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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>. 2018-12-12 <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>. 2018-12-12 <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Publication Type: Conference Paper/Unpublished Manuscript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.

2018 - Comparative and International Education Society Conference Words: 536 words || 
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3. Usman, Lantana. "Re-schooling Boko Haram Chibok school girls escapees in US Christian secondary schools: A case study of North-South collaboration" Paper presented at the annual meeting of the Comparative and International Education Society Conference, Hilton Mexico City Reforma Hotel, Mexico City, Mexico, Mar 25, 2018 <Not Available>. 2018-12-12 <http://citation.allacademic.com/meta/p1344794_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Boko Haram’s social philosophy reveals a commitment to Islamic fundamentalism, whose principles govern their way of life as a minority Islamic religious community in Nigeria and the world. The role of women and girls in Boko Haram social culture is very narrow, as they perceive and place the female gender to be subservient in all strata of their society. This defines their religious purpose of kidnapping 276 school girls, out of which 98% are Christian girls from Chibok secondary school of north eastern Nigeria in 2014. The act of the terrorist group shocked the entire world, with US, Canada and other European nations rendering support to the Nigerian government and civic societies as NGOs for the liberation of the girls from captivity of the sect. Particularly, some US Christian societies and philanthropists provided educational support and opportunities to 12 girls that escaped Boko Haram captivity.
Research Methods: An educational qualitative research (EQR) orientation, and narrative research design was used to explore the social and academic learning experiences, and cultural adaptation of the girls in US Christian academy secondary schools. Soft qualitative data was collected through oral telephone interviews (OTIs), while data analysis engaged transcription, coding, and theme generation using NVivo 8.0 qualitative software (Creswell, 2015).Ethical issues were observed by obtaining consent from the girls and their locoparentis and mentor in the US.
Theoretical Framework: The report of this study adopts social learning theory (SLT) of observational learning by imitation by Bandura (1977; 1986) and multicultural theories of education on acculturation/assimilation in learning by Banks et al (2016; 2014) to expound the learning experiences of the girls in public schools prior to their kidnap, and in comparison to their current learning experiences in exclusive Christian schools in US, as well as cultural shock and adjustment mechanisms in the US.
Findings: Major findings revealed that the girls are not only academically successful in their current schools, but have adopted a sophisticated English language acculturation to facilitate their study skills for a lifelong skills. In addition, the girls have embraced religious education as part of their moral development, and using religion/morality as a coping mechanism of their past trauma experiences. The girls experienced culture shock in all ramifications, but utilized school based counseling services, teacher and peer mentorship, and spirituality as coping mechanism and for social adjustment.
Relevance of the topic: The topic is relevant to various disciplines, specifically gender and women studies and education, north-south dichotomies/collaboration, and education and conflict and emergencies, and peace education. The topic and indeed the paper will add to the gap on literature as well as incite further research about the kidnapped school girls and their re-schooling in the US and in Africa.

References
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Inc.
Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
Banks, J., Suárez-Oronzco, M., Ben-Peretz, M. (2016). Global migration, diversity, and civic education: Improving policy and practice. New York, NY: Teachers College Press.
Banks, J. (2014). Cultural Diversity and Education: Foundations, Curriculum, and Teaching (6th ed.). New York, NY: Routledge.
Creswell, J. C. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. (5th ed.). Boston, MA: Pearson

2018 - Comparative and International Education Society Conference Words: 383 words || 
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4. Draisin, Natalie. "Star rating for schools: Mapping roads around schools by the School Communities IRAP" Paper presented at the annual meeting of the Comparative and International Education Society Conference, Hilton Mexico City Reforma Hotel, Mexico City, Mexico, <Not Available>. 2018-12-12 <http://citation.allacademic.com/meta/p1353219_index.html>
Publication Type: Panel Paper
Abstract: The International Road Assessment Programme (iRAP) is a registered charity dedicated to preventing the more than 3,500 road deaths that occur every day worldwide. At the heart of iRAP is a spirit of cooperation. We provide tools and training to help automobile associations, governments, funding agencies, research institutes and other non-government organisations in more than 70 countries make roads safe. Our activities include: inspecting high-risk roads and developing Star Ratings, Safer Roads Investment Plans and Risk Maps; providing training, technology and support that will build and sustain national, regional and local capability; tracking road safety performance so that funding agencies can assess the benefits of their investments.Star Ratings are based on road inspection data and provide a simple and objective measure of the level of safety which is ‘built-in’ to the road for vehicle occupants, motorcyclists, bicyclists and pedestrians. Five-star roads are the safest while one-star roads are the least safe. Importantly, Star Ratings can be completed without reference to detailed crash data, which is often unavailable in low-income and middle-income countries. But every day children are dying or being seriously injured in road crashes as they get to and from their place of education. Sometimes they are killed just yards from the school entrance. We can’t allow these tragedies to continue. Each death and each injury violates a child’s right to an education. This is why Star Rating for Schools Global App has been developed. It’s the first ever systematic evidence-based approach for analysing the risk in roads around schools. This easy-to-use universal application is a low-cost way to support quick interventions that start saving lives and preventing serious injuries from day one. Our vision is of a world where all children travel safely to and from school. In the coming months we will be sharing the stages of our journey towards realising this vision.
This program will be testing over the next 6 months to see that schools and their communities are able to collect the data necessary to map risks for children’s journey to school and take action with the data provided. The data will also be aggregated to share with government and appropriate ministries to address potential risks that require longer term policies. We plan to have results by CIES March 2018 to share.

2005 - American Sociological Association Pages: 29 pages || Words: 6853 words || 
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5. 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>. 2018-12-12 <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.

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