Despite the call for a transformation of teacher education in the 21st century, surprisingly little has changed. This includes how the practical, hands-on component, known as a field experience is structured. Previous research, conducted in 2010, specifically examining how teacher education programs address K-12 online learning through their field…

Boston Public Schools is at a crossroads. Nearly one-third of the system's schools operate under one of several "autonomy" structures, where school leaders have increased flexibility regarding staffing and other resources, and choice data indicate parents are far more likely to prefer these schools over so-called "traditional"…

This research study analyzes preferred leadership dispositions for teachers, parents, and school leaders. Respondents selected their most preferred dispositions from a list of 20 (Interstate School Leaders Licensure Consortium) leadership standards. Similarities and differences were discerned among the constituent groups. School leaders, teachers,…

School nurses have observed the increasing prevalence of children with chronic conditions in the school setting; however, little is known about teacher experiences with these children in their regular classrooms. The purpose of this mixed-method study was to describe the experiences and challenges of regular education teachers when they have…

Federal stimulus funding expired in 2011-12. NCLB performance mandates approached the 2013-14 deadline. The ESEA waiver became an option with first year of implementation, 2012-13. This convergence of forces and timeline provided the opportunity for this study. The study sought to explore whether or not superintendents from Connecticut,…

This article examines the micropolitics of implementing New York City's Schoolwide Performance Bonus Program and school governance bodies (Compensation Committees) that determined distribution of school-level rewards among personnel. Drawing on a two-year, mixed-methods study, the author finds that although most participants surveyed described a…

The purpose of this study was to examine the extent to which teacher-preparation programs prepare teachers to integrate technology. It described the relationship between teachers' level of confidence and current practice of applying technology to instruction. In particular, three questions were addressed: (a) To what extent do teacher-preparation…

This research is distinctive in that a mixed-methods approach, employing both cogenerative dialogues and student responses from the Constructivist Learning Environment Survey (CLES), was used to help to understand 9th grade urban students' experiences in their biochemistry class in New York City. Factor analyses of student responses demonstrated…

A community-based, multisite study using mixed methods examined the experiences and perspectives of Latino students and families in a low performing urban school district in New York State. This research project was spearheaded by a Latino Education Task Force which brought together multiple stakeholders in a collaborative effort to counteract…

The purpose of this qualitative study was to examine how the technology beliefs of New York State Career and Technical Education Board of Cooperative Education Services administrators influenced their leadership behaviors. The participants were from a purposive selection from five suburban and rural Boards of Cooperative Education Services in…

Involving two or more academic subjects, interdisciplinary studies aim to blend together broad perspectives, knowledge, skills, and epistemology in an educational setting. By focusing on topics or questions too broad for a single discipline to cover, these studies strive to draw connections between seemingly different fields. Cases on…