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Medium 9781475810233

The Influence of School Factors on Racial Opportunity Cost for High-Achieving Students of Color

Rowman & Littlefield Publishers ePub

Terah T. Venzant Chambers

Kristin Shawn Huggins

The Influence of School Factors on Racial Opportunity Cost for High-Achieving Students of Color

ABSTRACT: Previous work on racial opportunity cost—that is, the price that students of color pay in their pursuit of academic success—is extended here using organizational culture literature to more closely explore the interplay of school culture with the racial opportunity cost experienced by the study participants. Eighteen African American and Latina/o underclassmen at two elite private colleges were interviewed about their experiences as high-achieving students of color in high school and college. Our analysis of the data revealed five interrelated school factors that both alleviated and exacerbated students’ racial opportunity cost. Findings regarding the critical influence of school culture on students’ experiences highlight the importance of school leaders creating supportive, whole school cultures to foster school engagement and academic achievement for all students.

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Medium 9781936764419

Chapter 3: Structuring and Supporting Leadership Coaching

Marc Johnson Solution Tree Press ePub

The only real training for leadership is leadership.

—Anthony Jay

What is coaching? How do you coach? You can find a wide variety of answers to these questions. John Wooden says, “A coach is someone who can give correction without causing resentment.” A variety of online resources provide other views; take, for example, the online blog post “What Is Coaching? 10 Definitions,” which includes the following (as cited in karencwise, 2010):

1. “Unlocking a person’s potential to maximize their own performance. It is helping them to learn rather than teaching them.” (Whitmore, 2003)

2. “A collaborative, solution-focused, results-oriented and systematic process in which the coach facilitates the enhancement of work performance, life experience, self-directed learning, and personal growth of the coachee.” (Grant, 1999; basic definition also referred to by the Association for Coaching, 2005)

3. “A professional partnership between a qualified coach and an individual or team that support the achievement of extra-ordinary results, based on goals set by the individual or team.” (ICF, 2005)

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Medium 9781475833201

900 Special Issue Introduction—Teacher Leadership: Furthering the Research Agenda

Rowman & Littlefield Publishers ePub

MELINDA M. MANGIN

Special Issue Introduction

Teacher Leadership: Furthering the Research Agenda

Education policy makers and K–12 practitioners have embraced teacher leadership as a critical element of school improvement. Teacher leadership, as part of a comprehensive reform strategy, is thought to increase teacher motivation and commitment, create opportunities for teacher learning and development, and facilitate sustained instructional improvement (Beachum & Dentith, 2004; Curtis, 2013; Mangin & Stoelinga, 2008; York-Barr & Duke, 2004). One recent example of education policy aimed at increasing teacher leadership is Secretary of Education Arne Duncan’s Teach to Lead initiative. This national program seeks to mobilize teachers’ knowledge and skills in an effort to capitalize on valuable human resources and build collective capacity in schools. To date, Teach to Lead has garnered support from 71 educational organizations (see: http://teachtolead.org/). State departments of education have kept pace with this trend, creating teacher leader endorsements that can be added to a teaching certificate (Hohenbrink, Stauffer, Zigler, & Uhlenhake, 2011; Shelton, 2011) and adopting the recently developed Teacher Leader Model Standards as a means to facilitate high-quality teacher leader preparation (Berg, Carver, & Mangin, 2014; Teacher Leadership Exploratory Consortium, 2011).

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Medium 9780253018830

Appendix 2: Taxonomy of Absence Regarding Social Engagement

Manarin, Karen Indiana University Press ePub
Medium 9781475834123

The Role of Trust in Strengthening Relationships Between Schools and Latino Parents

Journal of School Public Relations Rowman & Littlefield Publishers ePub

The Role of Trust in Strengthening Relationships Between Schools and Latino Parents

MICHELLE D. YOUNG

CRISTÓBAL RODRÍGUEZ

PEI-LING LEE

ABSTRACT: The concept of trust has become commonplace in discussions of school culture, with increasing numbers of researchers arguing that trust is an essential component of positive school communities. In this article, we explore the role of trust and distrust in the involvement of Latino parents in the educational process. After providing a theoretical conceptualization of trust, we examine several critical examples of how an absence of, or a breakdown in, mutual trust had negative consequences for home–school relations, as well as for the people who were involved in those relationships. Findings indicate that (a) the existence or absence of trust between the home and the school affects the development and sustenance of meaningful parental involvement and (b) traditional notions of parental involvement are inadequate for some school communities.

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