A Mixed Methods Analysis of the School Board Decision-making Process During the Era of No Child Left Behind PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download A Mixed Methods Analysis of the School Board Decision-making Process During the Era of No Child Left Behind PDF full book. Access full book title A Mixed Methods Analysis of the School Board Decision-making Process During the Era of No Child Left Behind by George Victor Hellman. Download full books in PDF and EPUB format.
Author: George Victor Hellman
Publisher:
ISBN:
Category :
Languages : en
Pages : 368
Get Book Here
Book Description
Author: George Victor Hellman
Publisher:
ISBN:
Category :
Languages : en
Pages : 368
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 594
Get Book Here
Book Description
Author: Alan R. Sadovnik
Publisher: Routledge
ISBN: 1135916888
Category : Education
Languages : en
Pages : 421
Get Book Here
Book Description
This monumental collection presents the first-ever sociological analysis of the No Child Left Behind Act and its effects on children, teachers, parents, and schools. More importantly, these leading sociologists consider whether NLCB can or will accomplish its major goal: to eliminate the achievement gap by 2014. Based on theoretical and empirical research, the essays examine the history of federal educational policy and place NCLB in a larger sociological and historical context. Taking up a number of policy areas affected by the law—including accountability and assessment, curriculum and instruction, teacher quality, parental involvement, school choice and urban education—this book examines the effects of NCLB on different groups of students and schools and the ways in which school organization and structure affect achievement. No Child Left Behind concludes with a discussion of the important contributions of sociological research and sociological analysis integral to understanding the limits and possibilities of the law to reduce the achievement gap.
Author: Albert Leslie Orndorff
Publisher:
ISBN:
Category : Decision making
Languages : en
Pages : 183
Get Book Here
Book Description
One of the major initiatives found in the Improving America’s Schools Act of 1995 was a focus on school safety and security relative to the perceived negative impact of violence generated from guns and illicit drugs. This tougher stand manifested itself in the federal requirement that states adopt laws requiring the expulsion of students for drug violations unless special circumstances were determined to exist. If special circumstances existed then another disciplinary action may be administered. Special circumstance are not defined in the federal law and have not been defined in the subsequent Virginia law. The lack of clarity in the federal and state laws, and their application by school boards has yielded nearly 25 years of widely varying sanctions by local divisions for student drug offenses. This mixed methods research study analyzed the relationship between the individual school board member’s level of attributional complexity (AC) measured by the Fletcher et al. AC scale and their decision-making in assigning a disciplinary sanction in student drug violations. This research study also analyzed school board members’ level of AC in decision-making with the accumulated hours of training provide through the Virginia School Boards Association (VSBA), years of experience as a school board member, level of confidence in the decision made, and a school board that delegates to the superintendent authority to conduct a preliminary hearing compared to a board that does not delegate the hearing. Individual follow-up interviews extended exploration into other possible factors that influenced decision-making in student drug cases. The explanatory design methodology provided a structure for identifying trends in judicial decision-making by school board members to aide in explaining how each independent variable may affect the individual participant level of AC. This mixed methods study has a strong quantitative orientation with the final report having two distinct consecutively developed sections. The second qualitative section is built on further explaining the emerging trends in school board decision-making. The survey asked participants if they were willing to participate in a follow-up interview. From this pool of volunteer participants, a purposeful selection was conducted of varying demographic elements to ensure coverage of varying levels of AC, large and small school divisions, gender, age, training and board experience. The statistical analysis of the quantitative questions suggests that there are no statistical significant differences between the individual level of AC of a school board member and any of the aforementioned factors. The qualitative phase of the study suggests that decision-making is contextual to the individual school board. This context consists of a combination of factors with the dominate theme including the recommendation of the superintendent, and the board’s interpretation of appropriate sanctions grounded by a strict or flexible application of code and policy. Secondary decision-making factors which emerged were: 1. student accountability through assignment of discipline; 2. the need to maintain a safe drug-free environment for all students; 3. the need to continue the drug-violating student’s educational development; and, 4. the need for drug dependency assessment and intervention.
Author: Karen Symms Gallagher
Publisher: Routledge
ISBN: 1136869824
Category : Education
Languages : en
Pages : 394
Get Book Here
Book Description
Many factors complicate the education of urban students. Among them have been issues related to population density; racial, ethnic, cultural, and linguistic diversity; poverty; racism (individual and institutional); and funding levels. Although urban educators have been addressing these issues for decades, placing them under the umbrella of "urban education" and treating them as a specific area of practice and inquiry is relatively recent. Despite the wide adoption of the term a consensus about its meaning exists at only the broadest of levels. In short, urban education remains an ill-defined concept. This comprehensive volume addresses this definitional challenge and provides a 3-part conceptual model in which the achievement of equity for all -- regardless of race, gender, or ethnicity – is an ideal that is central to urban education. The model also posits that effective urban education requires attention to the three central issues that confronts all education systems (a) accountability of individuals and the institutions in which they work, (b) leadership, which occurs in multiple ways and at multiple levels, and (c) learning, which is the raison d'être of education. Just as a three-legged stool would fall if any one leg were weak or missing, each of these areas is essential to effective urban education and affects the others.
