The Role of the Doctoral Consortium: An Information Systems Signature Pedagogy?

The doctoral consortium is a well-established, widely endorsed event in the information systems (IS) discipline that occurs adjunct to mainstream IS conferences (e.g., ICIS, ECIS, PACIS, AMCIS). Anecdotal evidence suggests that PhD students’ experience of these events is almost universally positive; some have referred to the events as “life changing” or “magical”. Further, both participating students and scholars strongly perceive the events’ value. To extend the experience to more PhD students, doctoral consortia are more recently being run locally and unaffiliated with any conference. By reviewing the literature and historical documents and conducting a series of interviews and email exchanges with past conference co-chairs, we explore the merits of IS doctoral consortia (consortia). We position the IS doctoral consortium as distinct from forms of doctoral student development in other disciplines, a veritable “signature pedagogy” for IS. In examining the practices and motivations underlying doctoral consortia, we explain related phenomena to improving future consortia. In addition, by appending much historical detail, we add to the IS discipline’s organizational memory

Hard Times and an Uncertain Future: Issues that Confront the Field of Emotional/Behavioral Disorders

In this article, I examine challenges to better preparing teachers of students with emotional/behavioral disorders (E/BD). Foremost among these challenges is the lack of agreement regarding a conceptual framework upon which to build quality prevention/intervention practices; instead, various authorities advocate disparate approaches, not all of which have empirical support. I assert that unresolved issues surrounding translating scientific research into classroom practice further hinder efforts to apply the most efficacious intervention options, as does our failure to exert control over the infrastructure of public education and the context in which we serve students with E/BD. Finally, I offer some modest proposals for removing obstacles to better preparing those who serve students with E/BD. Reprinted by permission of the publisher

A Mixed Methods Study of the Causes of Chronic Absenteeism in a Large, Urban High School

Failing to graduate from high school can be related to problems during adulthood, individually for students who drop out and collectively on communities and the nation as a whole (Balfanz & Byrnes, 2012; Balfanz, Herzog, & MacIver, 2007; Orfield, 2004; Providence Public, 2012). Two factors, attendance and self-efficacy, have been linked to academic achievement and graduation rates and were the focus of this study. Recent studies suggest a strong relationship between students’ attendance rates and graduation rates. A study of 9th graders in Chicago found that students with satisfactory attendance graduate at a higher rate than those with chronic absenteeism. Many interventions aimed at decreasing student absenteeism fail to address the needs of students who are chronically absent as they do not consider the role of student selfefficacy and the stated reasons why students miss school. The purpose of this mixed methods research study was to determine if a relationship exists between academic self-efficacy and rates of absenteeism and also to determine what students report as the causes of their absenteeism. An academic self-efficacy scale was administered to 9th grade students (N=99) to determine if a relationship exists between academic self-efficacy and rates of absenteeism. Focus groups were conducted with 9th grade students (N=17) who were chronically absent during the first half of the 2014-2015 school year in order to identify the reasons that high school students report they are chronically absent. Two of the student survey items were found to be significantly correlated with rates of absenteeism. The concept of persistence (r=.183, r 2=.03, p=.040, small/medium effect size) and meeting the expectations of others (r=.220, r 2=.05, p=.019, small/medium effect size) were positively related to higher absentee rates. No significant correlations were found for any of the dimensions or remaining items on the survey. The focus group findings indicated that students understand the connection between attending school and future success and that lack of parental encouragement, teacher support and follow-up and disengaging classes cause students to miss school. Results of the current study will help school, district and national educational leaders develop appropriate interventions to reduce student chronic absenteeis

Perspectives of Suburban Public School Teachers on the Characteristics of Students At-Risk for Dropping out of School

This study focuses on a major problem facing today’s educators: high school dropouts. Numerous studies have been conducted to identify the reasons that students drop out of school and programs that may address the needs of students at-risk for dropping out of school. Literature in this area was reviewed to identify what can be learned from these studies. Research questions addressed differences in teacher perspectives of the characteristics of elementary, middle, and high school struggling students. Differences in teachers’ perspectives based on tenure and type of teaching assignment were examined. A sequential, mixed methods approach was taken. The researchers began with a quantitative survey of 108 teachers, followed by focus groups with 12 elementary and secondary teachers. The research was conducted in two suburban school districts. The analysis indicated that characteristics of at-risk students fall into four dimensions: Family Involvement, Behavior, Achievement, and Family Background. Significant differences were found for Achievement with secondary teachers reporting higher mean scores than elementary teachers. Additionally, significant differences were identified for elementary classroom teachers in regards to Achievement. Elementary classroom teachers reported higher mean scores than elementary non-classroom teachers for this dimension. The data gained from the study can be used to inform decisions regarding the identification of at-risk students. It also provides information related to support services aimed at assisting struggling students. Determining if differences in perspectives exist among the levels of teachers can be beneficial in identifying students before they become at-risk for dropping out of school. This study benefits students, parents, teachers, school administrators, central office administrators, and school committee members as these stakeholders look to address the dropout problem that plagues high schools across the nation

