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.
www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-ChiefWilliam Kritsonis
This document summarizes a classroom activity designed to help education students visualize how Stanovich's four factors of reading development - cognitive consequences, developmental change, reciprocal causation, and organism-environment correlation - differently influence each student's reading history. Students used play dough to represent the four factors around "history circles" on a paper, creating a "flower garden" visualization of diverse student histories. The activity helped students see each student as a unique "flower" requiring individualized support to develop reading skills.
A comparative study of the classroom treatment of male and female students of...Alexander Decker
This study examined potential differences in how male and female students are treated in classrooms at the Federal Polytechnic in Ilaro, Nigeria. Surveys were administered to 102 male and 102 female final year students to assess their perceptions of classroom treatment. Interview were also conducted with 8 lecturers. The results found no significant differences between male and female students' perceptions of their classroom experiences. Additionally, there was a negative but weak relationship between males' and females' attitudes toward education. The study concluded that gender does not play a role in how students experience classrooms and that teachers should aim for gender-neutral practices to promote equal opportunities for all students.
Causes of Low Achievement of University' Students from Their Points of Viewijejournal
The aim of the study was to investigate the causes of low achievement from student’s points of view for
both sexes by various levels and faculties.(106) students took place in the at Al-Ahliyya Amman University
(AAU).
A questionnaire was formed and applied, after its validity and reliability were verified. The study resulted
in following points :-
The weight of low achievement causes are moderate in four dimensions (Faculty member , students ,
methods of assessment, course content)while the weight of family factors dimension was high. There are no
significant differences at the level of a≤ 0.05 in low achievement causes according to gender, the level of
study and according to the faculty specialization in three dimensions (Faculty member , methods of
assessment, Course content)while there are significant differences at the level of a≤ 0.05 in two
dimensions (students and family factors )in behalf of engineering faculty) .
The Influence of School Administrato rs on Teacher Retention DecisionsAlvera Kisil
This document summarizes a study examining the influence of school administrators on teacher retention decisions. The study uses survey data from first-year teachers in New York City along with administrative data to analyze the relationship between teachers' assessments of school contextual factors and actual teacher turnover. The key findings are:
1) Teachers' perceptions of school administration have the strongest influence on their retention decisions, more so than other factors like staff relations, facilities, or student behavior.
2) This effect of administration is consistent for both first-year teachers and all teachers in the sample, and is confirmed by surveys of teachers who recently left their positions.
3) School administration, particularly the support and leadership of administrators, appears to be a major factor
EDUC 246 Standardized Testing Multi Media Presentationusique
The document discusses the history and impact of standardized testing in the US education system. It traces the development of standardized testing from the late 19th century through No Child Left Behind Act of 2002. It also summarizes research finding that high-stakes testing has led to narrowing of curricula, with more time spent on test preparation, but has also been found to improve accountability and student performance outcomes over time.
This article describes how a high school used discipline data to identify and address disproportional referral rates for freshmen and minority students. The school revised its referral form to collect more detailed data on referrals. It then began monthly meetings where staff analyzed referral data by factors like time, location, grade, and ethnicity. This allowed them to identify predictable problems and develop interventions. For freshmen and minorities, the data were further analyzed to guide more targeted interventions. Over time, this process led to steady decreases in referrals for freshmen and minority students. The approach shows how continuous analysis of discipline data can help schools address issues of disproportionality.
Ziyanak, sebahattin the effectiveness of survey instruments nfaerj v29 n3 2016William Kritsonis
This article examines how sociological imagination of the individuals living in southeastern Turkey is constructed through Movie, The Bliss. Traditional and modern forms of life are symbolically constructed in this movie. The framework of “honor killing,” “masculinity in southeastern Turkey," “cultural deficiency,” and “othering” will be analyzed to explicate how stereotypical southeastern characters are reproduced. Content analysis technique is applied to interpret apparent and latent contents, contexts, aspects and so forth. Developed categories are revisited through Ibn Khaldun's Typology, cultural deficiency theory, Tonnies’ theory, Durkheim’s view on society, and Goffman’s framing process.
William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982)
This document summarizes a research project examining the ExCEL reading instruction model used at George Kelly School. The model groups students into high, medium, and low levels. Test score analyses found some gains in proficiency but minimal gains for low-level students. Interviews suggest the model may not adequately address student diversity and lessons often lack multicultural themes, which higher-interest students respond well to. The conclusion recommends further examining assessments, multicultural lessons, and supplementing lessons to better engage students.
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 the importance of transforming public schools into professional learning communities. It summarizes the key aspects of professional learning communities, including ensuring all students learn, creating a collaborative culture among teachers, and focusing on results. Professional learning communities employ strategies like collaborative teaching, analyzing student data, and developing intervention plans for struggling students. They aim to shift schools' focus from teaching to learning. The document also discusses Peter Senge's concept of a learning organization and the five disciplines that can help schools function as professional learning communities.
Ch 1 The Leadership Challenge by Fenwick W. EnglishWilliam Kritsonis
PhD presentation, Dr. William Allan Kritsonis, PVAMU, The Texas A&M University System, Book by Dr. Fenwick W. English titled The Art of Educational Leadership: Balancing Performance and Accountability.
