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Medium 9781936764648

Chapter 6. Zone 2: Engage to Explore

Eric Jensen Solution Tree Press ePub

Have you ever poured vinegar on baking soda to create a volcanic eruption? Maybe you even mixed in red food coloring to make it more realistic. Science teachers can’t wait to share this messy but fun experience with their students. When you watch the students, they are on their tippy toes waiting and wondering what will happen once the vinegar is poured onto the baking soda. Their curious faces are worth videotaping and saving for a lifetime. They wonder how on earth those two ingredients cause the fizzing, mini-eruption coming out of the fake volcano; thus Zone 2 learning starts.

Once students are oriented, the next step is to invite them to explore the content at higher levels of thinking. A key cognitive strategy that well-prepared college students use is researching content deeply to answer questions they have (Conley, 2010). Exploring appropriate, credible, and varied resources is part of this process. During Zone 2: Engage to Explore, we want students grappling with questions about the content. This zone helps students wonder about, connect with, and imagine the content. It’s the spark for wanting to learn more. It is the impetus toward a love of learning. Without this zone, content can become meaningless, boring, and irrelevant. Key words that define this zone are: questioning, connecting, and curiosity.

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Medium 9781475818505

High Stakes, Student Achievement, and Elementary Principals’ Job Satisfaction: An Empirical Study of the Reform State of California

International Journal of Educational Ref Rowman & Littlefield Publishers ePub

High Stakes, Student Achievement, and Elementary Principals’ Job Satisfaction: An Empirical Study of the Reform State of California

Maiyoua Vang

ABSTRACT: Recognizing the inherent tension of leading for change amid the current reform environment, this study focused squarely on the relationship between public elementary school principals’ perceptions of job satisfaction and student achievement data from high-stakes, test-based accountability measures. To quantify this relationship, the present study regressed principals’ satisfaction ratings on building-level achievement, principal characteristics, and organizational characteristics. Results from the regression procedure indicated that the variables addressed failed to control for principals’ self-ratings of job satisfaction. Research implications are provided in light of these findings.

Principals’ leadership practice has been identified as being critical to school success (Fullan, 2001, 2003; Marzano, Waters, & McNulty, 2005; Reeves, 2000; Sergiovanni, 2006). As never before, this leadership position is increasingly mediated by test score–driven policy initiatives formulated within the context of increasing school accountability. Although prior state reform initiatives inspired by federal proposals were already well under way (Chatterji, 2002; Cohen, 1995; Linn, 1998), President George W. Bush’s amendment and reauthorization of the 1965 Elementary and Secondary Education Act, the No Child Left Behind Act of 2001 (NCLB),1 effectively codified the spirit of test-based accountability in evaluating schools (Linn, 2006).

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Medium 9781936763351

Chapter 7 Road Maps to Deeper Learning

James A Bellanca Solution Tree Press ePub

Chapter 7

Road Maps to Deeper Learning

Bernie Trilling

A different future, both confounding and full of hope, is already appearing in our daily lives. With a button click, shiny screens stored in pockets and on laps and desktops become instant portals to vast libraries and storerooms of media-packed information, knowledge, and online learning—along with distracting advertising, enticing entertainment, and persuasion masquerading as facts. Live news clips and round-the-clock, up-to-the-minute developments from every global corner flash on our digital panels and widescreens, keeping us instantly and perpetually informed—as streams of gripping images transfix our attention, leaving little room for reflection or deep analysis. With a screen tap, we instantly connect with friends, helpers, and experts from nearly anywhere, mingling and learning together, exploring and sharing insights and possible solutions to common concerns and issues—as well as droves of gossip, crowds of celebrity chatter, and flocks of clever tweets from a vast, global, public, social media network.

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Medium 9781475819472

Why Joint Inquiry Partnerships Between Practitioners and Teacher Educators Support Effective Education Reform

Teacher Education and Practice Rowman & Littlefield Publishers ePub

PATRICIA C. PAUGH

MARY KIM FRIES

Despite years of controversy about what counts as rigorous educational research and significant amounts of taxpayers’ support for related reform of U.S. public schools, serious inequities in U.S. K–12 education remain (Morrell & Noguera, 2011). As the authors of this essay, we bring the perspectives of two tenured university teacher educators who share a background of over 40 years as K–12 teachers, to consider the role of joint collaborative inquiry between university teacher educators and practitioner researchers as a vital component for informing school change. Over the past decade, our career moves from teaching to higher education coincided with two major questions that are driving school reform. The first is “What counts as quality in educational research?” As we progressed from dissertation to tenure, we witnessed a shift in the dominant research paradigm toward large-scale, “scientifically based” research, with a resulting imbalance between these and context-focused studies that theorize the local. More recently, a second question, “What is a high-quality teacher?” shifts public attention and educational policy toward teaching. We are personally witnessing the power of these critiques as they drive the removal of teachers from failing schools, replace public schools with less regulated charters, and relocate teacher education programs out of the university and into the districts. This public attention to the teaching profession portends a drastic alteration of the role of public school teachers along with our own university teacher education programs.

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Medium 9781475816846

Did the Teachers Destroy the School? Public Entrepreneurship as Creation and Adaptation

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub

Robert Maranto

Did the Teachers Destroy the School? Public Entrepreneurship as Creation and Adaptation

ABSTRACT: This article is based on a case study to explore a model of teacher governance and illustrate the distinct challenges of entrepreneurship in public education. In the Sedona Charter School, each classroom principal educator serves as instructional leader and resource leader. Principal educators adjust curricula, hire their teachers, determine salaries (including their own), and purchase classroom materials within the constraints of state funding. By conventional measures of market, financial, and performance accountability, the school succeeds, suggesting that this model can be replicated. Yet the school founders severed their relationship with the school and lobbied state authorities to close it, since, in their view, it violated its charter (process accountability). This case suggests that most innovative entrepreneurs may have difficulty adjusting to educational realities and must themselves be held accountable by parents and state authorities. The study further suggests that, as educational principals, parents and state regulators are more influenced by performance and financial accountability than by process accountability.

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