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Can Socially Just Practices be Measured? An Examination of a Transformative Survey Study

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Abstract:

In paper three, the author examines the results of a recent study he conducted in which survey results about elementary school principals’ and teachers’ attitudes about social justice were linked to measures of student achievement in their schools and classrooms. The study represents an attempt to respond to both recent concerns about leadership for social justice and the recent emphasis on measurement and accountability.
The study produced some interesting—and unexpected—findings. In both the paper and the presentation during the session, the author will highlight findings that seem at least somewhat counterintuitive. He also will discuss the limitations of his quantitative data set for interpreting and making sense of these rather odd results and ask what else might have been done—and what other sorts of data could be collected in future studies of the relationship between social justice attitudes and student achievement—to facilitate the interpretation process.
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Association:
Name: UCEA Annual Convention
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http://www.ucea.org


Citation:
URL: http://citation.allacademic.com/meta/p378394_index.html
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MLA Citation:

Kose, Brad. "Can Socially Just Practices be Measured? An Examination of a Transformative Survey Study" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p378394_index.html>

APA Citation:

Kose, B. W. "Can Socially Just Practices be Measured? An Examination of a Transformative Survey Study" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California <Not Available>. 2014-11-28 from http://citation.allacademic.com/meta/p378394_index.html

Publication Type: Symposium Paper
Abstract: In paper three, the author examines the results of a recent study he conducted in which survey results about elementary school principals’ and teachers’ attitudes about social justice were linked to measures of student achievement in their schools and classrooms. The study represents an attempt to respond to both recent concerns about leadership for social justice and the recent emphasis on measurement and accountability.
The study produced some interesting—and unexpected—findings. In both the paper and the presentation during the session, the author will highlight findings that seem at least somewhat counterintuitive. He also will discuss the limitations of his quantitative data set for interpreting and making sense of these rather odd results and ask what else might have been done—and what other sorts of data could be collected in future studies of the relationship between social justice attitudes and student achievement—to facilitate the interpretation process.


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Measuring Social Media Credibility: A Study on a Measure of Blog Credibility


 
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