William Allan Kritsonis, PhD
The document summarizes the book "Our Iceberg is Melting" which tells the story of a colony of penguins whose iceberg home is cracking and melting. A penguin named Fred notices the cracks and works with other penguins to address the problem. They realize migration is the best solution. The document discusses how the book demonstrates the eight steps of successfully managing change and could be used as a tool to create positive change in an educational setting. It describes how the author and colleagues conducted a book study and presented ideas to faculty to help establish a new culture with successful change implementation.
Glaeser, susan a colorful field of learners visualizing nftej v22 n2 2012[1]William Kritsonis
This article summarizes a classroom activity designed to help education students visualize how individual learners are influenced by four factors that affect the learning process: cognitive consequences, developmental change, reciprocal causation, and organism-environment correlation. Participants were given play dough in different colors representing the four factors and asked to use it to illustrate connections between the factors on a paper with circles labeled "history". The goal was to demonstrate both the cognitive and practical aspects of understanding diverse learners and how each learner's history is uniquely shaped by the interaction of these four influences.
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 article discusses two major challenges facing public schools: teacher quality and student achievement. It notes that the No Child Left Behind Act has increased pressures around these issues. Specifically, it points out that teacher shortages exist in certain subject areas, especially in urban and rural schools serving low-income students. It also discusses the rise of alternative certification programs to help address these shortages. The article concludes that teacher quality and student achievement are crucial issues that will be profoundly impacted by the requirements of the No Child Left Behind Act.
A comparative study of public versus private primary schools,Alexander Decker
This document compares the performance of public and private primary schools in rural areas of Azad Jammu & Kashmir (Pakistan Occupied Kashmir). It finds that private schools generally perform better than public schools across various measures of performance, except for a few measures. Both public and private schools still lack adequate human and material resources to provide a quality education. The document reviews several other studies that have also found private schools tend to outperform public schools on factors like school facilities, teacher absenteeism, school administration, and teacher job satisfaction. However, both public and private schools in the region face challenges in ensuring a high standard of education.
Robinson, petra enhancing faculty diveristy focus v7 n1 2013William Kritsonis
This document discusses enhancing faculty diversity at community colleges. It argues that increasing the racial/ethnic diversity of community college faculty can help advance completion rates. Community colleges are focusing on completion as a national priority. Faculty professional development is important, but efforts are lacking in diversifying faculty. Doing so has benefits like providing role models for diverse students and enriching the educational experience. The document outlines strategies for recruiting, retaining, and developing faculty of color at community colleges.
Perceptions of Tenured and Adjunct Faculty Regarding the Role of the Adjunct ...inventionjournals
This study purpose was to explore the perceptions of adjuncts and tenured faculty about the role of the adjunct in higher education. Through purposeful sampling, the lived experiences of nine adjuncts and nine tenured faculty members were considered from three historically black colleges and universities in the southeastern United States. The Critical Social Theory guided this qualitative phenomenological study as it relates to organizational culture. The Critical Social Theory framework illuminates the perceptions of the more powerful players in an organization and the impact of these perceptions on the workplace culture. Six themes that emerged from the analysis of the data: (a) Professional Development and Support, (b) Increased Collaboration, (c)Standard Recruiting and Retention Practices, (d) Shared Responsibilities, (e) Their Perceived Student Perceptions of Adjuncts and Tenured Faculty in the Classroom, and (f) The Relationship between Adjuncts and their University. These themes gave rise to a general description of the perceptions and the workplace culture. The findings from the study yielded several unexpected outcomes.
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.
www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-ChiefWilliam Kritsonis
This document summarizes a classroom activity designed to help education students visualize how Stanovich's four factors of reading development - cognitive consequences, developmental change, reciprocal causation, and organism-environment correlation - differently influence each student's reading history. Students used play dough to represent the four factors around "history circles" on a paper, creating a "flower garden" visualization of diverse student histories. The activity helped students see each student as a unique "flower" requiring individualized support to develop reading skills.
A comparative study of the classroom treatment of male and female students of...Alexander Decker
This study examined potential differences in how male and female students are treated in classrooms at the Federal Polytechnic in Ilaro, Nigeria. Surveys were administered to 102 male and 102 female final year students to assess their perceptions of classroom treatment. Interview were also conducted with 8 lecturers. The results found no significant differences between male and female students' perceptions of their classroom experiences. Additionally, there was a negative but weak relationship between males' and females' attitudes toward education. The study concluded that gender does not play a role in how students experience classrooms and that teachers should aim for gender-neutral practices to promote equal opportunities for all students.
Causes of Low Achievement of University' Students from Their Points of Viewijejournal
The aim of the study was to investigate the causes of low achievement from student’s points of view for
both sexes by various levels and faculties.(106) students took place in the at Al-Ahliyya Amman University
(AAU).
A questionnaire was formed and applied, after its validity and reliability were verified. The study resulted
in following points :-
The weight of low achievement causes are moderate in four dimensions (Faculty member , students ,
methods of assessment, course content)while the weight of family factors dimension was high. There are no
significant differences at the level of a≤ 0.05 in low achievement causes according to gender, the level of
study and according to the faculty specialization in three dimensions (Faculty member , methods of
assessment, Course content)while there are significant differences at the level of a≤ 0.05 in two
dimensions (students and family factors )in behalf of engineering faculty) .
The Influence of School Administrato rs on Teacher Retention DecisionsAlvera Kisil
This document summarizes a study examining the influence of school administrators on teacher retention decisions. The study uses survey data from first-year teachers in New York City along with administrative data to analyze the relationship between teachers' assessments of school contextual factors and actual teacher turnover. The key findings are:
1) Teachers' perceptions of school administration have the strongest influence on their retention decisions, more so than other factors like staff relations, facilities, or student behavior.
