School Practitioners Research Articles

Data, Data, and More Data—What’s an Educator to Do?

If you visit a district central office or a state department of education or a principal’s office these days, you will hear the current rhetoric about data use for school improvement. Since the passage of No Child Left Behind, data on school performance, disaggregated by racial/ethnic groups, special education and language status, and gender, are widely available, open to public consumption, and intended to lead to improvement. The disaggregation of these performance data is significant: pushing schools, school practitioners, and education policy makers to understand the performance of all students and not the average performance of students at any given school. Yet the ubiquitous nature of data now available in the public domain runs the risk of every other education fad that has preceded it: significant rhetoric that yields false promises about improving schools and the life chances of young people. Data-driven decision making. Performance management metrics. School indicator and warning systems. School climate measures. Formative assessments. Summative assessments. Administrative data. Graduation rates. Attendance patterns. Dropout metrics. Test scores. Value-added assessments. High-stakes evidence-driven reform. The implicit and explicit assumption is that if these data exist, improvement will soon be evident. It reminds me of the old quip about the American who goes to France and speaks English louder. Here are the data. . . . Improve. The articles in this issue call for a deeper and better understanding of data, their use, the conditions that are most conducive for using data well, how individuals and groups of practitioners make sense of the data before them, and the intended and unintended consequences of data use for school improvement. The authors together craft important messages about what type of research must be done to address these concerns. But perhaps even more important, the authors offer a clarion call to education policy makers and

In Defense of Mathematics and its Place in Anarchist Education

This article reclaims mathematics from the measures of profit and control by first presenting an anarchist analysis of mathematics’ status quo societal uses and pedagogic activities. From this analysis, a vision for an anarchist math education is developed, as well as suggestions for how government school practitioners sympathetic to anarchism can insert this vision into their current work. Aspects to this vision include teacher autonomy, freedom from hierarchical curriculum structure and math class as a non-coercive, happy place. Finally, mathematics is argued to be essential knowledge for anarchistic society for three potentialities: in solving social and technological problems through application, as an analytic technology and for increasing individual happiness via the aesthetic dimension.

Establishing Positive Discipline Policies in an Urban Elementary School

Researchers and school practitioners alike are finding positive outcomes in the proactive practices of schoolwide positive behavior supports (SWPBS). However, reform through such systemic efforts as SWPBS is a challenging endeavor. For SWPBS to reach the widest number of schools, it is necessary to provide school faculty and staff with the knowledge and tools necessary to design and implement effective behavioral supports. Foundations is a staff development tool designed to guide school teams through the process of developing positive disciplinary practices consistent to the principles of SWPBS that prevent problem behavior and encourage safety and civility. This paper includes a description of SWPBS and Foundations followed by outcomes from a diverse, urban elementary school. Following one year of implementation, data indicated positive changes in schoolwide behavior and discipline practices.

Constructing self‐modeling videos: Procedures and technology

AbstractAlthough widely recommended, evidence‐based interventions are not regularly utilized by school practitioners. Video self‐modeling is an effective and efficient evidence‐based intervention for a variety of student problem behaviors. However, like many other evidence‐based interventions, it is not frequently used in schools. As video creation technology becomes increasingly accessible, school psychologists are better able to incorporate video self‐modeling into their practice. Built on a comprehensive review, this article describes the procedures for implementing a video self‐modeling intervention in educational settings. Video self‐modeling procedures described herein include (a) deciding whether video self‐modeling is an appropriate intervention for a situation, (b) planning for and preparing video self‐modeling procedures, (c) videotaping, (d) editing the video, (e) presenting the video, and (f) using video self‐modeling with other behavioral techniques. Additionally, further resources are offered. © 2011 Wiley Periodicals, Inc.

Urban Seventh Grade Students

The health of adolescents and the adults they will become can be linked to the health-related behaviors they adopt as children. To replicate a pilot study with a more culturally diverse population a descriptive, correlational study was undertaken with 379 seventh grade students. Key findings from this study include (a) students exposed or involved in violence (e.g., fighting and carrying a weapon) were more likely to report smoking cigarettes, (b) nearly a quarter (24%) of students have smoked cigarettes at some time, and (c) almost half of the students (48%) reported having at least one alcoholic drink. Middle school can be critical time in the life of an adolescent who may be faced with opportunities to experiment with and participate in health risk behaviors. School nurses, practitioners, and other health care professionals are in an ideal position to assess the type of and level of participation by an adolescent in a health risk behavior.

