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2010 - ATE Annual Meeting Pages: unavailable || Words: 989 words || 
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>. 2018-10-15 <>
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.

2018 - ACJS 55th Annual Meeting Words: 100 words || 
2. Seo, Chunghyeon. and Kim, Bitna. "The Effect of School’s Characteristics, Securities, and Involvement on School Violence by School Locations" Paper presented at the annual meeting of the ACJS 55th Annual Meeting, Hilton New Orleans Riverside, New Orleans, LA, Feb 13, 2018 <Not Available>. 2018-10-15 <>
Publication Type: Research Showcase
Review Method: Peer Reviewed
Abstract: Schools have adopted many policies and practices to control violent crimes at schools and make schools safer. Most research has focused on testing the effect of schools’ policies or practices on violent crimes in urban areas due to some stereotypes of rural communities and schools, but research finds that many rural communities have similar or even higher rates of violent crimes compared to urban areas. The purpose of this study is to test the relationship between factors that affect school violence by school locations. The findings highlight that more research should be conducted for school violence occurring at rural schools.

2012 - 56th Annual Conference of the Comparative and International Education Society Words: 499 words || 
3. Cardenas, Sergio. and Ramirez, Edgar. "Personal networks and school management: An analysis of school principals´ networks in public primary schools" Paper presented at the annual meeting of the 56th Annual Conference of the Comparative and International Education Society, Caribe Hilton, San Juan, Puerto Rico, Apr 22, 2012 <Not Available>. 2018-10-15 <>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: I. Title of the paper

“Personal networks and school management: An analysis of school principals´ networks in public primary schools”

Authors: Sergio Cárdenas and Edgar Ramírez

II. Objectives of the paper

a) To investigate whether two forces traditionally considered as factors affecting the performance of school principals in Mexico (professional connections and union networks) influence their performance.
b) To describe collected evidence about how principals interact with peers on issues related to school management.
c) To use different methods to analyze the performance of principals and how their characteristics may determine school results.

III. Perspective or theoretical framework

This paper uses network analysis to identify whether principals who are better trained and embedded in a network of professional public officials and educators are more likely to manage better their schools and bring additional resources to improve the performance of students. It is based both on research on principals role and leadership (e.g. Grissom and Loeb, 2011; Keneth, 2010; Drago-Severson, 2009; Elmore, 2002, among others), as well as research on networks (Coburn y Russell, 2008; Frank, 2005; Frank, Zhao y Borman, 2004; Penuel, Frank, Krause, 2007; Spillane, 2008, all from Daly, 2010).

IV. Methods

We test hypotheses using data from a survey administered to 75 school principals in public schools located in Mexico. The survey collected information on the personal networks of principals as well as information about their training, experience and whether they have been part of public organizations or union sections. Using network analysis to estimate measures of size, density and betweenness, we use linear regression analysis to identify relationships between personal network characteristics and three different outcomes measuring available resources in the schools, in order to identify how the construction of their networks may explain different decisions and activities related to the administration of school resources. We also conduct interviews in order to find explanations to the collected information. With this data, we incorporated other variables that may explain the characteristics of their networks and decisions about how to create, maintain or manage their connections, based on qualitative information. We also conducted interviews with school supervisors to detect public initiatives that would influence how principals create and manage their networks

IV. Results

We identify statistically significant relationships between principals characteristics like gender, participation in the student union and a highly centralized leadership and the resources available to schools. Unlike our expectations, size and density of the networks were not statistically significant, therefore, the number of connections and how related they are would not explain availability of resources, it is a “broker” type leadership that would be associated to the effectiveness to attract resources to the schools.

V. Significance of the study

Network analysis is a common method that has been used in other contexts to explain differences in characteristics of how schools are managed and obtain different results. By describing how principals´ networks in Mexico are associated to the availability of different resources at the school level, this paper contributes to provide information and data to conduct comparative studies regarding the effects of networks in the implementation of educational policies.

2017 - Association of Teacher Educators Pages: unavailable || Words: unavailable || 
4. Kalonde, Gilbert. and Williams, Kayce. "Effects of Poor School Attendance on Technology use in Rural Small Schools, the Learners, the School and the Community" Paper presented at the annual meeting of the Association of Teacher Educators, Orlando Caribe Royale, Orlando, Florida, Feb 10, 2017 Online <PDF>. 2018-10-15 <>
Publication Type: Multiple Paper Format
Review Method: Peer Reviewed
Abstract: Poor Attendance affects learning, technology use, performance, the School, and small rural communities and is important for new teachers and teacher preparation programs to devise systems that help learners attend classes or reach learning materials.

2016 - American Society of Criminology – 72nd Annual Meeting Words: 174 words || 
5. Siennick, Sonja., Pesta, George., Brancale, Julie., Brown, Jennifer. and Greenwald, Mark. "Exploring the School-Based Labeling Effects of an In-School versus Out-Of-School Arrest on a Cohort of Florida Youth" Paper presented at the annual meeting of the American Society of Criminology – 72nd Annual Meeting, Hilton New Orleans Riverside, New Orleans, LA, <Not Available>. 2018-10-15 <>
Publication Type: Individual Paper
Abstract: A large proportion of Florida youth who are referred to the state’s juvenile justice system are arrested at traditional public schools. Research on labeling theory and the broader context of the “school-to-prison pipeline” has shown that formal involvement with the juvenile justice system perpetuates future delinquency and funnels children away from traditional schools and further into the justice system. Using data from the Florida Department of Juvenile Justice and Florida Department of Education, we use propensity score matching to compare a cohort of youth who received their first arrest in a traditional public school with a cohort of youth arrested for the first time outside of school between 2004 and 2009. Analyses will compare the differences in various school-based disciplinary actions (i.e., suspension, expulsion, and alternative school placement) for the cohorts of arrested youth. We will determine whether youth who are arrested on school grounds are adversely labeled by the school administration and receive more frequent and/or more severe disciplinary actions than their counterparts who were arrested outside of school.

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