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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>. 2019-03-25 <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.

2011 - 55th Annual Conference of the Comparative and International Education Society Words: 269 words || 
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2. Elmeski, Mohammed. "Decentralizing school governance: A policy analysis of parent-school partnership in Morocco’s public middle schools." Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, Apr 30, 2011 <Not Available>. 2019-03-25 <http://citation.allacademic.com/meta/p485519_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Building working partnerships is increasingly sought as a sustainable and agency affirming mechanism for national development. In Morocco, more than 30% of the adult population is illiterate. According to the United Nations Human Development Program (2009), 31.1% of Moroccans are still in poverty. Building parent-school partnerships with poor and undereducated parents has been a constant challenge for Morocco at least since the launch of national educational reform in 1999. The purpose of this study is to help surmount this challenge by investigating why parent-school partnerships have not succeeded at the middle school level.
Grounded in Kingdon’s multiple streams model (Kingdon, 1995), this study tests the hypothesis that policies which do not seek political consensus among local interest groups are less likely to succeed during implementation. In this regard, this study investigates (1) the extent to which consensus exists among parents and teachers with regard to defining educational problems and proposing corresponding solutions. (2) the extent to which consensus around problems and solutions impact how parents and teachers see each other as partners. And (3) other factors that influence parent-school partnership in Morocco’s middle schools.
A survey was administered to investigate the existence of consensus between parents and teachers and the extent to which such consensus could explain parent-school partnerships. Preliminary survey findings suggest that neither parents nor teachers have a unified understanding of problems and solutions at the middle schools level. The final results of the survey will be further probed in the focus group interviews scheduled between December 15, 2010 and January 31, 2011. The findings of this study will be available by April 2011.

2011 - Seventh International Congress of Qualitative Inquiry Words: 206 words || 
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3. Good, Tyra. "Transforming School-Community Partnerships Through Critical Engaged Pedagogy: A Study of School Leaders in an After School Program" Paper presented at the annual meeting of the Seventh International Congress of Qualitative Inquiry, University of Illinois at Urbana-Champain Illini Union, Urbana, IL, <Not Available>. 2019-03-25 <http://citation.allacademic.com/meta/p505166_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: After-school programs play a vital role in connecting a solid bridge between schools and communities. These programs help schools move beyond the constraints of the regular school day, thereby enabling schools to embrace the surrounding neighborhood, capitalizing on the resources, assets, and perspectives of organizations and individuals outside the school. According to Heather Weiss, Founder and Director of the Harvard Family Research Project (HFRP), “Professional development for those who work with children and youth is fought with challenges and ripe with opportunity-specifically, the opportunity to increase staff quality, which experts agree is critical to positive experiences for children and youth” (Weiss, 2005, 2006).

The purpose of this developing study will be to investigate the quality and frequency of professional development opportunities that after-school program staff receives, specifically looking at the effects on teaching and classroom behavior management for classroom teachers that also instruct in after-school programs. Using critical engaged pedagogy, this study uses bell hooks’ notions to situate how teachers are involved and transform the learning process in after-school programs. The intent of the study is to contribute to building stronger relationships with students and parents and eventually a stronger partnership with after-school program as the beginning of building a community in the classroom.

2012 - 36th Annual National Council for Black Studies Words: 173 words || 
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4. Lynn, Joe. "Black Leaders Changing Schools: A Qualitative Study of Black School Administrators' Perception of the School Counselors' Role." Paper presented at the annual meeting of the 36th Annual National Council for Black Studies, Sheraton Atlanta Hotel, Atlanta, GA, Mar 07, 2012 <Not Available>. 2019-03-25 <http://citation.allacademic.com/meta/p562209_index.html>
Publication Type: Individual Presentation
Review Method: Peer Reviewed
Abstract: This study utilized a qualitative grounded theory design to evaluate the perceptions about the school counselor role held by thirteen black school administrators employed in a public elementary, middle, or high schools in a Florida School District. The study was designed to build a deeper understanding of how school administrators conceptualized the school counselor role. To evaluate those perceptions, the researcher analyzed data collected from face-to-face interviews. The findings from this qualitative data analysis study revealed that the school administrator’ perceptions of school counselors’ role inclined to support the American School Counseling Association (ASCA) National Model assuming that black school administrators view the duties of the school counselor predominantly as addressing and assessing a student’s academic and behavioral needs, utilizing data to assess needs, and being incorporated in the leadership team at the school. Moreover, the results of this study has (1) suggested unambiguous direction to school counselors in their selection of individual professional development goals and (2) produced substantive opinions for cultivating the design of school counselor preparation programs.

2013 - ASC Annual Meeting Words: 122 words || 
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5. Lee, Seunghyun. "A Study on the Different Level of School Violence between the Vocational High School Students and the General High School Students" Paper presented at the annual meeting of the ASC Annual Meeting, Palmer House Hilton, Chicago, IL, Nov 14, 2013 <Not Available>. 2019-03-25 <http://citation.allacademic.com/meta/p666353_index.html>
Publication Type: Individual Paper
Review Method: Peer Reviewed
Abstract: This study attempts to examine the different characteristics between the vocational high school students and the general high school students by focusing on the prevalence of school bullying in South Korea. The hypothesis of this study is that the vocational high school students are more likely to commit school violence than the general high school students. The survey was conducted by the support of the Ministry of Education from the end of May, 2012 for about 15 days. The number of the sample in this study is 1,025. Specifically, the number of general high school students is 625 and the number of vocational high school students is 400.
As a statistical analysis, independent t·test and OLS regression.
further policy implication will be discussed.

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