Improving School Improvement

PREFACEIn opening this volume, you might be thinking:Is another book on school improvement really needed?Clearly our answer is yes. Our analyses of prevailing school improvement legislation, planning, and literature indicates fundamental deficiencies, especially with respect to enhancing equity of opportunity and closing the achievement gap.Here is what our work uniquely brings to policy and planning tables:(1) An expanded framework for school improvement – We highlight that moving from a two- to a three-component policy and practice framework is essential for closing the opportunity and achievement gaps. (That is, expanding from focusing primarily on instruction and management/government concerns by establishing a third primary component to improve how schools address barriers to learning and teaching.)(2) An emphasis on integrating a deep understanding of motivation – We underscore that concerns about engagement, management of behavior, school climate, equity of opportunity, and student outcomes require an up-to-date grasp of motivation and especially intrinsic motivation.(3) Clarification of the nature and scope of personalized teaching – We define personalization as the process of matching learner motivation and capabilities and stress that it is the learner's perception that determines whether the match is a good one.(4) A reframing of remediation and special education – We formulate these processes as personalized special assistance that is applied in and out of classrooms and practiced in a sequential and hierarchical manner.(5) A prototype for transforming student and learning supports – We provide a framework for a unified, comprehensive, and equitable system designed to address barriers to learning and teaching and re-engage disconnected students and families.(6) A reworking of the leadership structure for whole school improvement --We outline how the operational infrastructure can and must be realigned in keeping with a three component school improvement framework.(7) A systemic approach to enhancing school-community collaboration – We delineate a leadership role for schools in outreaching to communities in order to work on shared concerns through a formal collaborative operational infrastructure that enables weaving together resources to advance the work.(8) An expanded framework for school accountability – We reframe school accountability to ensure a balanced approach that accounts for a shift to a three component school improvement policy.(9) Guidance for substantive, scalable, and sustainable systemic changes –We frame mechanisms and discuss lessons learned related to facilitating fundamental systemic changes and replicating and sustaining them across a district.The frameworks and practices presented are based on our many years of work in schools and from efforts to enhance school-community collaboration. We incorporate insights from various theories and the large body of relevant research and from lessons learned and shared by many school leaders and staff who strive everyday to do their best for children.Our emphasis on new directions in no way is meant to demean current efforts. We know that the demands placed on those working in schools go well beyond what anyone should be asked to do. Given the current working conditions in many schools, our intent is to help make the hard work generate better results. To this end, we highlight new directions and systemic pathways for improving school outcomes.Some of what we propose is difficult to accomplish. Hopefully, the fact that there are schools, districts, and state agencies already trailblazing the way will engender a sense of hope and encouragement to those committed to innovation.It will be obvious that our work owes much to many. We are especially grateful to those who are pioneering major systemic changes across the country. These leaders and so many in the field have generously offered their insights and wisdom. And, of course, we are indebted to hundreds of scholars whose research and writing is a shared treasure. As always, we take this opportunity to thank Perry Nelson and the host of graduate and undergraduate students at UCLA who contribute so much to our work each day, and to the many young people and their families who continue to teach us all.Respectfully submitted for your consideration,Howard Adelman & Linda Taylo

Themes of drawing and digital context: student engagement with theory and practice using the tool of the integrated learning portfolio

This article presents a reflective visual narrative documenting the learning encounters of BA (Hons) Surface Design undergraduates using the Integrated Learning Portfolio (ILP) tool in Year one. Theoretical themes of drawing, digital drawing design practice, and visual design research experientially blended the physical and the virtual learning tools, environments and collaborative culture through this integrated first year route. Parallel theory and practice on specific themes such as ‘drawing lines within the urban landscape’, ‘creating shadow silhouettes’, ‘using the body as a tool for drawing’, and ‘cultivating fortuitous accidents in drawing practice’, created a conceptual space for students to evaluate the future relevance of these drawing experiences within the context of their design programme

Optimizando el potencial del mundo a través de la orientación: historia de la Asociación Internacional de Orientación Educativa y Profesional -AIOEP- en los últimos 50 años

