We present outcomes from a field test of a student-centered and technology-driven school safety framework. We describe the framework components rooted in school violence prevention. Results from our field test indicate moderate student and teacher use of the framework components, improvements in student perceptions of school safety, reductions in…

The study aimed to elicit a universally accepted meaning of "ethical practice in school" from teachers' codes of ethics formulated by educational leaders including school principals, the nation's government, and teachers' union representatives. Analysis was based on a random sample of 30 codes of ethics in various countries using a…

National right-wing media and their viewers are alleging that critical race theory (CRT) is "infecting" public school classrooms, fueling an assault on how schools should discuss race, racism, and our nation's history. This turmoil over curriculum and teaching "sensitive" topics is deeply upsetting to teachers. Principals can…

Prior research on Troops to Teachers (TTT) affirms that TTTs are effective instructors likely to work in high-poverty, high-minority schools, teach high-demand subjects, use research-based instructional and classroom management practices linked with student achievement, and plan to stay in the profession. A nonexperimental, mixed method design…

A healthy school climate is necessary for improvement. The purpose of this study was to evaluate the construct validity and usability of the Comprehensive Assessment of School Environment (CASE) as it was purportedly realigned to the three dimensions of the Breaking Ranks Framework developed by the National Association of Secondary School…

The study investigated destructive leadership behaviors (DLBs) and their influence on K-12 workplace attitudes (subordinate consideration for leaving their job, job satisfaction, and levels of stress). Quantitative survey method was used to gather data from experienced professional educators. Analyses of data show that the practice of DLB exists…

This study describes how a culturally responsive school leader promoted equity in a racially and linguistically diverse school. The authors shadowed Faith, an assistant principal, and did follow-up interviews with her after each day of shadowing. They observed teachers in their classrooms, conducted multiple interviews with teachers and parents,…

United States schools are not providing students with the mathematical background necessary to compete on an international level and become successful adults. Recently, educators and researchers have focused on learning what factors might attribute to this lack of mathematical knowledge. However, few studies have searched for answers from the…

Student teachers are a large responsibility for the host school's cooperating teachers. To avoid problems that might lead to student teaching negotiations, administrators might consider the points made in this article. (Editor)

Principals seeking to establish an effective school climate must address these questions concerning school discipline: How committed is the staff to discipline outside the classroom? Are school policies clear to students? Do teachers engaged in student supervision have positive attitudes? Is discipline consistent? Are planning and supervision…

Reports the results of a study that showed that a steady increase in teachers' negative perceptions of school climate was correlated with increased teaching experience. (JM)

Literature is reviewed supporting the contention that teacher expectations are a crucial element of the educational climate that can influence students' motivation, measured ability, and achievement. (MJL)

The School Discipline Climate Survey provides information about current levels of staff expectation and satisfaction for each of 13 subscales (attendance policies, discipline policies, staff training, communication, efficiency, parent support, due process/consistency, safe environment, discipline teamwork, strategic planning, penalties,…

Effective schools research and techniques are useful in developing dropout prevention strategies. The success of these programs depends on a school's adherence to certain variables asssociated with teacher and administrator characteristics and behaviors, school climate, instructional emphasis, and pupil progress measurement. Includes five…

Too often the only contact the assistant principal has with students is in his role as disciplinarian. If the total school atmosphere can be improved, the author asserts, not only will fewer disciplinary problems occur but the assistant principalship will become more positive. (Editor)