It Takes Leadership to Build a Village: A Portrait of a Public School Community That Is Closing the Achievement Gap

This case study explored a high-achieving elementary school on Chicago’s far South Side that fosters academic success for its African American students who come from predominately low-income homes. Tyler School serves a demographic group that historically underperforms. Yet multiple measures of evaluating student achievement indicate that Tyler is an exceptional school. The research question driving this study is this: How does the school’s administrative team at Tyler School create conditions that support student achievement? Secondary questions explore the school\u27s climate, teachers\u27 qualifications, curriculum, and the other factors that contribute to student success. Interviews with administrators, teachers, and parents, as well as observations of staff meetings served as the primary methods of inquiry. A review of the school’s improvement plan and School Report Card supplemented the data collection. Research revealed that under the administrators\u27 leadership, Tyler School features these inter-related conditions that support success: a warm, positive, inclusive, and optimistic culture where relationships between administrators, teachers, parents, and students thrive; highly qualified teachers; and a rigorous curriculum. Through the administrators’ resourcefulness and perseverance, some structural features at Tyler are comparable to those at schools serving affluent Caucasian students. Curricular materials and technological resources are up-to-date. The results of this dissertation, that a complex matrix of inter-related iv supports underscores student achievement at a high-performing school serving low-income African American students reinforces the findings of the Effective Schools Movement and other research on demographically similar high-achieving schools. Contributing to this body of research is essential since national accountability-based education reform efforts have proven unsuccessful in closing the achievement gap. Documenting how schools such as Tyler operate, and disseminating that data, will support dedicated administrators and educators at low-income, low-performing schools to transform their schools by implementing best practices from real-life school success stories

Research and Technology Objectives and Plans Summary (RTOPS)

The NASA Research and Technology program for FY 1978 is represented by this compilation of the 'Summary' portions of each of the Research and Technology Objectives and Plans (RTOPS). The RTOP Summary is designed to facilitate communication and coordination among concerned technical personnel in government, in industry, and in universities. The first section contains citations and abstracts of the RTOPs. Following this section are four indexes: Subject, Technical Monitor, Responsible NASA Organization, and RTOP Number

A Longitudinal Analysis: Interpreting PBIS SAS Results and Disciplinary Patterns in a Middle Georgia School District

This study examined the relationship between staff perceptions of Positive Behavioral Interventions and Supports (PBIS) and Office Discipline Referrals (ODR) across elementary, middle, and high schools in a middle Georgia school district over a three-year period (2019-2022). PBIS is a research-based framework that aims to improve school-discipline procedures, effectively reduce ODR, and enhance school climate. The study focused on the Self-Assessment Survey (SAS) data and ODRs to determine whether staff perceptions of PBIS impacted student behavior management across all levels of the district. Using causal-comparative and correlational research designs, the study analyzed staff perceptions obtained through the SAS survey instrument and compared the data to disciplinary trends from 2019 to 2022. The study added to the existing literature on PBIS by longitudinally investigating the influence of staff perceptions on ODR at different school levels. Findings from the study provide valuable insights for school leaders and teachers seeking to improve school climate and student outcomes using the PBIS framework. Understanding the factors contributing to the successful implementation of PBIS with fidelity at different school levels and over time informed more effective PBIS implementation strategies, which could be tailored according to each school level\u27s unique contextual factors

The environment for good practice in art education in Malaysia

This investigation of the environment for good practice in Art Education in Malaysia looked at how far the implementation of the new Art Education curriculum in secondary schools had succeeded in broadening students' and professionals' perception of the importance of art in . education and the factors which enable good practice to exist in Art Education. A minority of schools were found to be examples of good practice and they were looked at in detail as case studies. Secondary school students, teachers, principals, curriculum planners, lecturers, artists, designers and policy makers were involved in interviews and questionnaires. Five schools with different approaches were involved as case studies. Direct and indirect questions, observation and asking a third party were used in order to find out what students, teachers and principals say they do in relationship to what they actually do. This research found that a change in the art curriculum in schools was not successful in broadening students', teachers', principals' and decision makers' understanding of the value of art in education. Only a few schools succeeded in implementing art displaying good practice. These schools succeeded in showing that learning art increased students' perception of aesthetic values, sensitivity to the environment and enabled them to use the benefits and creativity of art in their everyday life. Learning art opened up an opportunity in their future careers and future education in art and design. The combination of good implementers (art teachers and principals) and a good infrastructure were found to be major factors in implementing good practice in Art Education. The interest, enthusiasm and success in integrating learning art in the classroom and the world of art outside contribute to the factors which enable good practice to exist in Art Education. The outcomes of this research will contribute to the policies of art planners and art implementers and to a model for the future development of Art Education in Malaysia.Institute Teknologi MARA (ITM

Bronx Community College of the City University of New York Catalog 1990-92 Gateway to Success

Course catalog for Bronx Community College for 1990-92

Proceedings of the tenth international conference Models in developing mathematics education: September 11 - 17, 2009, Dresden, Saxony, Germany