2) This effect of administration is consistent for both first-year teachers and all teachers in the sample, and is confirmed by surveys of teachers who recently left their positions.
3) School administration, particularly the support and leadership of administrators, appears to be a major factor
EDUC 246 Standardized Testing Multi Media Presentationusique
The document discusses the history and impact of standardized testing in the US education system. It traces the development of standardized testing from the late 19th century through No Child Left Behind Act of 2002. It also summarizes research finding that high-stakes testing has led to narrowing of curricula, with more time spent on test preparation, but has also been found to improve accountability and student performance outcomes over time.
This article describes how a high school used discipline data to identify and address disproportional referral rates for freshmen and minority students. The school revised its referral form to collect more detailed data on referrals. It then began monthly meetings where staff analyzed referral data by factors like time, location, grade, and ethnicity. This allowed them to identify predictable problems and develop interventions. For freshmen and minorities, the data were further analyzed to guide more targeted interventions. Over time, this process led to steady decreases in referrals for freshmen and minority students. The approach shows how continuous analysis of discipline data can help schools address issues of disproportionality.
Ziyanak, sebahattin the effectiveness of survey instruments nfaerj v29 n3 2016William Kritsonis
This article examines how sociological imagination of the individuals living in southeastern Turkey is constructed through Movie, The Bliss. Traditional and modern forms of life are symbolically constructed in this movie. The framework of “honor killing,” “masculinity in southeastern Turkey," “cultural deficiency,” and “othering” will be analyzed to explicate how stereotypical southeastern characters are reproduced. Content analysis technique is applied to interpret apparent and latent contents, contexts, aspects and so forth. Developed categories are revisited through Ibn Khaldun's Typology, cultural deficiency theory, Tonnies’ theory, Durkheim’s view on society, and Goffman’s framing process.
William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982)
This document summarizes a research project examining the ExCEL reading instruction model used at George Kelly School. The model groups students into high, medium, and low levels. Test score analyses found some gains in proficiency but minimal gains for low-level students. Interviews suggest the model may not adequately address student diversity and lessons often lack multicultural themes, which higher-interest students respond well to. The conclusion recommends further examining assessments, multicultural lessons, and supplementing lessons to better engage students.
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 the importance of transforming public schools into professional learning communities. It summarizes the key aspects of professional learning communities, including ensuring all students learn, creating a collaborative culture among teachers, and focusing on results. Professional learning communities employ strategies like collaborative teaching, analyzing student data, and developing intervention plans for struggling students. They aim to shift schools' focus from teaching to learning. The document also discusses Peter Senge's concept of a learning organization and the five disciplines that can help schools function as professional learning communities.
Ch 1 The Leadership Challenge by Fenwick W. EnglishWilliam Kritsonis
PhD presentation, Dr. William Allan Kritsonis, PVAMU, The Texas A&M University System, Book by Dr. Fenwick W. English titled The Art of Educational Leadership: Balancing Performance and Accountability.
William Allan Kritsonis, PhD
The document summarizes the book "Our Iceberg is Melting" which tells the story of a colony of penguins whose iceberg home is cracking and melting. A penguin named Fred notices the cracks and works with other penguins to address the problem. They realize migration is the best solution. The document discusses how the book demonstrates the eight steps of successfully managing change and could be used as a tool to create positive change in an educational setting. It describes how the author and colleagues conducted a book study and presented ideas to faculty to help establish a new culture with successful change implementation.
Glaeser, susan a colorful field of learners visualizing nftej v22 n2 2012[1]William Kritsonis
This article summarizes a classroom activity designed to help education students visualize how individual learners are influenced by four factors that affect the learning process: cognitive consequences, developmental change, reciprocal causation, and organism-environment correlation. Participants were given play dough in different colors representing the four factors and asked to use it to illustrate connections between the factors on a paper with circles labeled "history". The goal was to demonstrate both the cognitive and practical aspects of understanding diverse learners and how each learner's history is uniquely shaped by the interaction of these four influences.
Duncanson, edward natural outcomes of creating classroom space nfeas 26-4-09William Kritsonis
This case study examines how two elementary school teachers reorganized their classrooms by reducing clutter and furniture to increase empty floor space. The researchers observed the classrooms and found that having more open space positively influenced student and teacher behavior, classroom organization, and opportunities for learning. Specifically, it allowed for easier movement, alternative work areas for students, and the ability for different student groups to work simultaneously. The teachers reported feeling more prepared and able to meet student needs with the new classroom arrangements.
This document summarizes an article from the Doctoral Forum journal about Ayn Rand's philosophy of Objectivism. The article argues that selfishness is not inherently negative, and that there are times when being selfish is necessary and expected, such as when working to one's full potential or being productive. It discusses two of Rand's works, Atlas Shrugged and The Virtue of Selfishness, and how they establish that selfishness can be positive when focused on rational thinking and achievement. The article also examines several concepts from Objectivism like rationality, responsibility, and morality to argue that selfishness is right and good when driven by virtue rather than exploiting others.
Good School Law For Teachers - Dr. William Allan KritsonisWilliam Kritsonis
William Allan Kritsonis, PhD
(Revised Summer, 2009)
William H. Parker Leadership Academy Hall of Honor
In 2008, Dr. Kritsonis was inducted into the William H. Parker Leadership Academy Hall of Honor, Graduate School, Prairie View A&M University – The Texas A&M University System. He was nominated by doctoral and master’s degree students.
