The Five Essential Supports for School Improvement: Mobilizing the Findings

Sebring, Penny Bender; Montgomery, Nicholas

doi:10.7764/pel.51.1.2014.7

Cited by 37 publications

(90 citation statements)

References 12 publications

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“…For example, research conducted within the United States found that parent-community ties constituted one of the five essential supports needed for schools to be effective (Sebring & Montgomery, 2014). This support develops when school staff reach out to parents and the community and encourage them to participate in strengthening student learning (Epstein, 2001).…”

Section: Communitymentioning

confidence: 99%

Disabilities Inclusive Education Systems and Policies Guide for Low- and Middle-Income Countries

Hayes¹,

Bulat

2017

114

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This PDF document was made available from www.rti.org as a public service of RTI International. More information about RTI Press can be found at http://www.rti.org/rtipress. RTI International is an independent, nonprofit research organization dedicated to improving the human condition by turning knowledge into practice. The RTI Press mission is to disseminate information about RTI research, analytic tools, and technical expertise to a national and international audience. RTI Press publications are peerreviewed by at least two independent substantive experts and one or more Press editors.

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Section: Communitymentioning

confidence: 99%

Disabilities Inclusive Education Systems and Policies Guide for Low- and Middle-Income Countries

Hayes¹,

Bulat

2017

114

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“…For example, teachers can learn about instruction from their peers but whether they do depends on things such as school norms (e.g., academic press, relational trust, collective responsibility) and organizational arrangements (e.g., organizational routines, scheduling, etc.) [53,54].…”

Section: Conceptualizing Instruction As a Collective Situated And Dmentioning

confidence: 99%

Leadership and Learning: Conceptualizing Relations Between School Administrative Practice and Instructional Practice

Spillane

2017

How School Leaders Contribute to Student Success

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Abstract:In this paper I argue that one problem we face in understanding relations between school leadership and student learning is that core constructs in our work are often variably and weakly defined. Loose constructs pose problems because they contribute to fuzzy research, especially if constructs such as school leadership, management, or even instruction are weakly (or never explicitly) defined and operationalized. Fuzzy conceptualization makes comparing across studies, essential to the development of a robust empirical knowledge base, difficult if not impossible. Arguing that a critical but often overlooked challenge in studying relations between school administration and student learning is conceptual in nature, I begin by conceptualizing school administration and instruction from what I refer to as a distributed perspective, using theoretical work in distributed and situated cognition, activity theory, and micro sociology. I show how conceptualizing phenomena under study in particular ways shapes how we might frame and hypothesize relations among these phenomena. I contrast a distributed conceptualization with more conventional, individually focused conceptualizations of both phenomena. I then consider the entailments of my conceptualization of the two core phenomena for framing relations between them.

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“…Indiana's narrative is a unique product of her experiences, but the struggles Indiana described were not unique to her classroom or to her school. Research on CPS shows, at that time in the school system's history, many schools in Chicago's most beleaguered neighborhoods operated without essential social supports, and, in these schools, the system delivered a bitter set of challenges to the professionals who chose to serve the city's most vulnerable students (Allensworth, Ponisciak, & Mazzeo, 2009;Sebring, Allensworth, Bryk, Easton, & Luppescu, 2006). I believe some of the most powerful moments in Listening to the Silences are Indiana's reflections on her responsibility for the events that occurred during her first year as a classroom teacher.…”

Section: Afterwordmentioning

confidence: 99%

Listening to the Silences: A Teacher’s First Year in Words and Music

Vanover

2016

Art/Research International

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Listening to the Silences is an ethnodrama -an example of verbatim theatre that evokes a teacher's first year in the Chicago Public Schools (CPS) based on the words voiced during a series of four interviews sessions conducted by the author. The protagonist, Indiana Ingelside, spent her first year in CPS in an African American school in one of Chicago's poorest neighborhoods. The show is intended to help the audience reflect on the beginning teacher's experiences of working in that setting. The script evokes the challenges of teaching within environments shaped by social policies that do not address, and frequently exacerbate, the poverty, racism, and other forms of injustice that shape the lives of children and families of color. The article begins with the complete playscript and then concludes with an afterword that describes what the author learned from developing and producing the show. Photos from the Philadelphia workshops are included. Mikhail Bakhtin (1981, p. 111) Notes on the Script and PerformanceThe playscript presented below was constructed from a verbatim transcription of an interview conducted by the author as part of a larger research study (see Vanover, 2016, in press). All names of people, schools, streets, and neighborhoods were changed to pseudonyms during the transcription process, and all pauses in the interview lasting longer than two seconds were timed and marked. Words have been cut from the transcript to dramatize these data (Saldaña, 2002), but no words have been added. Every word spoken in the script is presented in the ethnodrama in the original order it was voiced.Listening to the Silences is intended to support audience discussion about first year teachers' experiences in schools that serve low income and minority students; brief suggestions for guiding this dialogue may be found in the discussion which follows the script. Following the principles of inquiry theatre, future productions may cut words from the script and may make changes to the music and the staging, but no words may be added to such future works, nor may these performances change the order of the dialogue. THE FACILITATORS are the producers of the piece. At a university or school district performance, THE FACILITATORS might be faculty members with research interests in teacher induction and retention; at a performance put up by a community group, THE FACILITATORS might be neighborhood leaders with an interest in improving local schools. THE FACILITATORS hand out programs to audience members before the piece begins, and they guide the discussion that concludes the work 4 .THE MUSICIANS: Different arrangements of Arvo Pärt's Fratres are played throughout the show by local musicians. School of music students might play in a performance hosted by a university. High school students might play in a performance hosted by a school district. Performances without live musicians might use conductor Rudolf Werthen's Telarc recording of Pärt's Fratres.THE INTERVIEWER is a graduate student working on his/her disserta...

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The Five Essential Supports for School Improvement: Mobilizing the Findings

Cited by 37 publications

References 12 publications

Disabilities Inclusive Education Systems and Policies Guide for Low- and Middle-Income Countries

Disabilities Inclusive Education Systems and Policies Guide for Low- and Middle-Income Countries

Leadership and Learning: Conceptualizing Relations Between School Administrative Practice and Instructional Practice

Listening to the Silences: A Teacher’s First Year in Words and Music

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