This volume contains the papers presented at the International Conference on “Models in Developing Mathematics Education” held from September 11-17, 2009 at The University of Applied Sciences, Dresden, Germany. The Conference was organized jointly by The University of Applied Sciences and The Mathematics Education into the 21st Century Project - a non-commercial international educational project founded in 1986. The Mathematics Education into the 21st Century Project is dedicated to the improvement of mathematics education world-wide through the publication and dissemination of innovative ideas. Many prominent mathematics educators have supported and contributed to the project, including the late Hans Freudental, Andrejs Dunkels and Hilary Shuard, as well as Bruce Meserve and Marilyn Suydam, Alan Osborne and Margaret Kasten, Mogens Niss, Tibor Nemetz, Ubi D’Ambrosio, Brian Wilson, Tatsuro Miwa, Henry Pollack, Werner Blum, Roberto Baldino, Waclaw Zawadowski, and many others throughout the world. Information on our project and its future work can be found on Our Project Home Page http://math.unipa.it/~grim/21project.htm It has been our pleasure to edit all of the papers for these Proceedings. Not all papers are about research in mathematics education, a number of them report on innovative experiences in the classroom and on new technology. We believe that “mathematics education” is fundamentally a “practicum” and in order to be “successful” all new materials, new ideas and new research must be tested and implemented in the classroom, the real “chalk face” of our discipline, and of our profession as mathematics educators. These Proceedings begin with a Plenary Paper and then the contributions of the Principal Authors in alphabetical name order. We sincerely thank all of the contributors for their time and creative effort. It is clear from the variety and quality of the papers that the conference has attracted many innovative mathematics educators from around the world. These Proceedings will therefore be useful in reviewing past work and looking ahead to the future

Human Capital and Value Adding in Public Sector: A Performative Case Study in a Higher Education Institution

Nature/significance: Most Intellectual Capital Accounting Research (ICAR) is primarily quantitative (ostensive) which have not addressed sufficiently the issue of the recognition of human capital (HC) in accounting. This thesis investigates HC practice in the Open University Indonesia (OUI) in developing HC, creating value of HC for OUI and delivering values for OUI’s stakeholders. Design/methodology: The existing theory of HC in ICAR and the practice of HC in public sector motivate this thesis and raise three research questions: 1) What are the elements of HC embedded in HC practice in OUI? 2) How does HC create value for OUI regarding the contribution of HC to the strategic direction and the management of OUI? 3) How does HC contribute to delivering OUI’s proposed set of values for its students? To answer the research questions the analysis of the thesis is divided into three main streams of performative approach to HC: 1) the conceptualisation of HC, 2) the value creation of HC, and 3) the proposition of HC. Findings: The thesis generates three major findings. First, HC is conceptualised by the introduction of personal value (ODL capabilities), social value (teamwork and leadership) and organisational value (flexibility, access and organisational culture) that integrated into HC. Second, the value creation process of HC is a continuous process whereby OUI’s stakeholders add value to each other and keep these values (personal value, social value and organisational value) in equilibrium. Thirdly, HC delivers the proposed set of values to students by aggregating activities-resources-capabilities of HC in value-adding processes. Research limitations/contributions: The thesis has limitations related to performative case study and data collection, however, the thesis has provided strong evidence about the practices of public sector organisations such as universities and can provide reliable information to a broader field of research. The contribution of this thesis for OUI is reconceptualisation of HC as transformation agent related to its processes (open university business model), control (monitoring and evaluation system) and performance (performance and rewards system). Originality/value: This thesis is the first performative case study of HC in ICAR in the public sector using the theoretical frameworks of strategic management. This thesis enhances the extant literature on methodology in HC research and derives practical implications for practitioners in universities, especially in ODL context. Keywords: Performative approach; performative case study; intellectual capital accounting research; public sector; open and distance learning; university

Multimetal smithing : An urban craft in rural settings?

Multimetal smithing should be defined as the use of more than one metal and/or different metalworking techniques within thesame crafts-milieu. This complex metalworking has long been linked to centrality, central places and urbanity in Scandinavia.It has been extensively argued that fine casting and smithing, as well as manufacture utilizing precious metals was exclusivelyundertaken within early urban settings or the “central places” pre-dating these. Furthermore, the presence of complex metalcraftsmanship has been used as a driving indicator of the political, social and economic superiority of certain sites, therebyenhancing their identity as “centralities”.Recent research has come to challenge the universality of this link between urbanity, centrality and complex metalworkingas sites in rural settings with evidence of multimetal smithing are being identified. This shows that the relationship between thecraft and centrality (urbanity) must be nuanced and that perhaps multimetal craftsmanship should be reconsidered as an urbanindicator.The thesis project “From Crucible and onto Anvil” started in 2015 and focuses on sites housing remains of multimetalcraftsmanship dating primarily from 500-1000 AD. Within the project a comprehensive survey of sites will be used to evaluate thepresence of multimetal craftsmanship in the landscape. Sites in selected target areas will also be subject to intra-site analysisfocusing on workshop organisation, production output, metalworking techniques and chronological variances.A key aim in the project is to elucidate the conceptual aspects of complex metalworking. The term multimetality is used toanalytically frame all the societal and economic aspects of multimetal craftsmanship. Through this inclusive perspective both thecraftsmanship and the metalworkers behind it are positioned within the overall socioeconomic framework. The metalworkers,their skills and competences as well as the products of their labour are viewed as dynamic actors in the landscape and on thearenas of political economy of the Late Iron Age.The survey has already revealed interesting aspects concerning multimetal smithing and urbanity. Although the multimetalsites do cluster against areas of early urban development there are also other patterns emerging. Multimetal craftsmanship – both as practice and concept – was well represented in both rural peripheral settings and urban crafts-milieus. This means that therole of multimetality as part of an “urban conceptual package” is crucial to investigate. Such an approach will have the dual endsof properly understanding the craft and its societal implications, but also further the knowledge of the phenomenon of urbanityas a whole. Was multimetal smithing part of an “urban package” that spread into the rural landscape? Did the multimetality differbetween urban and rural crafts-milieus? How does early urbanity relate to the chronology of multimetal craftsmanship?This paper aims to counter these questions using examples from the survey of multimetal sites conducted within the thesisproject. A comparison between selected sites will be presented. The purpose of this is to evaluate the role of multimetality withinthe “urban package” and discuss the role of complex metalworking in the establishment of urban arenas of interaction in LateIron Age Scandinavia