Avaliação da aprendizagem no contexto dos ciclos: reflexões sobre seus elementos essenciais

This paper presents a synthesis of the essential aspects related to the assessment in the context of schooling organized in cycles (non-retention policies). Such synthesis was developed from the analysis of research and publications on this topic, with special reference to the 33 PhD thesis and MPhil Dissertations presented from 2000 to 2011. It argues that the implementation of programs of schooling organized in cycles has a relevant potential to the instauration of assessment practices which can be a superior qualitative advance in relation the exclusionary and classificatory styles of assessment which are present in the Brazilian schools. I also argues that the overcoming of classificatory and exclusionary styles of assessment demands not only the formulation of programs of schooling in cycles and proposals of assessment with a progressive rhetoric but also the guarantee of objective conditions which allow teachers and school practitioners critically and actively incorporate such proposals.

Meeting Business Students' Legal Research Needs: A Selected List of Periodicals on Corporation, Securities, and Bankruptcy

Business students and practitioners are expected to understand the legal framework and the legal environment in which businesses function, but not the complicated black letter law and lengthy judicial opinions. In terms of legal research, different from law school students, business students and practitioners need more secondary legal source support from their libraries. This article will bring the unique legal research needs of business students and practitioners to librarians' attention. A list of selected legal periodicals on corporate law, securities regulations, and bankruptcy will be supplied for libraries to better meet those needs.

Low Effect Sizes of Evidence-Based Programs in School Settings

School practitioners working from an evidence-based practice framework are expected to implement interventions that are effective with students. In the current study, the authors explore the feasibility of that expectation in light of the availability of critical effect size information necessary for making informed intervention decisions. Effect sizes for 51 school-based programs endorsed as effective by authoritative sources were reviewed. Effect size analyses reveal that the programs were not, on average, highly effective. Difficulties finding effect size information and programs with high effect sizes are discussed. Recent advances in evidence-based programs and suggestions for increasing the feasibility of evidence-based programs in schools are offered.

Confirmatory Factor Analysis of the Elementary School Success Profile for Teachers

Objectives: This study examines the factor structure and scale quality of data collected with the online Elementary School Success Profile (ESSP) for Teachers from a sample of teachers of 1,145 third through fifth graders. Methods: Confirmatory factor analysis (CFA) using Mplus and weighted least squares means and variances adjusted (WLSMV) estimation took into account the ordinal and clustered nature of the data. Models were tested on four random subsamples. Results using maximum likelihood (ML) estimation are presented for comparison. Results: A five-factor, first-order model demonstrated superior fit. Scores from the five scales demonstrated acceptable reliability. Conclusions: Results suggest the ESSP for Teachers provides school practitioners with quality data to guide intervention choices in schools. Implications for future research are discussed.

A Collaborative Strategy With Medical Providers to Improve Training for Teachers of Children With Cancer

The purpose of this study was to illustrate the collaborative development of a teacher training program for teachers who have a child with cancer in their classroom. Five hundred twenty-eight kindergarten through 12th grade public school teachers were surveyed to identify their training needs. Based on these needs a computer-based training program was developed in collaboration with a review panel including 2 physicians and 1 child life specialist. Following construction of the program, 28 participants were recruited to pilot test the self-paced training program. Teachers' perceived knowledge and perceived preparedness increased significantly after completion of the training program as did their objective knowledge of childhood cancer. Overall, participants rated the training program as effective and easy to use. The majority of participants indicated an interest in using computer-based training programs in the future to meet their continuing education needs. The results of this study suggest that school practitioners can work collaboratively with medical practitioners to develop training programs for teachers of children with cancer.

Students’ Perceptions of Unsafe Schools: An Ecological Systems Analysis

In the aftermath of several school shooting incidents in recent years, students’ perceptions of unsafe schools has been a major concern for parents, teachers, school officials, school practitioners, and policy-makers. Using Bronfenbrenner’s ecological systems framework, we examined the micro-, meso-, and exosystem level factors associated with perceptions of unsafe school environments in a nationally representative sample of 10- to 15-year-old youth in the United States. We found that for the socio-demographic characteristics, students who were older, male, and poor had increased risks of perceiving higher levels of unsafe school environments. Within the microsystem of the family, our results indicate that parent-youth discussions of school activities/events decreased the risk of students perceiving unsafe schools. All of the school environment variables—ease of making friends, teachers’ involvement, observed weapon carrying, and school rule enforcement—were related in the expected direction to students’ perceiving their schools as unsafe. At the mesosystem level, findings from our study demonstrate that variables measuring parental school involvement were unrelated to perceptions of school safety. Finally, at the exosystem level, we found that students’ perceptions of residing in a safer neighborhood and residence in a non-central city metropolitan area, compared with a central city, decreased the odds of perceiving school environments as unsafe. School policy and practice implications are discussed.