ABSTRACTIAEVG is over 50 years old and it is important to be aware of the history and tradition which led to the formation and focus of our Association. This paper traces the history of IAEVG and draws a short history of its objectives, activities and developments. We hope you will find it both interesting and worthwhile.RESUMENLa Asociación Internacional de Orientación Educativa y Profesional ‑AIOEP‑ celebra el cincuentenario de su creación, es importante conocer la historia y tradición de los que lideraron la formación y los centros de atención de nuestra asociación.Este artículo traza la historia de la IAEVG y recoge brevemente sus objetivos, actividades y evolución. Esperamos que resulten de interés y utilidad para sus lectores.ABSTRACTIAEVG is over 50 years old and it is important to be aware of the history and tradition which led to the formation and focus of our Association.This paper traces the history of IAEVG and draws a short history of its objectives, activities and developments. We hope you will find it both interesting and worthwhile

Faculty Newsletter

Volume 1, Issue 1, Fall 2018 Welcome to Faculty News! - Signature Learning: Internships/Practicums - Meet Your BCTLE Leaders - Taylor Tidbit - Say Hello to Our New Facultyhttps://pillars.taylor.edu/bctle-newsletter/1000/thumbnail.jp

Faculty Newsletter

Volume 2, Issue 1, September 2019 Say Hello to Our New Faculty - Taylor Tidbit - Celebrating Our Colleagueshttps://pillars.taylor.edu/bctle-newsletter/1003/thumbnail.jp

Aspects of Nitrogen Metabolism in Ruminants in Health and Disease

Studies in this thesis investigated various aspects of nitrogen metabolism in ruminant livestock. Nitrogen balance and digestive efficiency studies were conducted in order to obtain indicators of the apparent efficiency of absorption and retention of dietary nitrogen, while studies using radioisotopes provided more detailed information on the metabolism of nitrogen. During the course of the work described here techniques were developed for the continuous intravenous and intraruminal infusion of substances into cattle and sheep respectively. A simplified polythene chute system to facilitate the collection of low dry matter calf faeces was also developed

Faculty Newsletter

Volume 1, Issue 2, Fall 2018 October Skies - Signature Learning: Writing-Intensive Courses - View from the Ground: The Writing Center - Taylor Tidbit - Faculty Best Practiceshttps://pillars.taylor.edu/bctle-newsletter/1001/thumbnail.jp

The Cultivation of Thinking Dispositions in Grades Three and Four

Thinking dispositions are the internal motivation for thinking critically and creatively. Successful critical thinkers use theirs without another person directing them to use the skills. Many individuals, having acquired these skills, fail to use them. Tishman and Perkins suggest that inadequate development of the dispositions necessary to invoke the thinking skills account for the second behavior. In my work as an enrichment specialist, I have found support for this view. In this paper I present a case study of my work with third and fourth grade students, which focuses on developing the attitudes and dispositions needed for successful critical and creative thinking. I begin by describing the conceptual framework of my work, reviewing the literature focusing on the contributions of Shari Tishman, David Perkins, Edward de Bono, Matthew Lipman, and Reuven Feuerstein. Following that, I describe a series of lesson plans presenting problem-solving activities. These activities are samples, from the enrichment program implemented during my year in a Western Massachusetts school system. I conclude by offering a qualitative analysis of the responses of students, parents and teachers

The Affective Domain in Nursing Education: Educators\u27 Perspectives

Affective learning in nursing education continues to be important in the development of professional values. Affective learning is defined as a type of learning that reaches the emotional and belief system of those who facilitate and participate in it and establishes attitudes and professional values. There is limited exploration of affective learning in nursing education. How educators are facilitating learning in this domain is important to future nursing education practice as it transforms to meet new societal and health care demands. The purpose of this study was to explore the meaning, experience and the act of teaching in the affective domain as described by experienced nurse educators. Naturalistic inquiry techniques were used to answer the research question. Fifteen experienced nurse educators were recruited via snowball technique and asked to contribute stories about the affective domain and engage in a conversation about affective learning. Protections of human subjects\u27 protocols were followed. Face-to-face interviews were conducted and data were collected via digital audiotape and field texts. Data were coded and examined with attention to the research relationship utilizing thematic and structural analysis techniques. Naturalistic inquiry trustworthiness was established with evidence in an audit trail. This audit trail included documentation of the research process, transcriptions of the narratives generated, and reflective notes on made during the inquiry. Participants shared experiences with affective learning and a process for learning in the affective domain was described. The richness of the data is anticipated to contribute to the science of nursing education in the development of professional nurses