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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>. 2018-01-23 <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.

2005 - American Sociological Association Pages: 29 pages || Words: 6853 words || 
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2. 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>. 2018-01-23 <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Publication Type: Conference Paper/Unpublished Manuscript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.

2010 - UCEA Annual Convention Pages: unavailable || Words: 11875 words || 
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3. Vogel, Linda., Masewicz, Sophia. and Cray, Martha. "School Principals: Illuminating the behaviors and practices of effective school principals in challenging public school contexts." Paper presented at the annual meeting of the UCEA Annual Convention, Sheraton New Orleans, New Orleans, Louisiana, Oct 28, 2010 Online <PDF>. 2018-01-23 <http://citation.allacademic.com/meta/p436312_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The purpose of this study was to illuminate the behaviors and practices of effective school principals in challenging public school contexts. This mixed methods study revealed an alternative educational leadership model--Stewardship as a Sense-making Model of Leadership. The principal as a servant leader, the fundamental influence in the schools, created conditions for shared leadership and paradigmatic shifts in the instructional climate that positively impacted student academic achievement.

2011 - ASC Annual Meeting Words: 183 words || 
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4. Rich-Shea, Aviva. "Police in Schools: Collaborations between School Resource Officers & School Administrators and the Impact on Discipline" Paper presented at the annual meeting of the ASC Annual Meeting, Washington Hilton, Washington, DC, Nov 15, 2011 <Not Available>. 2018-01-23 <http://citation.allacademic.com/meta/p516661_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: School safety has received increasing public concern, particularly following highly publicized school shootings exemplified by Columbine. In response, the federal Department of Justice initiated the “COPS in Schools” program that, between 1999 and 2005, placed 138 School Resource Officers (SROs) in Massachusetts public schools and thousands more nationwide. This study looks at the recent partnership between SROs and public high school administrators (ADMs) in Massachusetts as one strategy to control student behavior. Management issues that arise from two diverse institutional structures working together within the school context can impact student discipline. Fourteen school administrators and fifteen SROs, representing fourteen Massachusetts high schools, were interviewed. Relationships between ADMs and SROs fell into four categories: Conflict and Confusion, Cooperative with Conflict, Cooperative, and Collaborative. The typology of each relationship is based on the nature of the agreement, their level of interaction, the SRO placement decision, and the SRO’s role in routine discipline. In the most collaborative schools the SRO and ADM work together to mitigate legal consequences for students. Conversely, the Conflict and Confusion group is characterized by outright hostility from both partners.

2011 - SCRA Biennial Meeting Words: 153 words || 
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5. Back, Lindsey., Polk, Liz., Keys, Christopher. and McMahon, Susan. "Classroom Management, School Staff Relations, School Climate, and Academic Achievement: Testing a Model with Urban High School Teachers" Paper presented at the annual meeting of the SCRA Biennial Meeting, Roosevelt University/Harold Washington Library, Chicago, IL, <Not Available>. 2018-01-23 <http://citation.allacademic.com/meta/p497341_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: One of the strengths of community psychology as a field is its emphasis on an ecological approach. In education settings, classroom- and school-level variables are crucial to student outcomes. The purpose of this study is to examine how classroom management, staff relations, and school climate contribute to academic achievement. We surveyed 236 teachers from 38 high schools in a large, underresourced, urban public school system. We proposed and tested a model in which classroom management and staff relations contribute positively to school climate, which in turn contributes to academic achievement. Structural equation modeling results confirmed our data were a good fit with the proposed model. This study illustrates the role of school and classroom factors as they relate to academic performance and underlines the importance of utilizing effective classroom management strategies and building positive school environments. Additionally, the results of this study provide new opportunities for intervention to ultimately increase academic achievement.

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