Dr. Kritsonis Lectures at the University of Oxford, Oxford, England
In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled the Ways of Knowing Through the Realms of Meaning.
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Educational Background
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
Doctor of Humane Letters
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Professional Experience
Dr. Kritsonis began his career as a teacher. He has served education as a principal, superintendent of schools, director of student teaching and field experiences, invited guest professor, author, consultant, editor-in-chief, and publisher. Dr. Kritsonis has earned tenure as a professor at the highest academic rank at two major universities.
Books – Articles – Lectures - Workshops
Dr. Kritsonis lectures and conducts seminars and workshops on a variety of topics. He is author of more than 600 articles in professional journals and several books. His popular book SCHOOL DISCIPLINE: The Art of Survival is scheduled for its fourth edition. He is the author of the textbook William Kritsonis, PhD on Schooling that is used by many professors at colleges and universities throughout the nation and abroad.
In 2008, Dr. Kritsonis coauthored the textbook A Statistical Journey: Taming of the Skew. The book has been adopted by professors in many colleges and universities throughout the nation. It was published by the Alexis/Austin Group, Murrieta, California.
In 2007, Dr. Kritsonis’ version of the book of Ways of Knowing Through the Realms of Meaning (858 pages) was published in the United States of America in cooperation with partial financial support of Visiting Lecturers, Oxford Round Table (2005). The book is the product of a collaborative twenty-four year effort started in 1978 with the late Dr. Philip H. Phenix. Dr. Kritsonis was in continuous communication with Dr. Phenix until his death in 2002.
In 2007, Dr. Kritsonis was the lead author of the textbook Practical Applications of Educational Research and Basic Statistics. The text provides practical content knowledge in research for graduate students at the doctoral and master’s levels.
In 2009, Dr. Kritsonis’ b
This document discusses the role of change agents in organizational change. It defines a change agent as someone who initiates and manages change within an organization, whether internal like a manager, or external like a consultant. It identifies four types of change agents and the three main roles they play: as consultants, trainers, and researchers. Finally, it outlines ten characteristics of successful change agentry, such as empathy, linkage between the change agent and organization, and open communication.
This article discusses strategies for utilizing the postmodern theoretical paradigm to close the achievement gap and increase student success. [1] It examines postmodern views of metaphysics, epistemology, axiology, futurism, constructivism, and the need for a diverse curriculum. [2] The postmodern paradigm believes that knowledge is constructed through social and cultural influences rather than being an objective truth. [3] Educational leaders must abandon old concepts and values and explore new strategies like those presented by Fenwick English to address the needs of all learners through curriculum and increase academic achievement.
Male Sexual Addiction by Dr. LaVelle Hendricks - Published in the NATIONAL FORUM JOURNALS OF COUNSELING AND ADDICTION - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief, Houston, Texas
School Law - Personnel Issues - Dr. William Allan KritsonisWilliam Kritsonis
School Law - Personnel Issues - Dr. William Allan Kritsonis
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Dr. LaVelle Hendricks - NATIONAL FORUM JOURNALS - www.nationalforum.comWilliam Kritsonis
The article discusses male sexual addiction, its signs and symptoms, and treatment options. Sexual addiction exhibits similar characteristics to drug and alcohol addictions, such as an inability to stop despite negative consequences. While some question if it is a true addiction, treatment for sexual addiction focuses on controlling addictive behaviors and developing a healthy sexuality. Options include medication, counseling, and support groups. The article examines theories for what causes sexual addiction and notes it is more common in men than women.
This document provides an overview of educational administration in American school systems. It discusses the administrative hierarchy from school boards down to building principals. Key points covered include the roles of superintendents as CEOs of school districts, principals as instructional leaders and building managers, and school boards in establishing policies. The roles and responsibilities of various administrative positions are summarized.
The document discusses Michael Fullan's "Six Secrets of Change" and how they can be applied to foster improvement at a school. The six secrets are: 1) Love your employees 2) Connect peers with purpose 3) Build capacity before initiating change 4) Ensure learning is occurring among employees 5) Maintain transparency throughout the change process 6) Develop systems to solidify successful processes and address recurring problems. The author analyzes each secret in the context of their experience leading changes at their school, such as implementing smaller learning communities and increasing teacher collaboration. Fullan's framework provides guidance for leaders to effectively engage employees in the change process through relationship-building, meaningful collaboration, capacity development, transparency, and systematization.
Financial controls a safeguard against misuse of public funds-nfeasj v27 n4...William Kritsonis
The document discusses two methods of financial controls used by school districts: internal control and financial audits. Internal control involves policies and procedures implemented by the accounting unit, such as formal organization, separate financial accounts for each unit, and separation of asset handling from record keeping. Financial audits, which can be external or internal, independently verify that accounting principles were correctly applied and financial reports are accurate. Both types of audits examine areas like cash flow, accounts receivable, inventory, fixed assets, loans, and revenues/expenditures. Financial controls help administrators safeguard resources and ensure their efficient and effective use.
This document outlines the course details and requirements for EDUL 8003: Dissertation at Prairie View A&M University. The course aims to help students design, execute, and report on an original research study through the dissertation process. Key aspects of the course include identifying a research problem, developing research questions, obtaining IRB approval, conducting research, and defending the dissertation. The course is pass/fail and intended to support students through the dissertation phase of the doctoral program.
