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Lessons Learned from Secondary Schools using Technology for School Improvement: It's Just not that Simple!

Journal of School Leadership 2014年第4期24卷 640 - 665页

作者： Barbara B. Levin Lynne Schrum Department of Teacher Education and Higher Education and the director of the Teachers Academy at the University of North Carolina at Greensboro. Her teaching and research interests include teacher beliefs and teacher development case-based research and pedagogy problem-based learning and teaching and learning with technology. She recently coauthored three books with Lynne Schrum about technology and leadership: and Dean of the College of Education and Human Services West Virginia University. Her research and teaching focus on appropriate uses of technology preparing teachers for 21st-century schools and online education. She has written and edited nine books and numerous articles and recently completed 10 years as editor of the (2002-2012) she is also a past president of the International Society for Technology in Education.

The purpose of this article is to describe lessons learned from studying the leadership in eight award-winning secondary schools and districts that were recognized for successfully leveraging technology as part of their efforts for school improvement. Data were collected through observations, interviews, and document analysis in schools and districts with ethnically, linguistically, and socioeconomically diverse students in communities facing the types of challenges that many schools face today. Based on the cross-case analysis of eight intrinsic case studies, this article offers numerous examples and lessons learned about the role that leadership and vision, technology planning and support, professional development, curriculum and instructional practices, school culture, funding, and partnerships play in leveraging technology for school improvement.

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Conflict as a catalyst for learning

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About Campus 2012年第2期17卷 2 - 8页

作者： Rashné R. Jehangir Faculty member department of postsecondary teaching and learning University of Minnesota's College of Education and Human Development

Rashné R. Jehangir challenges her students and herself to engage with tough issues like class, race, gender, disability, and homophobia. How does she help them learn from, and even embrace, the confict that inevi...

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learning in the GNU/Linux community 11

Learning in the GNU/Linux community

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2011 ACM Special Interest Group for Information Technology education Conference, SIGITE'11

作者： Davis, Don Jabeen, Iffat Department of Interdisciplinary Learning and Teaching University of Texas at San Antonio College of Education and Human Development United States

ISBN: (纸本)9781450310178

The GNU/Linux operating system is one of most familiar examples of Free and Open Source Software (FOSS). The Free and Open Source Software paradigm encourages a sense of community and participation, building upon shared knowledge. The same tenets of collaboration and shared knowledge are espoused by academia and the educational system [8]. However, there is little discussion of the GNU/Linux community and the FOSS framework in much of the K-16 education system. If identified as a participatory learning community, the GNU/Linux community and its utilization of the FOSS framework would represent a stark contrast to the proprietary, black box software and software practices currently adopted in much of K-16 education. Therefore, researchers conducted an online survey to determine if the GNU/Linux community exhibited significant elements of the legitimate peripheral participation (LPP) learning process. This research does not focus on specific units of learning using GNU/Linux but rather is a more general investigation of a possible GNU/Linux community to determine whether more specific research evaluating the educational efficacy of FOSS and the FOSS framework is warranted. This paper presents an analysis of survey data provided by 4603 respondents reflecting on learning within the context of GNU/Linux and other FOSS communities. The intent of the paper is to facilitate an evaluation of GNU/Linux and its properties as a participatory learning community by educational technologists, educators, education administrators, and other education stakeholders. In this paper, researchers analyze data to determine whether the GNU/Linux community exhibits significant characteristics of a community engaged in the process of legitimate peripheral participation. Researchers then identify some of the more significant correlations identified among participatory activities within the GNU/Linux community and learning. Lastly, researchers present community members'perceptions of learning

关键词： Surveys

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Unmasking the Inequitable Discipline Experiences of Urban Black Girls: Implications for Urban educational Stakeholders

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Urban Review 2011年第1期43卷 90-106页

