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2010 - ATE Annual Meeting Pages: unavailable || Words: 989 words || 
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1. Swain Packer, Colleen., Dana, Nancy. and Boynton, Sylvia. "Improving Schools and Enhancing Student Learning through Teacher Leadership: The University of Florida Teacher Leadership for School Improvement Graduate ProgramsImproving Schools through Teacher Leadership: The UF Teacher Leadership for School Improvemen" Paper presented at the annual meeting of the ATE Annual Meeting, Hilton, Chicago, IL, Feb 13, 2010 Online <PDF>. 2018-04-20 <http://citation.allacademic.com/meta/p379849_index.html>
Publication Type: Single Paper Format
Review Method: Peer Reviewed
Abstract: This session shares how a job-embedded, blended advanced graduate program enabled practicing educators to grow as master teachers, teacher leaders, and teacher researchers and make changes in classrooms and schools.

2017 - Comparative and International Education Society CIES Annual Meeting Words: 509 words || 
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2. Arnold, Robert. "Disparities in School Discipline in Shelby County Schools and its Surrounding Suburban Municipal School Districts" Paper presented at the annual meeting of the Comparative and International Education Society CIES Annual Meeting, Sheraton Atlanta Downtown, Atlanta, Georgia, Mar 05, 2017 <Not Available>. 2018-04-20 <http://citation.allacademic.com/meta/p1215893_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This study explores how the use of proactive and reactive discipline strategies, as contained in schools’ student handbook and code of conduct, is related to demographic and school characteristics. The total sample consists of 39 high schools in the Shelby County School District (the most populous urban district in Tennessee) and its surrounding suburban municipal districts. The study attempts to answer the following primary questions: 1) What contents of the student handbook and code of conduct policies are currently in place in Shelby County Schools (SCS) and surrounding high schools to address consistency of discipline policies and practices as well as alternatives to zero tolerance policies? 2) What school-level characteristics are more likely to influence pro-active/preventive responses versus reactive/punitive responses to student discipline? 3) To what extent does the relative size of the black population at the school-level (a proxy for racial threat) predict the use of pro-active/reward responses or punitive/reactive responses to student discipline? The study employs a mixed-study design, integrating quantitative and qualitative data collection and analysis in a single study. Qualitative data is analyzed with the use of content analysis for key words, factors, and items emerging from the data analysis. The coded data are then analyzed descriptive statistics and logistic regression in order to measure the relationship between the categorical dependent variables (i.e., the likelihood of using of proactive and reactive discipline strategies and school level predictors (i.e., percent African American, suspension rates).

The findings of this study represent the complexity and richness of understanding the adoption of school discipline strategies through the lens of racial threat theory and ecological systems. While racial threat theory is able to explain the discriminatory and reactionary practices to student discipline based on race, it cannot account for the relationship between the absence of preventive discipline strategies and the demographic disadvantages common to urban schools. We posit that ecological systems theory provides a good complement and counter-balance to racial threat theory in in terms of explaining why nonpunitive discipline approaches are considered limited, or non-existent, in disadvantaged urban school settings. School districts like SCS, especially located in dense urban areas, is associated with a set of characteristics that can limit employing proactive approaches to school discipline and zero tolerance.
Our findings show that ACT scores, considered a proxy for high school academic effects, is a strong predictor of proactive and preventive discipline strategies. By contrast, there are significant differences in the means of selected school characteristics between schools with preventive security and safety measure and those without, with schools linked to the absence of security/safety measures recording significantly higher means on percent eligible for free/reduced-price lunch, percent African-American and suspension rate, as opposed to schools that adopt security/safety measures. Our results support both the applications of racial threat and ecological systems theory. In particular, the district’s exposure to neighborhood crime and violence matters in that it is directly related to school processes that could cause a cascade of problems detrimental to enforcing school violence prevention programs and other preventive approaches.

2005 - American Sociological Association Pages: 29 pages || Words: 6853 words || 
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3. Resh, Nura. and Benavot, Aaron. "Educational Governance, School Autonomy, and Curriculum Implementation: A Comparative Study of School levels and School Sectors in Israel," Paper presented at the annual meeting of the American Sociological Association, Marriott Hotel, Loews Philadelphia Hotel, Philadelphia, PA, Aug 12, 2005 Online <PDF>. 2018-04-20 <http://citation.allacademic.com/meta/p18746_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Arguing that macro-social and structural factors like, patterns of educational governance, and subjects’ institutional status, influence the actual curriculum implemented by local schools, the present study investigates between-school variation in curricular implementation through a three-dimensional comparison: between two school levels (elementary – JHS), between three major Israeli public sectors (Jewish secular, Jewish religious, and Arab/Druze), and between school subjects of varying institutional status. We compare across- and within-sector and school level differences, in course offerings and subject emphasis (weekly time allocations) in all subject areas.
Opposite to our preliminary hypothesis, greater variation in curriculum implementation was found in elementary school level (compared to JHS), which might be explained by specific structural conditions and school governance policy in Israel. The two other hypotheses were mostly confirmed: greater between-school uniformity in the Arabic, the least autonomous sector, and greater uniformity in implementation of strongly institutionalized subjects,
However, the findings also suggest a much more intricate picture of between-levels, between-sector and between-subject curriculum structures, than had been initially hypothesized: Variation in subject-specific implementation “interact” with school sector, and school level.
Macro-social processes like decentralization increase tendencies towards “loose coupling” and school autonomy, and subsequently heighten the overall diversification of educational knowledge offered by local schools. Processes of educational globalization, which often lead to greater standardization in official curricular structures and the institutionalization of certain school subjects (e.g., mathematics and science), appear to have more complex effects at the local school level.

2006 - American Political Science Association Words: unavailable || 
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4. Roy, Joydeep. "Are Charter Schools Perceived to be Better than Public Schools? Evidence from a New Approach using Private School Enrollment Patterns" Paper presented at the annual meeting of the American Political Science Association, Marriott, Loews Philadelphia, and the Pennsylvania Convention Center, Philadelphia, PA, <Not Available>. 2018-04-20 <http://citation.allacademic.com/meta/p152095_index.html>
Publication Type: Proceeding

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