This document provides an analysis of postmodernism's pros and cons in educational leadership. It summarizes Fenwick English's book on the postmodern challenge to educational administration. The summary identifies several key pros of postmodernism, including the existence of multiple truths, the role of both logic and intuition, the ability to modify understandings over time, allowing choice, and recognizing human diversity. It also outlines cons, such as the idea that there is one right way, the concept of best practices, exclusivity, and closed doctrines. Overall, the document examines postmodernism's critique of modernist educational theories and standards.
School Law - Educational Law & Policies - Litigation Law - Privacy Law - Employment Law - Court Cases - Educational Leadership -William Allan Kritsonis, PhD
Dr. William Allan Kritsonis, School Law, Use of School Facilities, Religous Rights of Teachers, Religous Freedom of Expression, Religous Rights in Schooling, Due Process, Freedom of Expression, School Prayers, Termination, Due Process
This document summarizes a research article that analyzes the challenges faced by English Language Learners (ELLs) in Texas public schools and the implications for the rest of the nation. It discusses 8 key issues: 1) ELLs have not achieved the same standards as native English speakers; 2) the positive and negative impacts ("washback") of high-stakes standardized tests on ELLs; 3) concerns around using the National Assessment of Educational Progress as a federal testing program; 4) the 4 key accountability elements of the No Child Left Behind Act; 5) increased demands for public school accountability; 6) the Act's focus on measuring achievement in core subjects; 7) analyzing learning outcomes through standardized test scores;
Loretta A. Terry and William Allan Kritsonis, PhD - Article: A National Issue...William Kritsonis
Loretta A. Terry and William Allan Kritsonis, PhD - Article: A National Issue: Whether the Teacher Turnover Effects Students' Academic Performance? Published in the DOCTORAL FORUM: NATIONAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH, (5) 1, 2008.
Dr. William Allan Kritsonis is Professor (Tenured) at PVAMU/Member of the Texas A&M University System.
This document presents recommendations for improving adolescent literacy based on an analysis of research evidence. It aims to provide teachers and other school staff with practical strategies supported by various studies. The recommendations target students in upper elementary through high school. They address vocabulary instruction, comprehension strategies, discussion of texts, increasing student motivation and engagement, and interventions for struggling readers. Each recommendation is accompanied by a discussion of the strength of the evidence backing it, which can be strong, moderate, or low. The goal is to help educators select practices that have the best chance of boosting literacy skills.
This document discusses the negative impacts of educational disadvantage on students. Research shows students from disadvantaged backgrounds are more likely to struggle during and after schooling, having lower attendance, achievement, and attainment. While debates exist around the causes of the link between socioeconomic status and educational outcomes, studies consistently find adverse effects for disadvantaged students compared to their peers in areas like attendance, achievement and attainment. The document examines research on these impacts both generally and in the Australian context.
This document discusses the impact of high-stakes testing on English language learners in Texas public schools and the implications for the rest of the nation. It analyzes issues faced by ELL students and schools that educate large numbers of ELLs. While standardized tests are meant to improve achievement, they may not accurately measure learning for ELLs. The No Child Left Behind Act requires standardized testing but provides some flexibility. Research is needed on both positive and negative effects of testing on ELLs. The document also discusses accountability pressures on schools from high-stakes testing and ensuring learning is measurable.
This document summarizes an analysis of Oklahoma's A-F school grading system. The analysis found:
1) Very small achievement differences between letter grades, calling into question the meaningfulness and practical utility of the distinctions.
2) High classification error, as a single grade cannot accurately represent the independent variation in performance across subjects. Some "D/F" schools performed better in math than "B/C" schools.
3) Letter grades hide achievement gaps, as minority and low-income students consistently scored highest in "D/F" schools and lowest in "A/B" schools, indicating those grades are least effective for vulnerable students.
The document concludes the grading system obscures important
Dissertation Chair Dr. William Allan Kritsonis & Steven Norfleetguestfa49ec
This document provides an outline for a proposed dissertation study examining effective school practices that are important for the achievement of African American learners. The study will use a mixed methods approach, collecting quantitative data through surveys administered to freshman students at a historically black college and qualitative data through focus group interviews. The quantitative research questions examine how former high schools were rated on effective school criteria and the relationship between those ratings and student achievement in developmental math courses. The qualitative questions explore how various effective school practices like instructional leadership and high expectations were implemented. The significance of the study and a review of relevant literature are provided to support examining school leadership strategies that could improve academic achievement, especially among African American students.
The article discusses two major challenges facing public schools: teacher quality and student achievement. It notes that the No Child Left Behind Act has increased pressures related to these issues. Specifically, it emphasizes that teacher shortages exist in certain subject areas like STEM fields. To address shortages, alternative certification programs have emerged but their impact on student outcomes is unclear. The article concludes that teacher quality and student achievement are paramount issues that will be shaped by NCLB.
Dr. William Allan Kritsonis & Steven Norfleetguestfa49ec
Dr. William Allan Kritsonis & Steven Norfleet
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Dr. William Kritsonis, Dissertation Chairguestfa49ec
This dissertation examines the relationship between African American student experiences with school practices deemed important to achievement and performance in developmental education mathematics courses. A mixed methods approach was used, including administering a survey to 98 students measuring their experiences with seven correlates of effective schools. Qualitative interviews were also conducted with 34 students in focus groups. The study aimed to identify school leadership practices that resonate with African American learners and inform efforts to close achievement gaps.