作者： Blake, Jamilia J. Butler, Bettie Ray Lewis, Chance W. Darensbourg, Alicia Department of Educational Psychology College of Education and Human Development Texas A and M University College Station TX 77843 706 Harrington Tower MS 4225 United States Department of Teaching Learning and Culture College of Education and Human Development Texas A and M University College Station TX 77843 706 Harrington Tower MS 4225 United States

There is a large body of research examining the discipline experiences of Black males (Lewis et al. in Souls: A Critical Journey of Black Politics, Culture, and Society,2009;Skiba et al. in The Urban Review, 34, 317-348, 2002);however, less is known about the types of behavioral infractions Black female students exhibit and the discipline sanctions imposed for Black girls for such infractions. As a result, the purpose of this study is to examine the type of discipline infractions exhibited by Black female students enrolled in an urban school district and to explore whether the pattern of discipline infractions and sanctions imposed for Black girls disproportionately differs from all female students, but more specifically White and Hispanic females. Results suggest that Black girls are overrepresented in exclusionary discipline practices and Black girls reason for discipline referrals differs significantly from White and Hispanic girls. Based on these findings, recommendations are provided for urban educational stakeholders. © 2010 Springer Science+Business Media, LLC.

关键词： Black Exclusionary discipline Girls Urban schools

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Academy for Teacher Excellence: Maximizing Synergy Among Partners for Promoting college Access for Latino Teacher Candidates

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Urban Review 2011年第3期43卷 321-338页

作者： Flores, Belinda Bustos Claeys, Lorena College of Education and Human Development Department of Interdisciplinary Learning and Teaching University of Texas at San Antonio San Antonio TX 78249 One UTSA Circle United States College of Education and Human Development Academy for Teacher Excellence University of Texas at San Antonio San Antonio TX 78249 One UTSA Circle United States

This case study discusses how educational entities collaborate in meaningful ways to address teaching force representation and shortages in critical fields for diverse populations in urban education settings. The authors examined how the role of a federally funded program, Academy for Teacher Excellence (ATE), at a Hispanic Serving Institution in Texas is creating preschool through university level (P-20) collaborative partnerships with various community stakeholders to enhance college access for minorities, specifically Latino students pursuing the teaching profession. Constant comparison analysis of the data uncovered the following themes: (a) Building Relationships and Dialoguing across Partners, (b) Communicating Information and Outreach, and (c) Networking and Leveraging Resources. Together, these foster a collaborative partnership among entities with the intention of maximizing synergy and supporting the access, recruitment, and education of Latino teacher candidates who will become culturally efficacious teachers of all students, but specifically for the growing number of Latino students in urban areas. © 2010 Springer Science+Business Media, LLC.

关键词： Collaborative partnership Latino teacher candidates Minority equity and access Minority teachers

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An investigation of academic writing in secondary schools to inform the development of diagnostic classroom assessments

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Assessing Writing 2011年第4期16卷 256-273页

作者： Llosa, Lorena Beck, Sarah W. Zhao, Cecilia Guanfang New York University Department of Teaching and Learning Steinhardt School of Culture Education and Human Development New York NY 10003 Pless Hall 7th floor 82 Washington Square East United States Shanghai International Studies University College of English Language and Literature Shanghai 200083 550 West Dalian Road China

Despite the high stakes attached to students' performance on assessments of academic writing, we still know little about the challenges students face when composing in academic contexts. To begin to address this problem, two studies were designed with the following aims: to identify and describe the most prevalent types of academic writing at the secondary level, and to characterize the challenges that both English Language Learners (ELLs) and non-English-Language Learners (non-ELLs) experience with this type of writing. Findings from these studies reveal that (1) in the context of New York City schools, exposition/argument is the most prevalent genre assigned as a writing task in secondary classrooms, as well as the most valued;and that (2) while both Intermediate ELLs and non-ELLs articulated Translating (the process of articulating ideas in the conventions of written English) as the most frequent challenge, the two groups differed in the kinds of Translating challenges and in the types and range of other challenges they articulated: ELLs articulated fewer challenges specifically related to the genre of exposition than did non-ELLs. Based on these findings we suggest several new approaches to classroom diagnostic assessment of writing, and raise issues to be considered in these approaches. © 2011 Elsevier Ltd.