Author: Brian M. Stecher
Publisher: Rand Corporation
ISBN: 0833049852
Category : Education
Languages : en
Pages : 97
Get Book Here
Book Description
Studies suggest that the No Child Left Behind Act of 2001's goal of 100 percent of U.S. students proficient in reading and mathematics by 2014 will not be met. The authors recommend more-uniform state academic standards and teacher requirements and broader measures of student learning, including more subjects and tests of higher-thinking and problem-solving skills.
Author: Elton F. Frerichs
Publisher:
ISBN:
Category : Elementary school teachers
Languages : en
Pages : 174
Get Book Here
Book Description
To the teacher the prospect of the participation of parents in the educational process carries a wide range of emotions. From satisfaction to fear and loathing, the novice teacher to the teacher nearing retirement never seems to be totally satisfied with the product. The parent sees the child not quite being taught to the high expectations they desire, and the teacher sees a student that was not at a level where he should have been when he/she first received them. This study focused on the impact of the No Child Left Behind Act (NCLB) on parent involvement in selected East Tennessee Title I schools. This mixed methods case study included both thematic development and verification based on data obtained by both qualitative and quantitative means. The research questions posed at the beginning of this study include: (1) How has NCLB influenced the views of administrators, parents, and teachers regarding the roles of parents in schools?; (2) How has the implementation of NCLB impacted the aspects, characteristics, and components of parent involvement?; and (3) What are the reasons parents of students in East Tennessee Title I schools cite for their involvement or lack of involvement? A theoretical framework based on the work of Epstein et. al. (2002) was used to focus the study's design, and the data collection and analysis, and the reporting of the findings. Subsequently, the themes that were developed in this study describe the role of leadership in the school and the transmission of information. Also, parents and teachers, cite their lack of knowledge of what the NCLB Act contains about creating opportunities for parents, and the inability of schools to structure roles for parents at the school to enhance parent involvement. A third major theme was the changing culture's impact on parenting and the realization that the society of the new millennium has caused all contributing parties to look at involvement or lack of involvement from a new perspective.
Author: Gail L. Sunderman
Publisher: Corwin Press
ISBN: 1506318401
Category : Education
Languages : en
Pages : 185
Get Book Here
Book Description
"A timely study on the implementation of NCLB in 6 states during the initial phase of the reform. The authors′ policy recommendations will be particularly useful to policy makers and practitioners in designing more effective strategies to improve schooling quality for the least advantaged children. This book will be widely adopted in graduate courses in educational policy and intergovernmental relations." —Kenneth Wong, Professor Peabody College, Vanderbilt University "This is an important, topical book that provides a deep look at fundamental issues in the design and implementation of No Child Left Behind." —Richard F. Elmore, Gregory Anrig Professor of Educational Leadership Harvard Graduate School of Education "The well-documented and thorough approach to collecting the data is a major strength. The material fit with my experiences as a practicing principal. This book can serve as a catalyst for quality conversation that is so drastically needed about how to make NCLB do what it is intended to do—ensure that every child is successful!" —Bonnie Tryon, Principal, Golding Elementary School, Cobleskill, NY Member, 2002-2003 NAESP Board of Directors The essential guide to understanding NCLB The No Child Left Behind Act of 2001 is one of the biggest educational forces of our time. So why is it one of the least understood? NCLB Meets School Realities is an essential resource for educators wanting to explore and understand the issues raised by NCLB. Based on original research of 11 districts across 6 states by The Civil Rights Project at Harvard University, this text details how NCLB is put into practice, the issues it raises, and how it affects minority and low-income students. The authors look closely at the implications of increased federal involvement in education, how states designed their accountability systems to meet the NCLB requirements, and the implications of the adequate yearly progress provisions for schools and students. They examine whether the transfer policy creates better schooling options for disadvantaged families, the ability of districts to implement supplemental educational services, and how teachers view the efficacy of NCLB′s reforms. They also review one provision—graduate rate accountability—in light of the national graduation rate crisis. NCLB Meets School Realities includes: Practical methods to understanding the political implications of NCLB A detailed look at how proficiency standards affect minority youth Revealing data from 11 school districts across 6 states
Author: Kyshun Andre Webster
Publisher: Universal-Publishers
ISBN: 1599428830
Category : Education
Languages : en
Pages : 189
Get Book Here
Book Description
Parents Left Behind is an in-depth analysis of the policy implementation process for Section 1118 of the No Child Left Behind (NCLB) federal legislation. Section 1118 was designed to increase parental involvement in local schools. Four years after being signed into law, the question of how Section 1118 is understood and is being implemented by selected stakeholders, from the local, state, and federal levels were not answered in the available literature. This multi-level case study began the examination effort by describing how parental involvement programs were being implemented according to federal mandates in NCLB and how policy decisions to implement this law were made and interpreted by public actors at each governmental level to the street level context of the New Orleans Public School District. Findings from this study suggest that resources for implementation, were, at best, inadequate; communications and translations of the policy have been slow; and, parents and teachers have been left behind, not having been significantly involved in or informed about the policy. The study provides insights and recommendations for federal policymakers, State Education Authorities (SEA), and Local Education Authorities (LEA) to improve implementation and monitoring in future iterations of the law. Awards and recognition: Webster selected as 2010 Characters Unite award recipient
Author: Jerry Carlson
Publisher: IAP
ISBN: 1607527499
Category : Education
Languages : en
Pages : 158
Get Book Here
Book Description
