Your search found 26 results.

Descriptors:
Summative Evaluation; Community Colleges; Bus Transportation; Achievement Gains; Academic Achievement; High School Graduates; Program Effectiveness; Summer Programs; Transitional Programs; College Preparation; Intervention; Professional Development; College School Cooperation; College Faculty; Orientation; Parent Participation; Formative Evaluation; High School Students

Abstract:
An alarmingly high percentage of recent high school graduates are not prepared to succeed in college-level courses, and the impact of this educational shortcoming is substantial. Underprepared college students incur a monetary cost of enrolling in remedial courses, and states and taxpayers subsidize much of the overall cost of developmental education. In addition, underprepared students are less likely to graduate from college, thus impacting their earning potential and the nation's economic need for a more highly educated workforce. One approach to reducing the need for developmental education is high school bridge programs. These programs, which usually take place on a college campus, provide interventions that help targeted students aspire to, prepare for, and achieve college enrollment. This article reports on the effectiveness of bridge programs at Texas colleges in the summer of 2007; it covers two community college programs that demonstrated the highest pre- to postprogram student achievement gains of the participating institutions. Findings from this study and previous research suggest that effective bridge programs (a) have very strong relationships with their partner school districts; (b) provide professional development to all program staff; (c) conduct preprogram orientation sessions and closing ceremonies; (d) provide bus transportation; (e) involve parents in the program; (f) provide students with labs to support classroom instruction; (g) provide academic advising and other support services; and (h) implement both formative and summative evaluation methods. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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School Safety; Dating (Social); High School Students; Violence; Victims of Crime; Peer Relationship; Females; Legal Responsibility; School Districts; Prevention; Bullying; Sexual Harassment

Abstract:
Dating violence is a form of student-on-student victimization and is a serious school safety issue. Research indicates that at a minimum, 10 percent of high school students are victims of dating violence in one form or another. Among female high school students that date, some data indicate that as many as 30 percent may be victims of dating violence. School districts may be held liable under certain conditions for deliberate indifference to dating violence once the violence is known to them. This article summarizes research into the problem of dating violence and possible school district liability for ignoring the problem, and provides suggestions for prevention. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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School Safety; Administrator Responsibility; Student Rights; Drug Use; Court Litigation; School Personnel; Constitutional Law; Civil Rights; Search and Seizure; Student School Relationship

Abstract:
School administrators are expected to balance the need for school safety and good order with the rights of students to be free of unreasonable search of their person and property. This balance can be particularly difficult when over-the-counter or prescription drugs are involved. This article summarizes a recent U.S. Supreme Court decision that considered the question of how far school administrators can go in their efforts to enforce a drug-free campus policy. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Sexual Orientation; Homosexuality; Minority Group Teachers; Equal Opportunities (Jobs); Social Discrimination; Social Bias; Social Justice; Court Litigation; Social Attitudes

Abstract:
Discrimination based on sexual orientation in K-12 education is not prohibited in many school districts across the United States. Teachers who are of the sexual minority (gay, lesbian, or bisexual) must remain closeted or risk losing their jobs. A history of past court decisions and laws deeming sexual minorities to be degenerates from which children should be protected, coupled with little legal protection for sexual minorities, have pressured many educators into remaining quiet about their identity. Here, we argue that the rationale of protecting children by allowing discrimination against sexual minorities is unfounded and does nothing more than continue the spread of homophobia and intolerance. Educational settings should be places of learning that foster inclusion and not places where some are ostracized for being different. Current legal proceedings offer hope for the curbing of this practice, but until more protection is offered to sexual minorities in K-12 education, they may still be at risk of losing their jobs or being harassed. Furthermore, forcing sexual minority teachers to assume a heterosexual identity deprives students who are gay, lesbian, bisexual, or transgendered of role models in the school setting. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Elementary Secondary Education; Educational Change; Change Strategies; Educational Strategies; Educational Improvement; Improvement Programs; Best Practices; Effective Schools Research; Institutional Evaluation; Profiles

Abstract:
Community college Quality Enhancement Plans (QEPs) typically focus on improving student outcomes. QEPs are in many ways analogous to the campus improvement plans (CIPs) that have become standard practice for virtually all K-12 schools. K-12 campus and district leaders often seek school improvement ideas from other K-12 districts. However, much can be learned from community college QEP efforts to improve student outcomes. This article presents four award winning plans that illustrate this point. Mississippi Gulf Coast Community College provides a communication template for school improvement planning that involves stakeholders in the selection and development of improvement plans. West Kentucky Community and Technical College illustrates the challenges of introducing a new intervention and presents several strategies for overcoming resistance. Caldwell Community College and Technical Institute presents writing across the curriculum as a way to improve the college readiness of students. Finally, Motlow State Community College presents a rationale and strategy to promote the internationalization of the curriculum. The authors briefly summarize these four awarding winning strategies and illustrate the connection to K-12 school improvement planning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Community Colleges; Talent; Personnel Selection; College Administration; Researchers; Leadership; Administrators; Models; Personality Measures; Employment Interviews; Futures (of Society); College Faculty

