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Download full textAnne Zito; Karen H. Larwin – Journal of Organizational and Educational Leadership, 2024
Staff meetings are a regular occurrence in schools, yet both teachers and principals typically report dissatisfaction with these meetings. The current investigation seeks to understand the viewpoints of public-school teachers on silence during staff meetings. This was the first known investigation on the topic using Q methodology. Data analysis…
Descriptors: Auditory Stimuli, Staff Meetings, Teacher Attitudes, Public Schools
Direct linkShosh, Joseph – Educational Action Research, 2019
The central focus of this multilayered educational action research project was three-fold: (1) to provide opportunities for public school student leadership activities grounded in participatory and youth participatory action research; (2) to support a group of teacher-researchers in practicing and innovating in participatory action research…
Descriptors: Student Leadership, Student Projects, Democracy, Public Schools
White, Terrenda – Education Policy Analysis Archives, 2016
This article examines the paradox of Teach For America's diversity gains and its support for policies that contribute to Black teacher decline in urban communities. TFA has countered claims that its expansion is connected to teacher displacement, but its two-pronged structure--as an alternative certification program and an influential policy actor…
Descriptors: Public Schools, Urban Schools, African American Teachers, Policy Analysis
Johnson, Matthew; Lipscomb, Stephen; Gill, Brian; Booker, Kevin; Bruch, Julie – Mathematica Policy Research, Inc., 2012
At the request of Pittsburgh Public Schools (PPS) and the Pittsburgh Federation of Teachers (PFT), Mathematica has developed value-added models (VAMs) that aim to estimate the contributions of individual teachers, teams of teachers, and schools to the achievement growth of their students. The authors' work in estimating value-added in Pittsburgh…
Descriptors: Public Schools, Outcomes of Education, Academic Achievement, Teacher Effectiveness
Kemp, Cassandra Richardson – Principal Leadership, 2005
Like most states, Pennsylvania has a state accountability system that is aligned with the requirements of the federal No Child Left Behind Act (NCLB) and requires that students reach adequate yearly progress (AYP) goals on the Pennsylvania System of School Assessment (PSSA) in reading and mathematics at the end of grades 3, 5, 8, and 11 in…
Descriptors: Federal Legislation, Reading Programs, Public Schools, Graduation Requirements
