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Descriptors:
Foreign Countries; Developing Nations; Profiles; Human Resources; Capacity Building; Principals; Elementary Schools; Secondary Schools; Educational Change; Instructional Leadership; Educational Legislation; School Administration; Program Implementation; Program Effectiveness; Rating Scales

Abstract:
In 1999 Thailand passed an ambitious national educational law that paved the way for major reforms in teaching, learning and school management. Despite the ambitious vision of reform embedded in this law, recent studies suggest that implementation progress has been slow, uneven, and lacking deep penetration onto classrooms. Carried out ten years after the launch of the reform law, the current research sought to expand on these earlier studies by examining the capacity of Thailand's principals to lead reforms in teaching and learning. The study developed a national profile of principal instructional leadership using a Thai Form of the "Principal Instructional Management Rating Scale" (Hallinger, 1994). The overall profile of 1195 primary and secondary school principals suggested a moderate level of engagement in two dimensions ("Creating a School Mission and Developing a Positive School Learning Climate") and a lower level of activity on the dimension, "Managing the Instructional Program". The results provide preliminary evidence which suggests that a more systematic human resource strategy is needed in order to ensure that Thailand's key school leaders have the knowledge, skills and motivation needed to support changes in teaching and learning envisioned in the nation's education reforms. (Contains 3 tables and 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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Eating Disorders; Student Attitudes; Measures (Individuals); Elementary Schools; Daughters; Mothers; Fathers; Body Weight; Prediction; Parent Child Relationship; Correlation; Sons; Parent Influence; Elementary School Students

Abstract:
Eating problems are highly prevalent and seem to show continuity in children. Nevertheless, the effect of different maternal and paternal feeding practices on changes in these problems is not fully understood yet. This study examines short-term continuity in primary school children's overeating, loss of control (over eating), restraint and concerns (about eating, body shape and weight) and the predictive value of parental feeding strategies on change in these eating problems. Children (8-12 years, n = 613, 46.5% girls) completed the Child Eating Disorder Examination Questionnaire (ChEDE-Q) twice with the second measurement (T2) taking place 6 months after the first (T1). Parents (n = 714, 57.7% mothers) completed the Child Feeding Questionnaire (CFQ) at T1 to assess the level of controlling feeding strategies. More overeating, restraint and concerns at T1 predicted higher levels of the same eating problems 6 months later, whereas more of loss of control at T1 predicted lower levels of loss of control 6 months later. Additionally, the interaction between maternal pressure and the gender of the child was predictive for increases in overeating, whereas the interaction between paternal monitoring and gender of the child was a marginally significant predictor for decreases in overeating. These findings point to the possible negative and positive effects of parental feeding practices as well as to the possible larger influence of mothers on their daughters' and of fathers on their sons' eating behaviors. The importance of studying mothers and fathers, as well as daughters and sons, and of including different feeding strategies and eating problems is discussed. 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 Schools; Foreign Countries; Teaching Assistants; Mathematics; Mathematics Education; Mathematics Instruction; Interviews; Elementary School Mathematics

Abstract:
Teaching Assistants (TAs) in primary schools in England have a growing pedagogic role. For some, this sometimes includes responsibility for the whole class instead of the teacher. This article draws on 24 interview transcripts to examine the practice in the context of primary mathematics lessons and from TAs' viewpoints. Emergency cover is often seen as reasonable where good working relationships exist. The practice of being regularly responsible for mathematics lessons evokes more diverse reactions. Some TAs initially appear to support the "official" view that it is unproblematic to run a lesson from pre-prepared plans, though close inspection reveals a different picture. Others acknowledge that the interactions involved in such lessons are not necessarily susceptible to planning. The findings raise considerable doubt about current policy and question its presentation as a way to raise standards. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Creative Development; Elementary School Students; Middle School Students; Preadolescents; Adolescents; Creative Thinking; Age Differences; Organizational Climate; Educational Environment; Elementary Schools; Middle Schools; Path Analysis; Elementary School Teachers; Middle School Teachers

Abstract:
The major objectives of this study were to determine the characteristics of creativity development of Chinese children, the creative organizational climate of Chinese schools, and the relations among them. The results provided evidence that the creativity scores of children in elementary school were significantly higher than those of children in middle school. The teachers' evaluation of the creative organizational climate of the elementary school was significantly higher than that of the middle school. When the two variables were analyzed together, both the creative organizational climate of schools and the creative thinking development of children decreased during the children's development. Moreover, the creativity and climate scores were highly correlated, and the results from a path analysis suggested that a school's creative organizational climate has a significant impact on all seven dimensions of creativity measured in this study. (Contains 2 tables, 4 figures and 2 footnotes.) 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:
Partnerships in Education; Elementary Schools; Learning Processes; Foreign Countries; Parent Attitudes; Disadvantaged Youth; Nursery Schools; Qualitative Research; Teacher Attitudes; Transitional Programs; Parent Participation; Interviews; Longitudinal Studies

Abstract:
When children move from preschool to primary school in Germany, this involves a transition between two distinct systems with regard to political responsibility. Following Rimm-Kaufman and Pianta's (2000) ecological and dynamic model of transition, the research project focuses on the perspectives of parents and professionals on the learning processes of children from socioeconomically disadvantaged families in the transition from preschool to school. Against the backdrop of a socio-constructive conception of learning we examine the microsystemic constructions of parents and professionals with qualitative methods in a longitudinal design. The results presented here draw attention to the 18 months before the child's school entry. It captures the perceptions of parents and educators on the support of the child's learning processes in the family and in the institutional context. Results question the ideal of an educational partnership by emphasising the conflicting demands related to preschool. (Contains 4 notes.) 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:
Principals; Educational Change; Urban Schools; Elementary Schools; Instructional Leadership; Participative Decision Making; Elementary School Teachers; Hispanic Americans; Parents; Low Income Groups; Social Capital; Empowerment; Capacity Building; Leadership Role; Role Conflict; Coping; Community Organizations; Parent School Relationship; Educational Cooperation; Interviews; Observation