Abstract:
Now, more than ever, the baby-boomer administrators are retiring in massive waves. Some researchers have predicted as high as 75% turnover by 2011 for education alone. For many years, not much attention has been placed upon succession planning or developing new leaders in some colleges; others have tended to create stockpiles of leadership candidates with not enough internal leadership positions to go around. In turn, in many schools this has left the talent pool of qualified individuals to be very small, and it creates a problem, not only for educational administrators but also, especially, for those in the entrepreneurial departments of community colleges. There has been much research about "getting the right person on the bus" and "moving from good to great," yet no one, to the knowledge of the researchers, has extended industrial-organizational psychology research on "person-fit" into community college administration research. The purpose of this study was to examine the theoretical constructs of the educational hiring process. In turn, the application of the Lessig "Pathetic Dot" model is used to create a framework to examine hiring practices and possibly show some deficiencies. This is important, now more than ever, with community college administrations having to turn to external independent sources for validation of their practices and procedures. Finally, a brief discussion of how to strengthen the hiring process, in a time of heavy turnover and attrition, concludes the discussion. The authors also present practical applications, suggestions for future research, and implications for practitioners. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Legal Responsibility; Sexual Orientation; Federal Courts; Homosexuality; Sexual Harassment; Adolescents; Student Behavior; School Districts; Minority Groups; Policy Formation; Educational Policy; School Safety; Verbal Communication; School Responsibility; Teacher Responsibility; Antisocial Behavior; Peer Relationship; Social Bias

Abstract:
Like all teens, sexual minority youths (lesbian, gay, bisexual, and transgender) face many challenges, including student-on-student sexual orientation harassment. The authors examine recent research into the relative frequency, the potential impact, and school district responsibility to protect sexual minority youths from ongoing student-on-student harassment perpetrated on the basis of real or perceived sexual orientation. Federal courts are holding school districts liable under certain conditions for failing to protect sexual minority youths from harassment. The authors discuss the controversy school leaders may face when developing policies and practices to support sexual minority youths in their schools. The authors also provide several recommendations for school leaders to provide support for sexual minority youths and protect the district from liability. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Internet; Constitutional Law; Freedom of Speech; Student Rights; Public Schools; Court Litigation

Abstract:
This article lays the foundation of American First Amendment jurisprudence in public schools and examines recent cases relating to student Internet speech. Particular emphasis is placed on the ability of schools to regulate student off-campus Internet speech. School authorities who wish to regulate nonthreatening off-campus speech in the electronic media likely must demonstrate a nexus between the off-campus speech and substantial disruption at school. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Decision Making; Data; Problem Based Learning; Social Justice; High Schools; School Administration; Instructional Leadership

Abstract:
This case study challenges aspiring school leaders to analyze data and develop school improvement objectives, strategies for sharing data, and strategies for change. Candidates must analyze the data, determine potential issues that should be addressed by the new principal, and develop a list of further data sources needed. Candidates could also select one area of concern and develop a research-based plan to address the concern. The case may be used in a campus or district leadership course, as a problem-based learning assignment, or as a way to demonstrate and apply the use of data to leadership decisions. (Contains 10 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Attitudes; School Personnel; Instructional Leadership; Models; Brain; Higher Education; Principals; Professional Development; Schools of Education; Teacher Education; Beliefs; Interviews; Reflection; Teacher Education Programs; Educational Improvement

Abstract:
Teachers are learning more about the theories that support conceptual frameworks as a learning tool. A literature review revealed that frame theory is an accepted principle used to describe how the brain organizes experiences and new information. Frame theory supports the understanding that individuals can organize their thoughts to better understand new concepts and beliefs into a memory structure called a frame. A frame allows users to locate, perceive, identify, and label a seemingly infinite number of concrete experiences (Goffman, 1974; Minsky, 1986). The frame helps the brain identify what would otherwise be meaningless knowledge into something meaningful for use in the future. The Leadership Matrix used in the educational leadership program at the University of Wyoming combines knowledge from the literature and research theory to provide students with a support structure to help them organize their new knowledge and beliefs in the area of educational leadership. David Perkins (1986) supported the assumption that a frame does not define in advance the answer but that it is up to the learner to fill in the content of a frame through assimilation of experiences. No one strategy, technique, or method will always work to support the thinking process but the Leadership Matrix provides principal candidates with a structure to support organization of their new knowledge and beliefs. Two initial informal survey studies have produced positive findings related to the students' perception of the Leadership Matrix as a tool to support learning. The Leadership Matrix can be continuously refined and adjusted as school leaders progress through their preparation programs and careers. Although initial findings support the use of the Leadership Matrix in principal preparation programs, the value and effectiveness of the Leadership Matrix for prospective principals continues to be a work in progress. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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