K-12 Education

School Safety Planning: Barriers to Implementation Perceived by District Leadership and First Responders

David J. Alba et al. — Mon, 13 May 2013 06:42:47 PDT

This study explored the perceptions of district and first responder leadership (N = 6) with respect to school crisis preparedness. Semi-structured interviews were conducted with a stratified purposeful sampling of school, police, and fire/rescue personnel who were primarily responsible for the planning, training, and implementation of district safety policies. Overarching themes were: desire for coherence among procedures with guidance from the state level; and, ambiguity of roles and responsibilities in the event of a crisis. Participants believed the onus to foster inter-agency partnerships was the responsibility of either the state, or the partnering agencies. In addition, while the importance of school safety was seen as a priority, gaps in communication and collaboration were noted both within and among organizations.

Transforming Equity-oriented Leaders: Principal Residency Network Program Evaluation

Donna Braun et al. — Mon, 13 May 2013 06:42:46 PDT

After 12 years focused on developing school leaders who act as change agents for educational equity, the Principal Residency Network (PRN) partnered with Johnson and Wales University’s Center for Research and Evaluation to conduct a utilization-focused (Patton, 2002) program evaluation funded by a grant from the Rhode Island Foundation. The PRN is a principal preparation program of the non-profit organization, the Center for Leadership and Educational Equity. This sequential explanatory mixed methods study explored PRN graduates’ outcomes and perceptions of the program, with an overarching purpose of creating a coherent data collection and inquiry process to be used by program staff on an ongoing basis. Following the development of an evaluation framework, Phase I of the study consisted of collecting assessment data and feedback from current PRN participants, as well as administering a survey questionnaire to recent graduates of the program (N=14), previously administered in 2005 (N=21) and 2009 (N=6). Phase II of this evaluation was designed to further explore recent graduates’ perceptions of the nature and relevancy of the program in developing their commitment and skill to lead for equity in order to recommend program improvements; N=7 participated in a 90 minute focus group. Findings indicated four conclusions from which recommendations were drawn: the program is achieving strong results, participants perceive the program to have an interconnected and coherent focus on preparing them to be equity-oriented leaders, the mentor is a critical component, and modeling the cycle of inquiry created through this evaluative study is important.

Assistive Technology: Identifying Professional Development Needs of Independent School Teachers

Meghan L. Kiley et al. — Mon, 13 May 2013 06:42:45 PDT

Admissions Counselors’ Perceptions of Cognitive, Affective, and Behavioral Correlates of Student Success at an Independent High School: A Mixed Methods Study

Meghan L. Kiley et al. — Mon, 13 May 2013 06:42:43 PDT

“Through the recruitment, selection, and enrollment of students, admission and enrollment management professionals play a critical role in their schools’ vitality and educational culture” (NAIS, 2012, para. 2). According to the Principles of Good Practice, stated by NAIS (2012), through the admission process schools seek to ensure an appropriate match between prospective students/families and the school. For admission professionals to make the most effective decisions for both the school and applicant, they gather materials to get to know the student on a deeper level. These materials include, but are not limited to, a formal application, transcripts (often from the past 2 ½ years), two or more teacher recommendations from current teachers, a school visit, on-campus interview, and admission test scores. There is limited evidence to demonstrate the attributes that admission counselors find important to academic success beyond test scores and quantitative evidence gathered during the admission process. There is an abundance of evidence supporting cognitive, affective and behavioral attributes, which lend themselves to success in 21st century learners (Bandura, 1977, 1986, 1997; Costa & Kallick, 2000; Gardner, 1999; Hayes-Jacobs, 2010; Sternberg, 1999, 2010), but limited evidence of how admission counselors are measuring these attributes. The purpose of this research was to identify attributes within the cognitive, affective, and behavioral domains that Admission Counselors feel are essential to student success in school and life.

An Examination of Data-sharing Procedures of Former Juvenile Offenders Re-enrolling Into Mainstream Public Schools

Thomas Richardson et al. — Mon, 13 May 2013 06:42:42 PDT

This study examined school re-enrollment procedures employed by two school systems for N=578 former juvenile offenders re-enrolling from secured supervised settings to urban mainstream secondary public schools and alternative schools and programs in New England. Quantitative data regarding student demographics and qualitative data from interviews with 19 support personnel and selected documents were used to evaluate which program elements enhanced or disengaged former offenders from secondary urban schools. The characteristics of former juvenile offenders’ lack of school involvement with respect to truancy, school suspension and expulsion, learning, behavior, and emotional disabilities, as well as family, economic, and social disadvantages were examined.