Education practitioner-led intervention to facilitate language learning in young children: An effectiveness study

In the UK there is much concern about the educational progress of children from areas of significant social disadvantage entering primary school with impoverished language skills. These children are not routinely referred to speech and language therapy services and therefore education practitioners in schools deliver intervention to facilitate their language learning. The evidence base to support these interventions is small and more needs to be known about their effectiveness. However, evaluating such interventions in an educational context can be challenging due to limited opportunities and resources. The study evaluated small-group language intervention for Key Stage 1 children with impoverished language delivered by trained education practitioners in schools. Children receiving the language intervention were compared to a matched comparison group not receiving the intervention. Baselines of receptive and expressive language ability were taken pre-intervention and post-intervention using standardized language assessments. The intervention consisted of eight sessions delivered over eight weeks by trained education practitioners. The children in the intervention group made significant gains in their expressive language compared to the comparison group in the length and complexity of their utterances. Neither the intervention group nor the comparison group made any gains in their receptive language. This effectiveness study showed that small-group language intervention for children with impoverished language delivered by trained education practitioners in schools is effective in facilitating children’s expressive language. It is proposed that education practitioners would benefit from more knowledge of children’s speech, language and communication development and training in how to assess and measure these skills in young children appropriately in a school context.

Enterprise education in schools and the role of competency frameworks

PurposeThe period 2002‐2010 has seen significant growth in enterprise education in schools in England, accompanied by the growth of guidelines and frameworks to provide educational and assessment structures. This paper intends to explore the questions: What does “enterprise” mean in the context of 14‐19 education? What is the purpose and contribution of competence frameworks and related structures for the learning and assessment of enterprise education? How effective are they? and How might enterprise education frameworks evolve in response to changes in the post‐ recessionary economic, employment and educational landscape?Design/methodology/approachThe paper conducts a critical review of competency frameworks introduced in England to assist with enterprise education primarily for the 14‐19 age group. These are compared on the basis of their educational purpose and rationale (“why?”), their content (“what skills and knowledge they include”), and the approaches to teaching, learning and assessment they recommend (“how?”).FindingsThe analysis discusses the following questions to reflect on the progress and direction of enterprise education: How broadly or narrowly should enterprise be defined? How useful is the term? Are the skills and related knowledge and attributes too broad or too soft?; and Is there too much emphasis on assessable outcomes, rather than on how enterprising learning takes place?Practical implicationsThe paper contributes to the development of enterprise education for researchers, policymakers and practitioners in schools at an important point in the economic, educational and political cycle.Originality/valueEnterprise education in schools requires critique of and reflection on what has been achieved, together with consideration of its future purpose, value, orientation and nature. There is a concern that the “delivery” of enterprise education takes place in ways which are not “enterprising” forms of learning, and that assessment drives the curriculum. Changes to definitions, frameworks and pedagogy are needed to clarify its future educational role.

ESTEEM and FACTS: Creative Ways to Teach Healthy Lifestyles to Youth from Diverse Backgrounds

Two health education programs illustrating different ways to engage youth from racially and ethnically diverse backgrounds in positive youth development lessons and activities are described for practitioners in schools and community agencies. Both programs were developed in collaborative efforts between public school health teachers and community organizations and resulted in abstinence education curricula suitable for use in either schools or community agencies. Both programs were effective with youth from different racial and ethnic backgrounds in promoting setting wholesome personal goals, developing prosocial and healthy relationships, and avoiding risky behaviors such as premature sexual activity or abuse of alcohol and illegal drugs. Federal programs designed to prevent teen pregnancy facilitated the development and evaluation of both programs. ESTEEM was developed in Texas at the Longview Wellness Center and FACTS was developed in Oregon by Northwest Family Services.

The National Professional Standards for Teachers: Towards an Authentic Integrating Domain for Teachers in Christian Schools

Every serving teacher and ‘teacher to be’ will be moulded decidedly by The National Professional Standards for Teachers1 (NPST). Officially released on 9th February 2011, after piloting, they become the benchmark for what constitutes teacher quality in Australia. The question is: Are these norms—plus a ‘coating of religiosity’—all that there is to being a quality Christian teacher? Or is there more? This article explores and proposes a new integrating ‘teaching domain’: Teaching Ministry, and three attendant ‘teaching standards’ together with specific descriptors for various focus areas. Engage in a teaching • ministry informed by a Christian worldview; • Cultivate and nurture spiritual growth and discernment; • Commit, belong and contribute to a servanthood community of faith. These proposed categories are intended for practitioners in Christian faith-based schools and form an integral part of outlining an authentic integrating teaching ministry. The categories are distinctly different—some might say countercultural, in today’s secular educational climate— but follow on from, and are a ‘coda’ to the existing three domains and seven standards that comprise the mandated NPST.

