The Experts below are selected from a list of 360 Experts worldwide ranked by ideXlab platform
Karen Seashore Louis - One of the best experts on this subject based on the ideXlab platform.
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does teacher empowerment affect the classroom the implications of teacher empowerment for instructional practice and student academic performance
Educational Evaluation and Policy Analysis, 1997Co-Authors: Helen M Marks, Karen Seashore LouisAbstract:Findings from recent research about the relationship of teacher empowerment to other School Reform objectives of interest, such as classroom practices or student academic performance, are mixed. Th...
Mark R Warren - One of the best experts on this subject based on the ideXlab platform.
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a match on dry grass community organizing as a catalyst for School Reform
2011Co-Authors: Mark R Warren, Karen L MappAbstract:Preface & Acknowledgements Introduction: A New Movement for Equity and Justice in Education Chapter 1. How Community Organizing Works Chapter 2. "A Match on Dry Grass" Organizing for Great Schools in San Jose Chapter 3. "An Appetite for Change" Building Relational Cultures for Educational Reform and Civic Engagement in Los Angeles Chapter 4. " Political Education and the Continuation of the Struggle in Denver Chapter 5. " The Transformation of Education in the Mississippi Delta Chapter 6. " Building Powerful Forms of Parent Participation in Chicago Chapter 7. " Building Schools and Communities in New York City Chapter 8. Building Relationships and Power to Transform Communities and Schools Conclusion: Lessons for School Reform and Democracy-Building Appendix A Collaborative Research Process References
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building a political constituency for urban School Reform
Urban Education, 2011Co-Authors: Mark R WarrenAbstract:In this article, the author argues that urban School Reform falters, in part, because of the lack of an organized political constituency among the stakeholders with the most direct interest in scho...
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youth organizing from youth development to School Reform
New Directions for Youth Development, 2008Co-Authors: Mark R Warren, Meredith Mira, Thomas NikundiweAbstract:Over the past twenty years, youth organizing has grown across the country. Through organizing, young people identify issues of concern and mobilize their peers to build action campaigns to achieve their objectives. Youth organizing has been appreciated for its contributions to youth and community development. The authors use two case studies to trace the more recent emergence of youth organizing as an important force for School Reform. The Boston-based Hyde Square Task Force began with a focus on afterSchool programming, but its youth leaders now organize to get Boston Public Schools to adopt a curriculum addressing sexual harassment. Meanwhile, the Baltimore Algebra Project began as a peer-to-peer tutoring program but now also organizes to demand greater funding for Baltimore Schools. These cases illustrate a broader phenomenon where students reverse the deficit paradigm by acting out of their own self-interest to become agents of institutional change.
Cheryl J. Craig - One of the best experts on this subject based on the ideXlab platform.
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research on the boundaries narrative inquiry in the midst of organized School Reform
Journal of Educational Research, 2009Co-Authors: Cheryl J. CraigAbstract:ABSTRACT The author centers on narrative inquiry as a “multilayered and many stranded” form of qualitative research (Clandinin & Connelly, 2000, p. xvii), one that unfurls in the midst of a plethora of social phenomena and other research agendas (Conle, 1999). In the article, the narrative inquiry broadly relates to organized School Reform in the years leading up to and immediately following the introduction of the No Child Left Behind Act of 2001 (2002). The work depicts the narrative inquirer as part of a human parade (Connelly & Clandinin, 1999) situated on a continuum of time, place, the personal, and the social (Clandinin & Connelly, 2000). The narrative inquirer, similar to all other researchers, is complicit not only in what stories become lived and relived but also in how stories become told and retold about experiences encountered and enacted in the field of education. In this particular instance, the author focuses on the bumping up places between narrative inquiry and other research and societa...
