Partnerships between educational researchers and school-based administrators and educators is imperative to successfully identifying evidence-based practices to improve pedagogy, curriculum, and student outcomes. In this paper, we recognize how being approached by educational researchers can be overwhelming for administrators and educators. We…

Professional Learning Communities (PLCs) have become increasingly popular in schools. PLCs are groups of teachers, administrators, parents, and students who collaborate to improve their practices and focus on results (DuFour, 2004). Grade-level and department teachers participate in regularly scheduled collaborative team meetings; however, many…

This multiple-site case study examined distributed leadership practices of three middle school principals, using observations, interviews, and document analysis. Findings disclosed that the principals built on the interdisciplinary teaming structure to develop empowering organizational structures that promoted democratic governance. Employing…

This article describes an effort by principals and university researchers to create student co-research groups at several high schools. The authors describe the student co-research team concept, how it provides principals with ways to actively engage students in ongoing school-reform efforts, and how it assists them in gathering and analyzing data…

Sportscasters, in conjunction with educators and others, could form a unique partnership aimed at encouraging young people to stay in school and prepare for the future. (MLH)

A study was conducted at two metropolitan South Florida high schools to determine perceptions of 100 teachers concerning block scheduling. Teachers felt that the 4 X 4 block schedule contained too many time gaps for teaching foreign languages, English, and math. Teachers believed block schedules benefitted advanced students more than others and…

Principals and central-office administrators often spend little time interacting or discussing curriculum, instruction, and staff development. Leadership consciousness must be formed through links between schools and the central office. In a restructured setting, central-office leaders support the principal, provide technical assistance and…