Perceptions of Judges Toward Rigor of High School Senior Capstone Projects at a Northern RI Charter School

Michael A. Skeldon et al. — Mon, 13 May 2013 06:42:41 PDT

With trends toward high stakes testing moving inexorably forward, project-based components of Rhode Island's Performance Based Graduation system have been largely overlooked. Existing studies focus primarily on implementation of senior projects (Davidson, 2009; Lorenz, 1999; Mayer, 1999; Nicolini, 1999; Shaunessy, 2004; Singer & Hubbard, 2002). Some studies have found that increasing graduation requirements does not necessarily translate into rigor (Dounay, 2006; Lundsgaard, 2004). Less research exists on the lasting influence of projects as preparation for postsecondary pursuits (Egelson, Harman, & Bond, 2002; Pennacchia, 2010). Research on academic rigor is largely focused upon increasing course requirements (ACT, 2005; Christie, 2000; Kirst & Venezia, 2006; Peter D. Hart Research Associates, 2005) and not on performance-based assessments such as senior projects. ^ This study addressed the following research questions: What are the perceptions of judges of the extent of rigor of senior projects with respect to the work required to complete the written and technical (filmmaking) components of the project, and a formal presentation of the project? Is there a relationship between arts major selected and academic achievement; arts major selected and achievement on senior projects; and academic achievement and achievement on senior projects? Finally, are there differences among judges regarding their perceptions of rigor based upon the nature of their professional positions? ^ The study utilized a sequential, mixed methods design including a survey of N=53 judges. Survey findings informed the focus groups, which included the following categories of judges: arts faculty employed by the school (n=4), school alumni (n=3), educators (n=3), and artistic professionals (n=4). ^ Judges perceived that there is rigor built into the project design. Educators found that student performance with the written components was not up to expected levels, while several judges across focus groups found that students were not always adequately prepared for the oral presentation component. Analysis of student performance data found that there was no connection between arts major and performance on the capstone project. It is anticipated that results from this study may help to shape a project for one school and perhaps make it a model for replication across other schools within the state.

Former Juvenile Offenders Re-enrolling Into Mainstream Public Schools

Thomas Richardson et al. — Fri, 09 Nov 2012 09:35:14 PST

Characteristics of At-Risk Students

Michael Sollitto et al. — Fri, 09 Nov 2012 09:35:14 PST

This study focused on a major problem facing today’s educators: high school dropouts. Research questions addressed differences in teacher perspectives of the characteristics of struggling students. Differences in teachers’ perspectives based on teaching level (elementary & secondary) were examined. The researcher conducted focus groups with a total of 12 teachers. The research was conducted in two suburban districts. Focus group questions were designed following a survey administered to 108 suburban public school teachers. The survey responses reported previously identified four dimensions of characteristics of at-risk students: behavior, achievement, family involvement, and family background. The data from the focus groups can be used to inform decisions regarding the identification and support of at-risk students.

Situated in a Community of Practice: Leadership Preparation Practices to Support Leadership in K-8 Schools

Donna Braun et al. — Thu, 08 Nov 2012 08:30:24 PST

Relationship Among Essential Leadership Preparation Practices and Leader, School, and Student Outcomes in K-8 Schools

Donna Braun et al. — Thu, 08 Nov 2012 08:30:23 PST

A questionnaire was administered to school principals (N=88). The questionnaire data, along with student data, were analyzed using hierarchical multiple regression to investigate the relationships among leadership preparation practices, self rated leader behavior, the school learning environment, and student achievement. After controlling for demographic variables, the amount of variance explained was incremented a statistically significant degree between: preparation practices and leader behaviors ( R2 = 5%); preparation practices and student achievement ( R2 = 5%); preparation practices and leaders’ instructional knowledge ( R2 = 6%); and leaders’ instructional knowledge and instructional practices in schools ( R2 = 5%).

Situated in a Community of Practice: Leadership Preparation Practices to Support Leadership in K-8 Schools

Donna Braun et al. — Mon, 15 Oct 2012 11:27:18 PDT

Relationship Among Essential Leadership Preparation Practices and Leader, School, and Student Outcomes in K-8 Schools

Donna Braun et al. — Mon, 15 Oct 2012 11:27:16 PDT

Crisis Preparedness: Do School Administrators and First Responders Feel Ready to Act?