关键词： Diagnostic assessment English language learners, Classroom assessment Exposition/argument Secondary school Writing

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Pedagogy of inclusion: Integrated multicultural instructional design

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Journal of college Reading and learning 2010年第1期41卷 49-66页

作者： Higbee, Jeanne L. Schultz, Jennifer L. Goff, Emily Department of Postsecondary Teaching and Learning University of Minnesota-Twin Cities United States Human Resource Management (HRM) College of Management Metropolitan State University Minneapolis MN United States College of Education and Human Development University of Minnesota United States

This article presents integrated multicultural instructional design (IMID), a new pedagogical model that is responsive to the growing student diversity in postsecondary institutions in the U.S. and throughout the world. This work builds on previous research articles in the Journal of college Reading and learning related to assessing our commitment to multiculturalism. Course evaluation results from a pilot implementation project involving 5 faculty members are also discussed, and the PIRIMID course evaluation template is provided. © 2010, college Reading and learning Association.

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International partnerships: A game theory perspective

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New Directions for Higher education 2010年第150期2010卷

作者： Yiyun Jie Department of Postsecondary Teaching and Learning and College of Education and Human Development University of Minnesota

This chapter illustrates how shared and divergent partner motivations and outcome expectations in a Sino-U.S. cross-border higher education program have created synergy, but also challenged the implementation of a par...

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Middle school choices for bilingual latino/a youth: When the magnet school represents "status" and the neighborhood school represents "solidarity"

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Urban Review 2009年第3期41卷 251-268页

作者： Cuero, Kimberley K. Worthy, Jo Rodríguez-Galindo, Alejandra Department of Interdisciplinary Learning and Teaching College of Education and Human Development The University of Texas at San Antonio San Antonio TX 78249 One UTSA Circle United States Department of Curriculum and Instruction College of Education The University of Texas at Austin Austin TX United States Vaughn Gross Center for Reading and Language Arts The University of Texas at Austin Austin TX United States

Drawing on data collected during the second year of a longitudinal qualitative study that followed over 10 Latino/a bilingual students, this article foregrounds the experiences of participants during their sixth-grade year. The principle data sources included structured and unstructured interviews with teachers and students, school observations, and weekly small-group conversations in a courtyard outside of their classrooms. We focus on the experiences of Leila, Maricela, and Esperanza who were three of the sixth-grade girls actively recruited by their teachers to attend the district's magnet school program for their upcoming seventh grade-year instead of their neighborhood middle school. We found that much of the reasoning behind their decision-making process centered around issues of status (e.g., how the magnet school offered better academic, economic, and professional opportunities for their future) and solidarity (e.g., attending the neighborhood school with their friends and siblings). In conclusion, we problematize the very nature of these so-called educational 'choices' for bilingual Latino/a youth. © Springer Science+Business Media, LLC 2008.

关键词： Bilingual students Latinos Magnet school programs Middle school Solidarity Status

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Language and Culture in Literacy Instruction: Where Have They Gone?

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Teacher Educator 2008年第3期43卷 238-248页

作者： Rupley,WilliamH. Nichols,WilliamDee Blair,TimothyR [a]College of Education and Human Development Texas A&M University [b]Department of Elementary and Middle Grades Education Western Carolina University [c]Department of Teaching & Learning Principles University of Central Florida

An important, yet either often missing or under emphasized realization in both federal and state standards for literacy is that literacy is primarily a language process and culture is a reflection of language. As such, language and culture must be retained as essential components upon which reading instruction is based. Our nation and our states truly want individuals who can use literacy to learn and to enhance their quality of life as well as the quality of life of those around them. This article looks at essential considerations that must be given to the role of language and culture in literacy instruction.

关键词： State Standards Quality of Life Language Role Literacy Reading Instruction Culture Role

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