Abstract:
Purpose: Educational leadership is key to addressing the persistent inequities in low-income urban schools, but most principals struggle to work with parents and communities around those schools to create socially just learning environments. This article describes the conditions and experiences that enabled principals to share leadership with teachers and low-income Latino parents to improve student learning. Methods: This study used interviews, observations, and documents to examine the perceptions and experiences of the principals of three small autonomous schools initiated by a community organizing group in California. Data analysis was conducted in iterative phases using shared leadership, social capital, and role theories as lenses to identify themes, triangulate across data sources, and examine alternative hypotheses. Findings: Findings illuminate how a design team process initiated principals into a model of shared leadership with teachers and empowered parents that focused on deep relationships and capacity building. Principals enacted this model of the "principal as organizer" in the newly-opened schools, but they struggled to navigate conflicting leadership role expectations from district administration. Implications: Organizing approaches to education reform can cultivate shared leadership in principals and the capacity to partner with empowered, low-income Latino parents. District expectations and principals' broader social networks may be critical in navigating and sustaining such leadership. Further research on districts that collaborate with community organizing groups may provide promising insights into the development of a new generation of educational leaders. (Contains 1 table and 9 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Teaching Methods; Technological Literacy; Science Activities; STEM Education; Scientific Concepts; Physics; Elementary Schools; Secondary Schools; Engineering Education; Science Education; Mathematics Instruction; Technology Education

Abstract:
Exposing students to the application of math and science through a design-based activity can make them more technologically literate and teach integration between the STEM disciplines at an early age. This article discusses an activity that originated as a portion of a green residential house project conducted by the authors with their high school level students. The windmill portion was specifically targeted and broken down by the authors to work with elementary school students studying alternative energy at Kipps Elementary School in Blacksburg, VA. This activity can be completed at the upper elementary level as students enter Piaget's concrete operational stage and possess the fine motor skills to complement their logical thinking. This activity shows that teachers at any level, but specifically Grades 3-6, can be innovative in adapting lessons to promote technological literacy. 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:
Disabilities; Individualized Instruction; Response to Intervention; Benchmarking; Reading Instruction; Reading Programs; Screening Tests; Curriculum Based Assessment; Progress Monitoring; Models; Program Effectiveness; Outcomes of Education; Program Implementation; Program Descriptions; Elementary Schools; Time Factors (Learning); Teacher Surveys; Special Education; Program Design; Accessibility (for Disabled)

Abstract:
This article describes how a purposeful sample of 62 elementary schools from 17 states implemented a Response to Intervention (RtI) framework for reading. School informants answered surveys and were interviewed about differentiated instruction in Tier 1, screening/benchmarking, where Tier 2 interventions were located, typical group size and the minutes/day of intervention in Tiers 2 and 3 groups, and how students with individualized educational programs (IEPs) in reading were served in the school's RtI model. Schools reported using differentiated instruction in Tier 1, favored curriculum-based measures for screening/benchmarking and progress monitoring, reported more intensive interventions and more progress monitoring in Tier 3, and used a wide variety of models for serving students with IEPs within the schools' RtI models. (Contains 3 tables and 5 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:
At Risk Students; School Personnel; Dropout Prevention; Data Collection; Graduation; High School Students; Program Effectiveness; Interviews; Observation; Intervention; School Holding Power; Academic Persistence; Student Behavior; Teamwork; Elementary Schools; Middle Schools

Abstract:
An early warning system is an intentional process whereby school personnel collectively analyze student data to monitor students at risk of falling off track for graduation and to provide the interventions and resources to intervene. We studied the process of monitoring the early warning indicators and implementing interventions to ascertain common practices and challenges. Research questions focused on the process of collecting and reviewing student data, conducting team meetings, and designing or selecting, and following through on, student interventions. This article reports on typical practices and implementation challenges of early warning indicators meetings from 10 schools that participated in the pilot phase of the Diplomas Now School Transformation Model across the country, gathered through meeting observations and interviews. (Contains 3 tables and 1 figure.) 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:
Educational Quality; Foreign Countries; Instructional Leadership; Urban Schools; Data Analysis; Rural Schools; Educational Resources; Parent Participation; Parent School Relationship; Elementary Schools; Questionnaires; Teacher Attitudes; Hierarchical Linear Modeling; Educational Environment; Rural Urban Differences

Abstract:
Shortcomings of educational quality in rural schools remain a key focus in the literature related to developing countries. This paper studies whether rural primary schools in Malaysia, an upper middle-income developing country, are still experiencing lower levels of educational resources, school climate, school leadership, and parental involvement than their urban counterparts. A survey questionnaire, containing items related to these 4 factors, was distributed to teachers in the 2 school locations. In the study, 1183 teachers from 63 rural schools and 1367 teachers from 60 urban schools were involved. Due to the hierarchical nature of the data, multilevel modelling analysis was used for data analysis. Open-ended questions were analyzed using text analysis. Findings showed that generally no differences between urban and rural schools in educational quality as perceived by teachers were found, which contradicts previous studies. Nevertheless, results did show that rural teachers perceived lower levels of school climate. (Contains 6 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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