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Medium 9781475821253

Identifying and Measuring Expectation Gaps in Texas Public Schools

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub

Michael G. Richards

Page A. Smith

Identifying and Measuring Expectation Gaps in Texas Public Schools

ABSTRACT: This research targets student expectation levels in school districts across Texas and seeks to identify and measure differences according to demographic data obtained from the Texas Education Agency. Specifically, this study investigates whether school districts in Texas hold varying levels of expectations for different racial and ethnic groups and, if so, what is the degree of difference in expectation levels? The results of the study indicate that African American students are more than twice as likely to face lower expectations in Texas public schools as Hispanic and White students. In addition, no statistically significant differences were found in the expectation levels for Hispanic compared with American Indian students, and only a small difference was found to exist between these two groups and White students. Finally, the results are discussed in light of the complex social and academic factors that contribute to expectation levels for students.

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Medium 9781475811377

School Leadership Reforms: Filtering Social Justice Through Dominant Discourses

R&L Education ePub


ABSTRACT: Do administrative licensure policy reforms address social justice concerns? By analyzing the policy discourse (in interviews and documents) in Indiana and North Carolina, this article shows that policy actors believe the focus on heightened standards will raise the quality of leadership candidates. In turn, they believe that this focus on quality will address diversity, achievement gaps, and other equity issues. However, they are concerned about whether higher education can and will adequately implement the needed curricular practices. The complexities of administrator shortages, budget shortfalls, and high-stakes testing complicate implementation of reforms in leadership preparation. By focusing on social justice, this analysis reveals ways in which the two states’ policy actions have treated equity and social justice as components of quality.

Reforms designed to enhance the quality of public school leaders have received increasing attention across states. We investigated how state policymakers view their reasons for reforming and creating new standards for the preparation and licensure of educational administrators. We were interested in the values guiding the process and particularly in policymakers’ talk about how social justice issues fit into their views and their policies for improving administrator preparation and school leadership. To understand how equity concerns were managed in policymaking for administrator licensure and related reforms, we developed a critical policy analysis stance.

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Medium 9781475816754

A Qualitative Inquiry of Career Exploration in Highly Implemented Career and Technical Education Programs of Study

International Journal of Educational Ref Rowman & Littlefield Publishers ePub

Natalie Stipanovic
Sam Stringfield

ABSTRACT: This qualitative study explores career counseling and guidance services as provided to students engaged in career and technical education programs at three sites in the United States. The sites, consisting of high schools and community colleges, were part of the National Research Center for Career and Technical Education’s 5-year studies of programs of study and were identified as providing highly implemented programs of study. This article provides insights about the career services offered in these systems of programs of study, with special attention paid to the role of school counselors. We found that career development occurs in a variety of forms and is provided by counselors and career and technical education teachers. However, the most comprehensive services were provided in settings where school counseling programs were highly developed and supported.

Finding stable and profitable employment in today’s global economy requires a combination of education, training, specialized work skills, and career know-how. In a highly competitive market with limited job availability, students need specific knowledge and skills to find careers that meet their personal needs and that fulfill demands within their communities. Career and technical education (CTE) is increasingly seen as an effective means of providing students with the academic and work-related skills needed to prepare them to be college and career ready (Partnerships for 21st Century Skills, 2010). CTE provides training in a variety of occupations, marries academic content with real-world relevance, and is situated within career pathways providing a link between secondary and postsecondary education (Association for Career and Technical Education, 2011).

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Medium 9781475824193

A Public Relations Nightmare: ACLU Class Action Lawsuit Exposes Inaccurate and Inequitable High School Graduation Rates

Journal of School Public Relations Rowman & Littlefield Publishers ePub


ABSTRACT: Florida’s decision to equate a GED to a high school diploma undermines the attempt of No Child Left Behind to close the achievement gap, while infringing on the public’s trust. Public trust fosters a culture of systemic equity and social justice, which are necessary for academic excellence (Byrk & Schneider, 2003). Florida’s code of ethics for educators and school administrators, under 6B-1.001, identifies truth, excellence, and the attainment of knowledge as the primary objectives of its educational system (Florida Department of Education, n.d.). However, the state’s definition and subsequent calculations of a high school graduate fall short of these principles. If Florida’s educational system is to be successful, school officials must create and maintain the public’s trust. Only with accurate data are teachers and administrators in a position to evaluate whether teaching and learning in high schools are improving and to identify who is progressing and who is at risk of dropping out. Ironically, while Florida is one of the few states to possess the longitudinal data system required to assess graduates as mandated by No Child Left Behind, one of its school districts was the first in the nation to be formally accused of overestimating its graduates. This study investigated Florida’s definition of a public high school graduate and the efforts of school officials to address a perceived breach of the public’s trust—a public relations nightmare.

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Medium 9781475816457

The Essence of Education in a Secular Islamic Land: One Is as Free as Is Responsible

International Journal of Educational Ref Rowman & Littlefield Publishers ePub

Kemal Duruhan and Süleyman Nihat Şad

To connect, even if in your mind’s eye, today and when everything about Islam started, this article follows a chronological order of the educational aspect of the Islamic lifestyle, ending up with the most recent happenings, such as global terrorism, September 11, Turkey’s participation in the European Union as an Islamic nation, so-called democratic maneuvers in the Middle East, and so forth. The article deals with and emphasizes education in Islam and, especially, humanistic tenets of Islamic education in Turkish history, starting from long before the foundation of the young Turkish Republic by Mustafa Kemal Atatürk.

Because most of the divine religions promise to offer what we human beings seek to have in this world and the other, it is inevitable for them to soak into the thinnest nerve of an individual and the smallest cells of society. That is why all such religions imply some certain doctrines for the individual and the society. These, of course, include rights and obligations, dos and don’ts, all for structuring an orderly and comfortable life in this world, thereby pledging one a turnkey for the other world. With Christianity and the Jewish religion, Islam has been the leading divine religion, accepted and obeyed by millions over a large geography since its declaration in the early 7th century. This article sheds light on some milestones in Islamic civilization, such as the golden age, the Abbasids, the Ottomans, and the rise of Western civilization from the viewpoint of education. This makes for more than 14 centuries full of myths and truths, de factos and de jures, wars and peaces, policies and politics.

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