Closing the Gap Between Technological and Best Practice Innovations: TPACK and DI

Implementing differentiated instruction with the fast changing landscape of technology is a complex process (Fullan, 2014; Tomlinson; 2014) and requires widespread diffusion of multiple innovations by educators (Meyer, 2004). However, most U.S. classrooms remain stagnant in their attempts to successfully incorporate innovative pedagogies (Darling-Hammond, 2010; November, 2014; Prensky, 2010; Robinson, 2011). Thus Fullan (2014) reported, “The time is right to bring together knowledge of systems change, new pedagogies and technologies that allow change to scale through diffusion” (p. 13). To understand this problem, this pragmatic, mixed-methods study (Creswell, 2009) collected data through the following condensed research questions: What are the relationships between educators’ TPACK and DI self-efficacy and the following demographics: grade level, years of teaching, adopter category, device-student ratio, professional development hours in technology or DI, class size, certification(s), and educational background? How do teachers describe their use of technology to differentiate instruction? A questionnaire with open-ended questions provided quantitative and qualitative data (N=72). Of the respondents, 22% were categorized as innovators and 32% as early adopters-considered teacher leaders. Even though both groups demonstrated more confidence with DI-T than later adopter categories, neither showed significantly stronger TPACK. However, Grade 8-12 teachers demonstrated significantly higher TPACK and self-efficacy to DI than pre-kindergarten to grade 4 teachers. Qualitative themes confirmed the problem. Educators demonstrated misconceptions of TPACK and self-efficacy to DI, and these innovative practices were not successfully being diffused. Thus, recommendations identified specific professional development needs, and for educational systems to create communication channels to more rapidly diffuse innovational pedagogies

Crisis Preparedness: Do School Administrators and First Responders Feel Ready to Act?

This study explored the perceptions of school principals in regards to school crisis preparedness planning and training using survey data. ANOVAs indicated that elementary schools reported greater external security measures than high schools (F = 3.17, p = .049); high schools reported greater internal security measures (F = 11.06, p = .001) and drills with first responders than elementary and middle schools (F = 6.09, p = .004). Implications for educators regarding a relationship between the perceptions of preparedness to respond to a school crisis that requires a coordinated, multi-agency effort, and the collaborative training between school districts and their first responders were discussed

Characteristics of At-Risk Students

This study focused on a major problem facing today’s educators: high school dropouts. Research questions addressed differences in teacher perspectives of the characteristics of struggling students. Differences in teachers’ perspectives based on teaching level (elementary & secondary) were examined. The researcher conducted focus groups with a total of 12 teachers. The research was conducted in two suburban districts. Focus group questions were designed following a survey administered to 108 suburban public school teachers. The survey responses reported previously identified four dimensions of characteristics of at-risk students: behavior, achievement, family involvement, and family background. The data from the focus groups can be used to inform decisions regarding the identification and support of at-risk students

Effects of implementing school-wide positive behavioral intervention and supports in an alternative school setting

One correctional alternative to punitive consequences is School Wide Positive Behavioral Intervention and Supports. The program’s effects on behavior, achievement, and social behavior of students in a juvenile corrections facility were examined. There was a significant difference in the number of problem behavioral referrals between the pre (n = 130, M = 4.28) and post periods (n = 98, M = 3.23, p =.05, d=.27, small effect size). Themes from a focus group of school personnel (N=6): an improvement of classroom management skills by teachers, inconsistent application of positive behavioral supports, and a lack of administration support for the program

Expectations for Career and Social Support by Mentors and Mentees Participating in Formal Elementary and Secondary School Mentoring Programs

Teacher shortages are a nationwide concern, attributable primarily to high attrition rates among new teachers (Ingersoll, 2003; Ingersoll & Kralik, 2004; Ingersol & Smith, 2004). Ingersoll and Kralik (2004) claimed that an estimated 50% of new teachers left the profession within their first 5 years. Reasons for leaving include: isolating and non-supportive teaching environments, poor working conditions and overwhelming teaching assignments (Alliance for Excellent Education, 2005). To support beginning teachers, Rhode Island passed legislation requiring districts to develop a mentoring process (Law 16-7.1-2 Accountability for Student Performance). One variable measuring mentoring success is how closely participants’ expectations for the relationship were met (Young & Perrewé, 2000). This research looked at mentoring expectations in the context of Rhode Island’s experience. The research questions were 1) What are participants’ principal expectations for their relationship? 2) Are expectations similar between them? 3) What is the relationship between participants’ level of satisfaction and roles, district classification, grade level taught, frequency of district-sponsored meetings, and perception of matched expectations? A concurrent mixed method model was employed and data were collected using a questionnaire. The sample consisted of N = 153 participants. Descriptive statistics, t tests and an ANOVA were used to analyze item responses probing expectations for Career and Social support. Mentees (M=3.96) had significantly higher agreement scores than mentors (M=3.66) for “mentees should accept/request challenging projects to enhance skills (t=-2.89,