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Product-Based Professional Development as Catalyst for Change in PK-6 Settings
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Ireh, Maduakolam; Bell, Edwin D. – Planning and Changing, 2016
Successful professional development programs for teachers are necessary conditions for school success. They include those that are scientifically- and/or evidence-based, such as a product-based model. This case study examined the impact of a product-based model of professional development on K-6 students' performances on the North Carolina…
Descriptors: Mathematics Tests, Reading Tests, Faculty Development, Educational Change
Leading Change: College-School Collaboration to Assimilate New Administrative Software for an Arab High School in Israel
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Arar, Khalid – Planning and Changing, 2016
The study traced the assimilation of new administrative software in an Arab school, assisted by collaboration between the school and an Arab academic teacher-training college in Israel. The research used a mixed-method paradigm. A questionnaire consisting of 81 items was administered to 55 of the school's teachers in two stages to elicit their…
Descriptors: Foreign Countries, Arabs, High Schools, Technology Integration
Recontextualizing the Knowledge and Skill Involved with Redesigned Principal Preparation: Implications of Cultural and Social Capital in Teaching, Learning, and Leading for Administrators
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Bartee, RoSusan D. – Planning and Changing, 2012
This article describes the Principal Corps initiative at the University of Mississippi, its context as a reaction and hopeful solution to public criticism, such as Levine's, of school leadership and school leadership programs. The Principal Corps is the result of a redesign; this holistic redesign is research-based and uses multiple delivery…
Descriptors: Administrator Education, Holistic Approach, Cooperation, Internship Programs
Preparing Urban School Leaders: What Works?
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Huang, Tiedan; Beachum, Floyd D.; White, George P.; Kaimal, Girija; FitzGerald, Anne Marie; Reed, Peter – Planning and Changing, 2012
Extant research, though limited in quantity, increasingly demonstrates the critical connection between quality preparation experience, candidates' leadership capacity, and their subsequent instructional and transformation leadership practices. Using mixed methods, this study builds on the current knowledge base and aims to further verify the link…
Descriptors: Urban Schools, Program Effectiveness, Leadership Training, Self Disclosure (Individuals)
Supplemental Educational Services as a Component of No Child Left Behind: A Mixed-Method Analysis of Its Impact on Student Achievement
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Muñoz, Marco A.; Ross, Steven M.; Neergaard, Laura L. – Planning and Changing, 2009
The mixed-method study presented in this article evaluated the effects of Supplemental Educational Services (SES), a federally mandated component of No Child Left Behind, on student achievement in Jefferson County (KY) Public Schools. SES provides free tutoring outside of school to disadvantaged students who attend Title I schools in their third…
Descriptors: Supplementary Education, Mixed Methods Research, Academic Achievement, Educational Legislation