Dr. William Allan Kritsonis, Dissertation Chair for Steven Norfleet, Disserta...William Kritsonis
This document outlines Steven Norfleet's dissertation defense for a mixed methods study on school practices that promote African American student achievement. The study examined how African American students describe their experiences with correlates of effective schools, and how those correlates relate to student achievement in developmental math courses. The defense covers background on the achievement gap problem, purpose/problem statements, significance of studying this issue, the conceptual model drawing on effective schools research, research questions, and a review of relevant literature.
1) Educational testing in the US serves several purposes, including measuring student achievement and progress, assessing the effectiveness of educational programs, and ensuring accountability in public education.
2) High-stakes standardized tests have become a major focus in US schools, driven by policies like No Child Left Behind, and have impacted curriculum by increasing the emphasis on tested subjects like math and reading.
3) Schools use formative and summative testing - formative tests guide instruction while summative tests are used to assign grades and make judgments about student learning and progress.
This is a Trident University course (MAE506), Module 1 Case, Elementary and Secondary Education Act: No Child Left Behind. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
Diagnosis: The Missing Ingredient from RTIrathx039
This document discusses the importance of diagnosis in Response to Intervention (RTI) systems. It notes that while screening assessments are used to identify struggling students, they do not provide enough specific information about students' strengths and weaknesses to guide tailored instruction. The article advocates moving beyond a "direct route" from screening to instruction, and instead using diagnostic assessments to discern the nature and causes of individual students' reading difficulties. It describes how teachers at one school collaborated to examine assessment data more closely and create "diagnostic profiles" of common difficulty types to inform targeted intervention plans. The goal is to provide differentiated support that addresses students' specific needs and prevents long-term struggles.
Diagnosis the missing ingredient in RTI assessmentherma273
This article discusses the importance of diagnostic assessment in Response to Intervention (RTI) systems. The article argues that while screening assessments are commonly used in RTI to identify struggling students, they often do not provide enough detailed information about students' specific strengths and weaknesses to guide tailored instructional decisions. The article advocates moving beyond a "direct route" approach of screening to intervention, and instead using diagnostic assessments to create student profiles detailing performance across different reading components. The article describes how one school used this approach of diagnostic profiling to better differentiate instruction for struggling readers, resulting in improved student outcomes. The article emphasizes that diagnostic assessment must lead to matching students to evidence-based interventions targeted to their particular needs.
Dr. W.A. Kritsonis, Dissertation Chair for Dr. Steven Norfleetguest2b32b2e
This dissertation examines practices that are important for improving African American student achievement. The study uses a mixed methods approach to understand student experiences with effective school practices. Quantitative data was collected through a survey of 98 African American students measuring their experiences across 7 correlates of effective schools. Qualitative data involved interviews with 34 students exploring their high school's efforts in areas like providing a safe environment, high expectations, instructional leadership, and home-school relations. The results provide insights into practices that resonate with African American learners and may help close achievement gaps.
This document summarizes a presentation about two Title 1 charter schools that have achieved academic success with high-poverty students. The presentation aims to provide research on effective practices and allow discussion between secure care school staff. It describes the background of poverty's impact on education and the schools' demographics. The findings address the research questions about the schools' success factors, such as tutoring programs, high expectations, smaller class sizes, and preparing students for college while in high school.
Dr. William Allan Kritsonis, Dissertation Chair for Steven Norfleet, Disserta...William Kritsonis
This document outlines a proposed dissertation study on effective school practices that are important for the achievement of African American learners. The study aims to identify practices implemented by school leaders that can improve academic outcomes for African American students. It will survey African American college freshmen on how they rated their high schools in terms of effective practices. It also aims to determine if there is a relationship between students' ratings and their early college achievement. Qualitative interviews will further explore students' perspectives on various effective practices. The goal is to enhance implementation of practices that resonate with African American students and motivate academic success.
Similar to Petterway arthur_a_national_perspective___a_mixed_methods_analysis_of_the_impact_of_high_stakes2 (20)
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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.
1. DOCTORAL FORUM
THE OFFICIAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH
VOLUME 1, NUMBER 1, 2006
A National Perspective: A Mixed-Methods Analysis of
The Impact of High Stakes Testing on English
Language Learners In Major Urban High Schools in
Texas
Arthur L Petterway William Allan Kritsonis, PhD
PhD Program Student in Educational Professor
Leadership PhD Program in Educational Leadership
Prairie View A&M University Prairie View A&M University
Assistant Principal Distinguished Alumnus (2004)
Stephen F. Austin High School Central Washington University
Houston Independent School District College of Education and Professional Studies
Houston, Texas Visiting Lecturer (2005)
Oxford Round Table
University of Oxford, Oxford, England
ARCL – Harvard Leadership Institute (2006)
Harvard Graduate School of Education
Harvard University, Cambridge, MA
ABSTRACT
The purpose of this article is to analyze the issues and challenges faced by
English Language Learners (ELLs) and the public schools that absorb them. Ample
research has been conducted on the intrinsic validity of standardized assessments,
and separately, on the factors affecting the assimilation and integration of ELLs.
However, the reliability of these assessments as a universally applied tool to measure
student learning, and as a basis for determining school performance needs to be
more closely examined. Quantitative data for this research will be gathered from ten
(10) high schools in the major urban independent school districts located in Texas.
