Books or Guards? Charter School Security Costs

DeAngelis, Karen J.; Brent, Brian O.

doi:10.1080/15582159.2012.702038

Cited by 3 publications

(2 citation statements)

References 56 publications

(60 reference statements)

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“…Additionally, while practices that protect children's privacy in school may also protect the privacy of educators, such practices may be in conflict with the educators’ rights to protection from violence in the workplace, or from false allegations (Hope ). Another set of considerations involves school interests, such as discipline (Hirschfield and Celinska ; Hope ; Kupchik ), creating an educational climate based on trust and relationships (Warnick ), school reputation (Binkhorst and Kingma ), and financial considerations related to the cost of security measures (DeAngelis and Brent ). These conflicting rights and interests have been discussed in several studies examining the legality of school CCTVs in light of the applicable legal framework (e.g., Nance ; Taylor ).…”

Section: Contextual Setting: School Cctvsmentioning

confidence: 99%

Privacy, CCTV, and School Surveillance in the Shadow of Imagined Law

Perry‐Hazan¹,

Birnhack²

2016

Law Soc Rev

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How do managers make decisions that affect human rights of other people? The article examines one such case: the decision‐making process of Israeli school principals in installing Closed Circuit TV (CCTV) systems in schools. One unexpected source that principals relied on was that of imagined law: they wrongly assumed that there was a law that guided them in the matter. The deployment of CCTV systems in Israeli schools is relatively new and takes place at an accelerated pace. School principals are the ones that make the decision about introducing such systems into their schools. The study traced and explored this process. Based on semi‐structured interviews, the findings portray a picture of partial isomorphism among schools. We frame the findings within institutional theory, which differentiates between exogenous and endogenous sources of decision‐making. Most school principals relied on endogenous sources that were shaped by practical considerations and their own perceptions as to security, privacy, and education. Yet, the interviews indicate an additional and surprising source of organizational decision‐making: imagined law. Some of the principals assumed the existence of specific legal rules. The principals did not search for professional guidance, and did not consult others. Instead, they filled the imagined law with endogenous sources, namely, their own perceptions.

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Section: Contextual Setting: School Cctvsmentioning

confidence: 99%

Privacy, CCTV, and School Surveillance in the Shadow of Imagined Law

Perry‐Hazan¹,

Birnhack²

2016

Law Soc Rev

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“…Add to that, continuous teacher training programs are difficult to arrange because of lack of resources for schools. 30 These problems certainly require reconsideration and change in relevant public policies.…”

Section: Discussionmentioning

confidence: 99%

Policy Implementation: Teachers’ Role as First Responders in Emergencies and Disasters

Hyder

Manzoor

Iqbal³

2020

Kesmas: National Public Health Journal

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During the past decade, the schoolchildren faced many disasters and emergencies originating from natural and man-made sources. The safety of schoolchildren rests with school management and teachers. This study aimed to assess teachers' awareness with regard to disaster prevention and health, safety, security, and environment (HSSE) policies at primary schools in Pakistan. In addition, it explores the suitability of teachers to perform as emergency handlers in the absence of school nurses and resource officers (SROs). The study involved a qualitative study, based on open-ended interviews from a sample of 25 school teachers. Methodology triangulation was applied to reduce bias. Results revealed that the majority of teachers do not know about national policies related to school safety and security. Most of the teachers had been assigned additional roles as safety officers at the school, though they lack relevant training. Moreover, neither safety nor security aspects are incorporated into national educational policy. This study was the first study on Pakistani teachers’roles as emergency first responders. With the highest rate of attacks on educational institutions globally, the region still lacks a coherent policy structure. The study found numerous inconsistencies in public policies. It seeks to contribute to the literature to better understand the educational safety environment at both the ground and policy levels.

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Toward an evolving conceptualization of instructional leadership as leadership for learning

Boyce

Bowers

2018

Journal of Educational Admin

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Purpose Instructional leadership has been an active area of educational administration research over the past 30 years. However, there has been significant divergence in how instructional leadership has been conceptualized over time. The purpose of this paper is to present a comprehensive review of 25 years of quantitative instructional leadership research, up through 2013, using a nationally generalizable data set. Design/methodology/approach The authors conducted a meta-narrative review of 109 studies that investigated at least one aspect of instructional leadership using the Schools and Staffing Survey (SASS) administered by the US National Center for Education Statistics. Findings There were four major themes of instructional leadership research that analyzed SASS data: principal leadership and influence, teacher autonomy and influence, adult development, and school climate. The three factors most researched in relationship to instructional leadership themes were: teacher satisfaction, teacher commitment, and teacher retention. This study details the major findings within each theme, describes the relationships between all seven factors, and integrates the relationships into a single model. Originality/value This paper provides the most comprehensive literature review to-date of quantitative findings investigating instructional leadership from the same nationally generalizable data set. This paper provides evidence that leadership for learning is the conceptual evolution of 25 years of diverse instructional leadership research.

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Books or Guards? Charter School Security Costs

Cited by 3 publications

References 56 publications

Privacy, CCTV, and School Surveillance in the Shadow of Imagined Law

Privacy, CCTV, and School Surveillance in the Shadow of Imagined Law

Policy Implementation: Teachers’ Role as First Responders in Emergencies and Disasters

Toward an evolving conceptualization of instructional leadership as leadership for learning

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