34 Chapters
Medium 9781475837575


Journal of Evidence-Based Practices for Schools Rowman & Littlefield Publishers ePub

Effects of a Modified Daily Progress Report for Check In/Check Out at the Elementary Level

Courtney A. Dexter

Kathy L. Ruhl

Douglas D. Dexter

ABSTRACT: In an effort to examine a way to modify check in/check out (CICO) to enhance effectiveness, the current study assessed changes to the daily progress report (DPR) component. A multiple-baseline-across-participants design was used, with three sets of student/teacher pairs in an elementary school, to examine how modifying the DPR to reflect specific, positively worded, operationalized behaviors impacts the DPR as a visual prompt for student behavior and teacher feedback. Results indicate all teachers demonstrated increased levels of behavior-specific feedback, with three demonstrating an improved affirmative to corrective feedback ratio. All students demonstrated a reduction in problem behaviors and increased exhibition of prosocial behaviors. Furthermore, students and teachers rated the modified DPR as effective and easy to use. Implications for practice and implementation guidelines are also discussed in this article.

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Medium 9781538119983

Preserving Sarah Winchester’s Aesthetic Legacy

Decker, Juilee Rowman & Littlefield Publishers ePub

Preserving Sarah Winchester’s Aesthetic Legacy

Janan Boehme

Historian, Winchester Mystery House, San Jose, CA, janan@winchestermysteryhouse.com

Michele Winn

Archivist, Winchester Mystery House, San Jose, CA, michele@winchestermysteryhouse.com

Abstract Nearly 100 years after her death, Sarah Winchester, heiress to the Winchester rifle fortune, endures as a controversial, mystifying, and fascinating figure. Much of what makes her story so confounding yet alluring is our lack of records that definitively explain why she built such an unusual dwelling. That dearth of explanation naturally gave birth to rumors and legends, even during Sarah’s lifetime. Just this year, Hollywood took on the story in a new telling of Sarah’s motivation for building. What we do know with certainty is that Sarah insisted on decorating and filling her home with the finest objects that her immense wealth could buy. This article endeavors to look at Sarah as (1) a collector, as we study her character to the best of our ability based on her affinity for fine objects and innovative architecture, and (2) as the subject of our own collections at the Winchester Mystery House and how we keep her home and her objects preserved into the future despite few historical records to guide us.

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Medium 9781475848533

Toward a theory of Engaged School Leadership: Positive psychology and principal candidates’ sense of engagement and their preparedness to lead engagement

Murakami, Elizabeth; Tran, Natalie Rowman & Littlefield Publishers ePub

Karen Stansberry Beard

Toward a theory of Engaged School Leadership

Positive psychology and principal candidates’ sense of engagement and their preparedness to lead engagement

Abstract: This study explored principle licensure students’ sense of engagement, program effectiveness, and preparedness to lead engagement focused on academic achievement. Data analysis using attributes of effective preparation programs, and positive psychology constructs (e.g., flow) found Goal Achievement, Commitment, and Accomplishment significantly related to flow. Flow was significantly related to Engagement, while Care was significantly related to Commitment and Coping. Perhaps more significantly, the findings yielded seven characteristics of Engaged School Leadership Theory (ESTL) development. Adding to both principal preparation and positive psychology literature, this study offers conceptual understandings toward an emerging theory of Engaged School Leadership.

Key Words: Engaged School Leadership Theory, Principal Preparation, Positive Psychology, Flow, Engagement, Program Effectiveness, Mixed Method Research, Mixed-Method Sequential Explanatory Design

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Medium 9781538114025

Mr. Lindbeck’s Surprisingly Effective Pedagogy and Its Consequences for Theology Today

Pro Ecclesia Rowman & Littlefield Publishers ePub

Mr. Lindbeck’s Surprisingly Effective Pedagogy and Its Consequences for Theology Today

Peter Casarella

“Everyone should remain in the state in which she was called.”1 St. Paul’s advice is sometimes paraphrased as “Grow where you are planted!” It comes in the midst of complicated counsels regarding marriage, virginity, and slavery, and an “originalist” reading of Paul here would not necessarily be advisable. But these are the words that come to mind when I think of what my teacher George Lindbeck (“Mr. Lindbeck” in the now-antiquated parlance of those days) imparted to me and to others. The Catholic became a better Catholic. The Buddhist a better Buddhist. And, of course, the Barthian and Thomist a better Barthian and a better Thomist (sometimes at the same time). This insight is surprising for two reasons. First, Lindbeck’s legacy has been saddled with the charge of fideism, proselytism, and the like from almost the beginning. This charge was simply astonishing to those of us who knew the man. No teacher ever matched his ability at self-effacement or respect for the dignity of the other. The brash and fearless divinity student and the shy undergraduate who made the trek with his bicycle, sometimes even in the snow, up the hill to the divinity school were placed on equal footing. Protestants, Catholics, and non-Christians wanted to learn from him because he was so nonjudgmental and hard to pin down. He was not particularly effusive, but one-on-one he could be amazingly open and transparent. The many testimonies of his students regarding life-transforming reading courses of one, two, or three people in his crowded office tells us something about his remarkable witness.

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Medium 9781475848861

Ideology of Joyful Learning Through Play in Early Childhood Classroom in Hong Kong: Misconceptions or Paradoxes? . . . Grace Lau

Russo, Charles J. Rowman & Littlefield Publishers ePub

Ideology of Joyful Learning Through Play in Early Childhood Classroom in Hong Kong

Misconceptions or Paradoxes?

Grace Lau

ABSTRACT: The ideological slogan of the latest drafted reform document for early childhood education in Hong Kong in July 2016 is, “Joyful Learning Through Play: Balanced Development All the Way.” Based on this ideological slogan, this article “Ideology of Joyful Learning Through Play in Early Childhood Classroom in Hong Kong: Misconceptions or Paradoxes?” discusses the myth and reality of play and its underlying child-centeredness philosophy in the early childhood classroom in Hong Kong. Practical examples would be drawn to compare with the literature review on play and the drafted reform document and to identify any misconceptions and paradoxes that exist. The findings and implications discussed would help readers look at the issue of equity and equality confronting religious-affiliated schools in Hong Kong if the play curriculum and its allied child-centeredness philosophy are to be applied in the reform process.

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