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story constellations a narrative approach to contextualizing teachers knowledge of School Reform
Teaching and Teacher Education, 2007Co-Authors: Cheryl J. CraigAbstract:Abstract This article traces the roots of narrative research in the social sciences and education, then centers on ‘story constellations,’ a version of narrative inquiry that uncovers teachers’ knowledge of School Reform in context. A fluid form of investigation that unfolds in a three-dimensional inquiry space, story constellations consists of a flexible matrix of paired narratives that are broadened, burrowed, and restoried over time. The adaptability of this narrative inquiry approach is then made visible through introducing four story constellations separately, then laying sketches of the individual story constellations side-by-side. When analyzed in a conjoined fashion, these sketches illustrate how the particularities of place and human agency in the living of School Reform played out differently in differing School contexts, despite the fact that the four School sites had one story of Reform in common. In the end result, the illustrations demonstrate how the use of the malleable approach drew distinctive story constellations to the surface, spotlighting teachers’ knowledge of School Reform as it developed in context over time. In this way, ‘story constellations’ as a method and as a form of inquiry is illuminated.
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the relationships between and among teachers narrative knowledge communities of knowing and School Reform a case of the monkey s paw 1
Curriculum Inquiry, 2001Co-Authors: Cheryl J. CraigAbstract:AbstractCentering on the monkey’s paw metaphor, this narrative inquiry links teachers’ pedagogical practices with their professional-development experiences associated with a national Reform movement that, in this situation, acted in a top-down manner. The longitudinal study illuminates the short- and long-term influence that the state-directed national Reform initiative had on the story of a diverse, U.S. middle School and on the stories its teachers subsequently lived and told. The work particularly focuses on the relationships between and among teachers’ knowledge developments, their knowledge communities, and their attitudes toward School Reform.
Helen M Marks - One of the best experts on this subject based on the ideXlab platform.
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does teacher empowerment affect the classroom the implications of teacher empowerment for instructional practice and student academic performance
Educational Evaluation and Policy Analysis, 1997Co-Authors: Helen M Marks, Karen Seashore LouisAbstract:Findings from recent research about the relationship of teacher empowerment to other School Reform objectives of interest, such as classroom practices or student academic performance, are mixed. Th...
Sam Stringfield - One of the best experts on this subject based on the ideXlab platform.
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secondary career and technical education and comprehensive School Reform implications for research and practice
Review of Educational Research, 2003Co-Authors: Marisa Castellano, Sam Stringfield, James R StoneAbstract:In the 1990s, federal legislation authorizing funding for secondary vocational education, increasingly called career and technical education (CTE), began to mandate accountability requirements such as improved academic achievement. These requirements have necessitated a search for ways to integrate CTE into broader School Reforms that have improved student achievement as their goal. This review examines research on the effects of CTE Reform efforts in general and on efforts to meld CTE with comprehensive secondary School Reforms. The authors found that the intersection of CTE with comprehensive School Reform is under-researched. However, the studies reviewed here reveal the potential benefit for research and practice in re-examining CTE as a means of preparing our nation’s youth for the future.
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inside systemic elementary School Reform teacher effects and teacher mobility
School Effectiveness and School Improvement, 2003Co-Authors: Steven M Ross, Sam Stringfield, William L Sanders, Paul S WrightAbstract:In the 1995–96 and 1996–97 School years, 37 elementary Schools in Memphis, TN began implementation of 1 of 8 comprehensive School Reform designs. The effectiveness and mobility of teachers at these Schools were examined longitudinally relative to teachers at 63 nonrestructuring Schools. Analyses of teacher effectiveness scores, derived from student “value-added” achievement scores, indicate that the 1995 Reform cohort only showed significantly greater gains in effectiveness relative to the nonrestructuring group. This pattern was most strongly pronounced for highly experienced teachers. Teacher mobility was found to increase minimally as a function of restructuring, largely due to district policy changes.
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working together for reliable School Reform
Journal of Education for Students Placed at Risk (jespar), 2000Co-Authors: Amanda Datnow, Sam StringfieldAbstract:In this article we summarize major findings from diverse, multiyear studies conducted by the Systemic and Policy Research team of the Center for Research on the Education of Students Placed At Risk. This article is based on findings from 16 projects and more than 300 case studies, the majority of which have been multiyear and multimethod. We conclude that efforts to implement diverse Reforms are more likely to be effective when educators at various levels (e.g., state, district, Reform design team, School) share goals and work in concert to co-construct highly reliable Reforms. Findings from our studies are discussed, as are implications for future research.