The conditions for establishment of an ideological dilemma: antagonistic discourses and over-determined identity in school music teaching

This article presents an analysis of video documentation of music teaching in Swedish schools. The article is based on a larger research project, funded by The Swedish Research Council, the purpose of which has been to study how market aesthetics and students’ everyday culture are applied to the teaching of music. The introduction presents a background for the study's focus on music teaching in relation to issues of student influence. Next, the theoretical and methodological starting points are presented. With discourse psychological microanalysis as a point of departure, the ideological dilemma that has emerged in the analysis of the videos is then identified and discussed. In addition, the different types of subject positions contained in the studied discursive practice are problematized. The article concludes with a discussion of a number of factors that contribute to the establishment of ideological dilemmas in school practitioners of music education.

Promoting School-Based Mental Health: Perspectives From School Practitioners

Research has clearly identified the negative impact that untreated mental health problems can have on students' school success. However, there is little research about specific resource needs from the perspective of the school practitioners who are working daily with these vulnerable youth. This small, qualitative study explored important resources needed for promoting mental health from the perspective of multidisciplinary school practitioners. Results provide valuable insight about critical school needs and existing resources that can guide the re-allocation of available assets and the development of new mental health interventions for schools. Implications for future practice, research, and policy are also discussed.

Going with the flow or back to normal? The impact of creative practitioners in schools and classrooms

This article describes the work of artists taking part in Creative Partnerships programmes and seeks to identify the ways in which they were able to motivate students, some of whom had anti‐learning dispositions. These creative practitioners approached their task in a number of different ways from the teachers whose classes they shared. They tended from the outset to treat students as co‐learners, employed different questioning strategies, and managed risk‐taking without reducing the degree of challenge embodied in the tasks they set. Crucially, while not condoning misbehaviour they were often able to convey to students that they understood the reasons for it by drawing on their own personal experiences of similar situations. Despite their acknowledged success, creative practitioners rarely talked with teachers about their classroom practices or about the principles and values which under‐pinned them. The article concludes with suggestions for improving the pedagogic discourse between artists and teachers.

Including students with personal care and physical needs: a discussion of how attitudes of school and college staff impact on effective educational inclusion

This article explores the different ways in which inclusion is interpreted in the context of students who have personal care and physical needs. This varies according to professional and role orientations. The author gathers the views of practitioners in schools and colleges, as well as those working in local authority settings. The findings indicate variations in the level of willingness to include these students, and suggest the need for greater consistency in approach if the needs of such young people are to be met.

Aestheticism and Spiritualism: A Narrative Study of the Exploration of Self through the Practice of Chinese Calligraphy

Calligraphy has been used to preserve significant writings and texts in a beautiful form and to make the different styles of writing enjoyable. It is not only the art of beautiful handwriting but also a cultural heritage and tradition that reflects the culture and history of a society, a race, a nation, and a country. Hence, it has very great educational value. In China calligraphy is done with a brush, which was a common writing implement in ancient times. In addition to its utilitarian function, calligraphy is the most fundamental element in other types of art, such as painting and seal-carving, and is closely connected to many subject disciplines, such as literature, history, and philosophy. Brush calligraphy is still popular in Chinese society and is frequently used in different forms of publication, such as banners and newspapers; however, it is becoming more popular for these publications to be created mechanically or in electronic form with computers rather than by hand. In the context of schooling, a similar phenomenon can be seen. Many teachers in Hong Kong, as elsewhere, are concerned that fewer and fewer students have the chance to write with a pen and enjoy the beauty of writing, as the use of computers and different types of electronic devices for writing become more popular with the general public. The aim of this article is to examine the meaning of the practice of Chinese calligraphy from a cultural perspective and to draw school practitioners’ attention to the importance of calligraphy education in the promotion of the whole-person growth of students and of multicultural education. Relevant literature on Western and Chinese calligraphy will be reviewed. Then an explanation will be given on how a narrative approach to the personal experience method and textual analysis were adopted for the data analysis. The article argues that calligraphy serves more than a utilitarian function. It