David J. Alba et al. — Wed, 27 Jun 2012 09:57:13 PDT

A majority of public school districts have developed crisis preparedness plans; however, policy and procedural implementation is inconsistent across schools, districts, and states. Furthermore, while the literature regarding best practice in school safety recommends conducting a variety of drills in conjunction with first responders, there is little research literature that examines the perceptions of the personnel responsible for the planning and implementation of these types of collaborative efforts (Graham, Shirm, Liggin, Aitken, & Dick, 2006; Kano & Bourque, 2007; United States Government Accounting Office, 2007). This study explored the perceptions of 60 Rhode Island school principals, three district-level administrators, and three first responders (e.g., police, fire) in regards to school safety through addressing the following research questions: 1) Is there a significant difference in the perceptions of urban, urban ring, and suburban principals with respect to crisis preparedness training? 2) Is there a significant difference in perceptions of elementary, middle, and high school principals with respect to crisis preparedness training? 3) What are the perspectives of district leadership and first responder personnel with respect to the implementation of crisis preparedness training? Perceptions of school crisis preparedness were examined using survey data. ANOVAs indicated that suburban schools reported greater perceptions of preparedness than urban districts (F = 7.17, p = .002) with regards to having a written crisis plan. Elementary schools reported greater external security measures than high schools (F = 3.17, p = .049); high schools reported greater internal security measures (F = 11.06, p = .001) and drills with first responders than elementary and middle schools (F = 6.09, p = .004). Themes that emerged from interviews with district-level leadership and first responders were the desire for coherence among procedures with guidance from the State level. Ambiguity of roles and responsibilities in the event of a crisis were noted in addition to gaps in communication and collaboration both within and among organizations. Implications for educators regarding a relationship between the perceptions of preparedness to respond to a school crisis that requires a coordinated, multi-agency effort, and the collaborative training between school districts and their first responders were discussed.

Beginning Teachers’ Perceptions of Preparedness to Differentiate Instruction for Diverse Learners

Michelle K. Casey et al. — Wed, 27 Jun 2012 09:57:13 PDT

A two-phase, sequential mixed-methods design was used to assess perceptions of Preparedness (28 items, alpha = .96) to differentiate instruction for N = 36 graduates from one MAT teacher preparation program. Data were analyzed using descriptive statistics, one-way ANOVA and t-test procedures. A focus group with N = 10 purposively selected 2010 graduates and interviews with N = 2 graduates each from the 2008 and 2009 classes, and N = 2 faculty were conducted. The following areas presented challenges to teachers when attempting differentiation: pre-existing ideas of how to teach which contradict differentiation, misinformation regarding differentiation, and classroom management skills. This resulted in the unintentional implementation of surface-level differentiation, rather than deep-structure differentiation (Brighton, Hertberg, Moon, Tomlinson, & Callahan, 2005).

Perspectives of Suburban Public School Teachers on the Characteristics of Students At-Risk for Dropping out of School

Michael J. Sollitto et al. — Wed, 27 Jun 2012 09:57:12 PDT

This study focuses on a major problem facing today’s educators: high school dropouts. Numerous studies have been conducted to identify the reasons that students drop out of school and programs that may address the needs of students at-risk for dropping out of school. Literature in this area was reviewed to identify what can be learned from these studies. Research questions addressed differences in teacher perspectives of the characteristics of elementary, middle, and high school struggling students. Differences in teachers’ perspectives based on tenure and type of teaching assignment were examined. A sequential, mixed methods approach was taken. The researchers began with a quantitative survey of 108 teachers, followed by focus groups with 12 elementary and secondary teachers. The research was conducted in two suburban school districts. The analysis indicated that characteristics of at-risk students fall into four dimensions: Family Involvement, Behavior, Achievement, and Family Background. Significant differences were found for Achievement with secondary teachers reporting higher mean scores than elementary teachers. Additionally, significant differences were identified for elementary classroom teachers in regards to Achievement. Elementary classroom teachers reported higher mean scores than elementary non-classroom teachers for this dimension. The data gained from the study can be used to inform decisions regarding the identification of at-risk students. It also provides information related to support services aimed at assisting struggling students. Determining if differences in perspectives exist among the levels of teachers can be beneficial in identifying students before they become at-risk for dropping out of school. This study benefits students, parents, teachers, school administrators, central office administrators, and school committee members as these stakeholders look to address the dropout problem that plagues high schools across the nation.