Qualitative data will be derived from an on-line questionnaire focusing on
respondents’ views and opinions about the varied ways in which standardized
assessments impact English Language Learners.
1
2. DOCTORAL FORUM
THE OFFICIAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH
2__________________________________________________________________________________________
T
he purpose of this article is to discuss the issues and related challenges faced by
English Language Learners (ELLs) and the public schools they attend. For years
English language learners (ELLs) have been subjected to educational systems that
did not expect them to achieve to the same standards as their native English speaking
peers (Winograd, 2002). While we know that it can take several years to acquire the
second language skills needed to be successful in school (Collier, 1989), too often
English language learners who were born in the U.S. were still in English as a second
language (ESL) classes and far behind grade level in the content areas by the time they
reached high school (Freeman & Freeman, 2002).
One aspect that should be considered for this failure to reach grade level
requirements is that language may be viewed as a factor of identity. It is possible that
minority groups are insistent on retaining their ethnic language, as their “first”, and hold
English proficiency more as an elective instead of an indispensable learning tool, which
might render life in the adopted society only as slightly more convenient. If this is the
case, schools are being held accountable for the consequences of a socio-cultural
phenomenon that is beyond their limited powers to address.
Public schools are under close scrutiny. Since they are supported by public funds,
there is an increasing demand for accountability. The No Child Left Behind Act (NCLB)
now requires all students to be accounted for in any state’s assessment system, although
that has not always been the case (Abedi, 2004). School districts are now required to
clearly demonstrate that they deserve, and effectively utilize public funding. In itself, this
is not a disturbing trend. Institutions that are wholly or partly supported by tax money
should be accountable to the public that they have been created to serve. This is
essentially a consequence of democracy. A government that is created by, and for the
people, is so unlike an aristocracy that is not required to serve a constituency beyond the
guarantee of protection from marauders or invading armies. The system of government
that we have empowers the government to undertake measures that guarantee the
common good. This goes beyond the guarantee of physical safety, since the term
“common good” has a wider application, and implies a calculated sensitivity to every
citizen’s pursuit of happiness. Thus, while education is not categorized as a fundamental
right, it is perceived as primary among a bundle of values essential for every person’s
quest for fulfillment and happiness. This explains why there is little argument about
whether the government should be involved in education at all, and whether this is an
endeavor better left to the private sector.
The government’s involvement in the serious business of education opens a wide
avenue for the analysis and evaluation of results. In today’s world, it is not enough that
public schools have adequate facilities, although this constitutes one level of analysis. It
is important that schools are safe and teachers are qualified, although in the hierarchy of
priorities considered for evaluating schools, these outcomes are not standard. Schools are
judged principally based on the amount of learning that takes place in their classrooms,
and being an internal act, the evidence of learning is analyzed from scores students obtain
on standardized assessments.
3. ARTHUR PETTERWAY AND WILLIAM KRITSONIS
_____________________________________________________________________________________________3
Institutions are now facing an ever-increasing demand for accountability. Public
schools have not been spared this trend, and there is pressure from every conceivable
corner to make public schools accountable to their stakeholders. This means that it is not
enough for students to learn in school. It is equally important that learning should occur
in ways that are measurable. If students are unable to demonstrate what they have
learned, it is presumed that no learning took place at all. The time when public schools
are allowed to operate without proven success is over. Thus, it is appropriate to inquire
about the valid manifestations of success and learning, and how they may actually be
measured. Cultural construct renders school rankings flawed to a certain extent since they
become less accurate as a measure of the faculty and administration’s performance.
Instead, they become unintended indicators of the ethnicity of the students to which
schools cater.
High stakes assessment systems are meant to bring attention to the needs of ELLs,
among others, who are most at risk of not reaching the educational goals set for them
(Anderson, 2004). But what results do statewide accountability tests really produce for
ELLs (Anderson, 2004)? Assessment systems usually produce both positive and negative
consequences (Anderson, 2004). The positive and negative consequences of assessments
are what is called ‘washback’ (Alderson & Wall, 1993), or how the results of an
assessment affect the stakeholders taking the test (Anderson, 2004).
While quantifiable washback effects such as increased dropout rates or increased
referral to Special Education have been researched, assessment washback is more
complicated than numbers alone can tell us (Anderson, 2004). Students who qualify for
Special Education may be allowed to take alternative assessments in lieu of the Texas
Assessment of Knowledge and Skills (TAKS). It is interesting to note that while the
number of African-American students and Hispanic students are over-present in Special
Education, about eight to nine percent of ELLs are identified as receiving Special
Education services in the United States (D’Emilio, 2003; June; Zehler, Fleischman,
Hopstock, Pendzick, & Stepherson, 2003). While these assessments are not on grade
level, schools are expected to demonstrate that, based on students’ scores on alternative
assessments, improvement in academic performance is taking place. Data are needed that
tell us more about the full range of intended and unintended consequences occurring in
schools today (Anderson, 2004). Since school rankings affect student and faculty morale,
they serve more as a force for the preservation of the status quo, than a force that drive
improvement in student performance. Thus a school that works hard to ensure that
learning occurs, and that their students progress academically, but which has a large
proportion of ELLs, will risk being ranked as underperforming because the measure used
to evaluate its performance is blind to this important demographic fact.
