The Quality of Public Education in Boston: An Assessment and Some Recommendations

Motivation, self-esteem, achievement and the development of tolerance and acceptance of others -- these are the goals that most, like Crain, et al., have come to accept as legitimate objectives of public schooling. Yet, there is substantial opinion that the public schools of Boston have been unable to achieve standards in these areas that are acceptable to the public, the students who occupy the schools, and the professionals who run them. For example, a recent survey of Boston residents\u27 attitudes toward the schools indicates that approximately 3/4 of all respondents -- irrespective of race, or whether there were any school age children in the house -- believed the quality of the schools to be fair or poor. In addition, a substantial majority of both black and white parents believe that the schools are getting worse, rather than better. In this paper, a brief review of the past and present status of the Boston schools, based on existing, accessible empirical evidence, will be presented, to determine the degree to which the overwhelmingly negative opinions about the schools are supported. In addition, studies and research that bear upon strategies for improving the educational system will be discussed. A few words should be said about the assumptions under which this review is organized. First, this paper is limited to a discussion of public elementary and secondary education. Second, the review of both the current status of the schools and potential strategies for improving them will be limited to: (1) areas in which there is some reason to expect that involving concerned public interest groups such as the Boston Committee would be useful, and (2) where there is some potential for implementing relatively short-term programs or activities. In sum, the definition of problems and remedies will focus on improving the current system, rather than designing a substantially new one

The Potential of Positive Leadership for School Improvement

In this paper, we undertake four formative assignments: (1) We introduce the idea of positive school leadership (PSL) based largely on theory and research conducted outside the educational sector and introduce four orientations that anchor PSL; (2) we develop ideas about how asset-grounded concepts of leadership can be incorporated into schooling; (3) we examine how concepts underlying PSL may affect schools, classrooms, teachers, and students; and (4) using narrative research and grounded theory we introduce an overview of empirical evidence linking PSL and valued outcomes. We conclude by discussing the significance of PSL for organizational theory and leadership preparation and professional development

Making Sense of Distributed Leadership: How Secondary School Educators Look at Job Redesign

This paper examines how teachers and administrators who were involved in a multi-year effort to engage in distributed leadership interpreted their experiences. We lay out and apply an argument for using an interpretive perspective to study distributed leadership.Collective sensemaking around distributed leadership is illustrated by an in-depth analysis of a single high school. The school was part of a larger study of six schools, and was selected to illustrate sensemaking over time in a large, complex school. There were three years of on-site interviews, observations and document analysis. We found that distributed leadership is a potential “disruption” to traditional patterns of leadership, work performance and influence in high schools. One-quarter of the school’s faculty engaged with the “disruption” but all had a chance to process the change. The end result was that many became sense-givers and kept the momentum for teacher leadership going during significant personnel turnover among faculty and administration. The success of the efforts to create more broadly distributed leadership was facilitated by its integration into an existing improvement initiative

Formative interventions and practice-development: A methodological perspective on teacher rounds

Highlights • We examine Rounds in education from a methodological perspective. • In doing so, we class Rounds as a formative intervention and compare it to another means of formative intervention—Developmental Work Research. • We raise three methodological issues about both types of formative intervention: the role of theory; the relationship between the individual and the collective; and the meaning of collaboration

Effects of Music on Physiological Response

For this study the heart rates of twenty-two members of a college-level music appreciation class were recorded while students listened to the first movement of Beethoven's fifth symphony. The measurements were taken at three different times over a six-week period before, during, and after experimental treatment. Experimental treatment consisted of either audiotutorial tapes or repetitive listening sessions devised for specific musical-ability groups. The same test music was used throughout the entire study to determine the effects of learning and repetitive exposure on heart rate response. A control group had no further exposure to the test music during the study. Stable segments of the test music provoked tachycardia (elevated heart rate) in the subjects, while alternating segments produced bradycardia (lowered heart rate). Heart rate response to music was found to be linked with the presence or absence of learning.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

University-industry relationships and open innovation: Towards a research agenda

Accepted versio

What Stimulates Researchers to Make Their Research Usable? Towards an Openness Approach

Ambiguity surrounding the effect of external engagement on academic research has raised questions about what motivates researchers to collaborate with third parties. We argue that what matters for society is research that can be absorbed by users. We define openness as a willingness by researchers to make research more usable by external partners by responding to external influences in their own research practices. We ask what kinds of characteristics define those researchers who are more open to creating usable knowledge. Our empirical study analyses a sample of 1583 researchers working at the Spanish Council for Scientific Research (CSIC). Results demonstrate that it is personal factors (academic identity and past experience) that determine which researchers have open behaviours. The paper concludes that policies to encourage external engagement should focus on experiences which legitimate and validate knowledge produced through user encounters, both at the academic formation career stage as well as through providing ongoing opportunities to engage with third parties.The data used for this study comes from the IMPACTO project funded by the Spanish Council for Scientific Research - CSIC (Ref. 200410E639). The work also benefited from a mobility grant awarded by Eu-Spri Forum to Julia Olmos Penuela & Paul Benneworth for her visiting research to the Center of Higher Education Policy Studies. Finally, Julia Olmos Penuela also benefited from a post-doctoral grant funded by the Generalitat Valenciana (APOSTD-2014-A-006).Olmos-Peñuela, J.; Benneworth, P.; Castro-Martínez, E. (2015). What Stimulates Researchers to Make Their Research Usable? Towards an Openness Approach. 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Louis, Karen Seashore, Knowledge Producers and Policymakers: Kissing Kin or Squabbling Siblings? pp. 219-238 in Nina Bascia, Alister Cumming, Amanda Datgrow, Kenneth Leithwood, and David Livingstone, eds., International Handbook of Educational Policy, Part One. Dordrecht: Springer, 2005.

Discusses issues arising between researchers and policymakers regarding knowledge use