Creating a Family-Like Ninth-Grade Environment Through Interdisciplinary Teaming

Ellerbrock, Cheryl R.

doi:10.1177/0042085911427736

Cited by 5 publications

(3 citation statements)

References 26 publications

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“…Whether caring is engaged to support who students are and the concerns they have in the moment versus moving students toward academic achievement and a desired future poses a complex task for leadership, because students may receive different messages about what care is and what teachers value (Antrop-González and De Jesús, 2006;Walls et al, 2021). Furthermore, the support students receive as care at the high school level differs from the support that younger children may expect at the elementary level (Ellerbrock, 2012;Weissbourd and Jones, 2014b). However, even at the secondary level, students labeled teachers that related like a friend, like family, or like a parent as the most trusting relationships (Antrop-González and De Jesús, 2006).…”

Section: Review Of the Literaturementioning

confidence: 99%

Insights in Leadership in Education: 2022

Grogan

2024

Frontiers Research Topics

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Frontiers is more than just an open access publisher of scholarly articles: it is a pioneering approach to the world of academia, radically improving the way scholarly research is managed. The grand vision of Frontiers is a world where all people have an equal opportunity to seek, share and generate knowledge. Frontiers provides immediate and permanent online open access to all its publications, but this alone is not enough to realize our grand goals. Frontiers journal seriesThe Frontiers journal series is a multi-tier and interdisciplinary set of openaccess, online journals, promising a paradigm shift from the current review, selection and dissemination processes in academic publishing. All Frontiers journals are driven by researchers for researchers; therefore, they constitute a service to the scholarly community. At the same time, the Frontiers journal series operates on a revolutionary invention, the tiered publishing system, initially addressing specific communities of scholars, and gradually climbing up to broader public understanding, thus serving the interests of the lay society, too. Dedication to qualityEach Frontiers article is a landmark of the highest quality, thanks to genuinely collaborative interactions between authors and review editors, who include some of the world's best academicians. Research must be certified by peers before entering a stream of knowledge that may eventually reach the public -and shape society; therefore, Frontiers only applies the most rigorous and unbiased reviews. Frontiers revolutionizes research publishing by freely delivering the most outstanding research, evaluated with no bias from both the academic and social point of view. By applying the most advanced information technologies, Frontiers is catapulting scholarly publishing into a new generation. What are Frontiers Research Topics?Frontiers Research Topics are very popular trademarks of the Frontiers journals series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area.

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Section: Review Of the Literaturementioning

confidence: 99%

Insights in Leadership in Education: 2022

Grogan

2024

Frontiers Research Topics

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“…Ways in which school contexts can nurture student development must be considered [8]. While stage-environment fit theory has been primarily been applied to the elementary-to-middle-school transition, Eccles and Roeser [6] along with other scholars [10][11][12][13][14][15][16] have applied this theory to the transition to high school. Akos and Galassi [7] discussed the procedural, social, and academic aspects of the middle-to-high-school transition that cause concern for students, teachers, and parents, as well as how each can be supported.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Supporting a Responsive Transition to High School through a Summer Transition Camp

2023

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In this qualitative case study (n = 32), researchers sought to understand the ways a multi-day summer transition camp may help incoming ninth-grade students experience a developmentally responsive transition into high school. The findings revealed camp helped support students’ procedural, social, and academic-related needs and concerns. Learning the school layout and policies helped support students’ procedural-related needs and concerns. Promoting student–student, educator–student, and school–student relationships helped support students’ social-related needs and concerns. Attending academic classes and communicating expectations for academic success helped support students’ academic-related needs and concerns. A summer camp may foster a responsive transition and mitigate school failure, but must be developed and delivered based on students’ developmental and transition-related needs and concerns. Furthermore, students must perceive camp activities as actually supporting their needs and concerns.

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Section: Review Of the Literaturementioning

confidence: 99%

“There wasn’t a guidebook for this”: caring leadership during crisis

Steilen

Stone-Johnson

2023

Front. Educ.

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IntroductionIn this study, we seek to add to the descriptive literature on caring leadership through an examination of the work principals did to guide school communities through the COVID-19 pandemic. In this time, one essential role they played was as caretaker for all; not simply deciding, advising, or providing resources but responding with advocacy and compassion. Even so, they simultaneously had to consider traditional instructional leadership expectations including teacher observation and supervision as well as student evaluation.MethodsThis study examines the acts and expressions of caring leadership. Our research responds to one overarching question: What does caring leadership look like in action? Through close examination of 17 elementary principals’ recollections of work during the school closures of 2020, this study highlights the elements of their decisions and choices that embodied caring leadership as well as demonstrates how these moves both incorporated and exceeded traditional leadership work.ResultsOur findings highlight the centrality of caring leadership not merely as part of leaders’ work, but as the actual work itself. We extend a presumed tautology of caring leadership to explicate the discrete tasks undertaken by caring leaders to sustain the work of schools.DiscussionResearch on leadership practices frequently emphasizes professional work as relational and interactive to achieve instructional goals without acknowledging that much of the contemporary leadership work both centers on and draws strength from mutual, authentic caring for others to accomplish work. Thus, this investigation enhances research on leadership in education to recognize the caring work that principals perform and the value they ascribe to caring.

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Creating a Family-Like Ninth-Grade Environment Through Interdisciplinary Teaming

Cited by 5 publications

References 26 publications

Insights in Leadership in Education: 2022

Insights in Leadership in Education: 2022

Supporting a Responsive Transition to High School through a Summer Transition Camp

“There wasn’t a guidebook for this”: caring leadership during crisis

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