The National Assessment of Educational Progress (NAEP) was initiated as a
federal testing program at about the same time when ESEA came into existence. NAEP
was tasked to report how the nation’s students were performing on selected items at the
three grade levels --- 4th, 8th and 12th. Brennan (2004) reported that there were fears that
the NAEP might become a “high-stakes federal testing program” found in some
European countries. He explained that, “to help preclude that possibility, it was written
into law that NAEP could not report scores for individual students” (p.2). The NAEP
evolved through the 1980s and early 1990s from a reporting of item scores to test scores
4. DOCTORAL FORUM
THE OFFICIAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH
4__________________________________________________________________________________________
and then, on a trial basis, to a reporting of scores that addressed achievement levels
(below basic, basic, proficient, and advanced). It is currently used to confirm state NCLB
testing results which, according to Brennan, “is the de facto elevation of NAEP to a
federally-mandated high-stakes testing program” (p.9).
Through the NCLB Act, policymakers in Washington seek to raise academic
achievement in the nation by requiring schools to assess all students on specified content
areas and report their progress toward proficiency. Focus of NCLB is on core academic
subjects as defined in the law: “The term ‘core academic subjects’ means English,
reading or language arts, mathematics, science, foreign language, civics, and government,
economics, arts, history, and geography” (U.S. Department of Education, 2002).
The premise of NCLB is that our nation’s schools are failing, and therefore is
necessary. To raise the achievement of all students in the nation and eliminate the
achievement gap seen among students differentiated by race, ethnicity, poverty,
disability, and English proficiency is the purpose of NCLB. Since this act redefines, the
federal role in education policy which has traditionally been a state responsibility, it
merits the attention of educators, parents and citizens. Also, because the NCLB Act has
an impact on the teaching and the learning of the core content areas, including languages,
language educators need to be informed about it.
There are four key elements in the NCLB Act (Rosenbusch, 2005):
(a) Accountability. States are required to establish a definition of student
proficiency in the core academic subjects of Reading/Language Arts,
Mathematics and Science through prescribed indicators and set a timetable to
bring all students in all subgroups up to the defined levels of proficiency by 2013-
2014. The school must report to parents their child’s progress in each targeted
academic subject annually, and the state is required to report the results of
students’ performance on the annual tests for every public school to parents and
the community. Schools that fail to meet state-defined Adequate Yearly Progress
(AYP) toward their defined goals for two years are identified as needing
improvement. Schools that have not met AYP after four years are subject to
restructuring or reconstitution.
(b) Testing. States must develop and administer annual tests that define the
proficiency that all students are expected to reach in Reading/Language Arts,
Mathematics, and Science. States also must include a sample of students in fourth
and eighth grades in a biennial NAEP in Mathematics and Reading to verify state
assessments. NCLB requires that by School Year (SY) 2005-2006, each state
must measure every child’s progress in Reading and Math in each of grades 3
through 8 and at least once during grades 10 through 12. In the meantime, each
state must meet the requirements of the previous law reauthorizing ESEA (the
Improving America’s Schools act of 1994) for assessments in Reading and Math
at three grade spans (3-5; 6-9; and 10-12). By SY 2007-2008, states must also
have in place Science assessments to be administered at least once during grades
3-5; grades 6-9; and grades 10-12. Furthermore, states must ensure that districts
administer test of English proficiency to measure oral language, reading and
writing skills in English to all limited English proficient students, as of SY 2002-
2003. Students may still undergo state assessments in other subject areas (i.e.,
5. ARTHUR PETTERWAY AND WILLIAM KRITSONIS
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History, Geography, and Writing skills), if and when the state requires it. NCLB
requires assessments only in the areas of Reading/Language Arts, Math, and
Science.
(c) Teacher Quality. Public elementary and secondary school teachers who
teach core content areas are required to be ‘highly qualified”, which is defined as
having full state certification (maybe attained through alternate routes specified
by the state), holding a bachelor’s degree, and having demonstrated subject matter
competency as determined by the state under NCLB guidelines. States are
required to develop a plan by the end of 2005-2006 to ensure that every teacher is
highly qualified to teach in his or her core content area.
(d) Scientifically-Based Research. The NCLB Act requires that all
educational decisions be informed by scientifically-based research as defined in
the legislation. The NCLB Act funds for Reading First Grants, for example, are to
be used for methods of reading instruction backed by scientifically-based
research.
NCLB is a demanding law. The achievement goals are ambitious, and the burden
on states and districts of declaring schools in need of improvement and then imposing
sanctions on them is high. To try to meet these demands, states have a strong incentive to
keep the numbers of schools and districts not making AYP as low as possible. Unable to
change the fundamental requirements written into the law, states are using administrative
methods to lessen the numbers of schools and districts not making the AYP – confidence
intervals, indexing, and other techniques.
In conclusion, the mandates and key elements of the NCLB are geared towards
improving the achievement of students in the different public schools of the United
States. The measure of adherence is channeled through the AYP which the different
schools and districts of the different states monitor and report. High-stakes testing
becomes the measuring stick which gauges the achievement of students in the different
core subject areas. Issues and concerns were centered on the ELLs regarding the different
moves and accommodations given to this special subgroup of learners. Feedback
regarding the issues and concerns of the different studies and researches include both
positive and negative dimensions. In some areas, recommendations were given to
possibly improve a certain strategy or action.
6. DOCTORAL FORUM
THE OFFICIAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH
6__________________________________________________________________________________________
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