Knowledge and Understanding of the 21st Century Skills through Educator Externships: Programs in Southern New England

Lizann R. Gibson et al. — Tue, 18 Oct 2011 08:01:08 PDT

This study utilized the body of knowledge that exists on emergent workforce development issues, the characteristics of the Millennial generation as they relate to the increasingly high drop-outs rates and the globalization of the workplace, the need for 21st Century Skills to be incorporated into the K-12 curriculum, and an authentic professional development experience for teachers, the educator externship.

The Educator Externship experience is a statistically viable method of authentic professional development to help teachers provide the educational experience that their students, the Millennial generation, are demanding.

The data from this study statistically showed that the Educator Externship Experience as a professional development opportunity did allow the teachers to gain knowledge and understanding of the importance of the 21^st Century Skills their students will need in order to succeed in school, careers and life.

Teenagers’ Reasons for Listening to Music and the Students’ Perception of the Effects of Listening When Completing School Assignments

Jennifer Adriano et al. — Fri, 16 Sep 2011 11:07:52 PDT

Music is a significant part of our lives. People listen to music on the radio at home and in their car; they watch music videos on television or hand held technology; they buy CDs or download music; and they attend concerts. People also hear music in stores, restaurants, sporting events, and doctors’ offices (Schellenberg, Peretz, & Vieillard, 2008). Music is very important to many adolescents and they spend a considerable amount of their time listening to music. One study with N = 2,465 adolescents ages 13 and 14 found that participants listened to music for an average of 2.45 hours per day (North, Hargreaves, & O’Neill, 2000). Music has become a personal accompaniment in many teenagers’ lives because of the availability and popularity of personal music listening devices. In 2009, Jaffray released the results from the 18th semi-annual survey, “taking stock with teens.” The team of researchers surveyed approximately N = 1,200 students, with an average age of 16.3, in 12 cities across the United States and received an additional N = 10,000 online responses. The results showed that 92% of teenagers reported owning a personal music player. As a result of the popularity of these players, music has become individualized, especially for teenagers. It is also considered one of the influences in the development and identity of adolescents (North & Hargreaves, 1999). However, “What is music? To many, ‘music’ can only mean the great masters – Beethoven, Debussy, and 3 Mozart. To others, ‘music’ is Busta Rhymes, Dr. Dre, and Moby” (Levitin, 2006, p.1). Clearly, music is an important aspect in many people’s lives, especially teenagers but research on this topic is limited. In particular, there is minimal research about the effects of “popular” background music on academic tasks. Researchers have been investigating students’ homework environment and the subsequent effects on homework performance for decades (Patton, Stinard, & Routh, 1983; Pool, Koolstra, & van der Voort, 2003; Pool, van der Voort, Beentjes, & Koolstra, 2000). In 1983, Patton, Stinard, and Routh asked the question, “where do children study,” and their results influenced many future studies. The researchers surveyed N = 387 students in Grades 5-9 about his or her homework environment when reading or completing written or mathematic assignments. The study showed that most students preferred a quiet environment when reading but completed mathematic and written assignments in the presence of music or the television. Students rated the effects of different stimulations while completing academic tasks and indicated that the television was considered a moderate distracter but the students reported the music as beneficial. Patton, Stinard, and Routh’s study showed that students read in a quiet setting but then changed their environment for different homework tasks; thus showing an awareness of what they feel is their best homework environment and a level of maturity by the students in making that choice. In more recent years, many of the studies examining the effects of background music have utilized classical music (Jones & Estell, 2007; Nantais & Schellenberg, 1999; Standing, Verpaelst, & Ulmer, 2008; Thompson, Schellenberg, & Husain, 2001); however, classical music may not be popular with today’s youth. A survey conducted by North, Hargreaves, and O’Neill (2000) asked participants their preference in response to eight different types of music. Researchers concluded that the N = 2,465 participants, ages 13 or 14, had a preference for dance and pop music, enjoyed rap, soul, and rock music, but strongly disliked opera, folk, and classical music. This suggests that studies utilizing classical music may not be relevant to today’s youth. The current study examined the genres of music teenagers prefer, why they listen to music, their self-efficacy regarding homework, and if teenagers listen to music while completing mathematic, reading, and/or writing assignments. The following sections describe the need for additional research to add to the current literature of teenagers and music and explain the purpose and significance of the present study.