To address disparities in post-school outcomes for students with disabilities, federal legislation mandates appropriate education programs to include transition planning and programs for students with disabilities. Because administrators are held responsible for ensuring appropriate educational programs for all learners including those with…

Scholars and practitioners have increasingly recognized the role of culturally responsive school leadership (CRSL). However, few studies have applied recent comprehensive CRSL theoretical frameworks. This in-depth case study explores how a school leader understands and shapes a school culture to be increasingly culturally responsive to students.…

This study explored high school teachers' perceptions of the effects of standards-based grading (SBG) on planning, instruction, assessment, classroom management, and student behaviors. Findings indicated that despite some infidelity and an initial implementation dip, systemic (SBG) changes made teaching clearer, more purposeful, and more conducive…

The COVID-19 global pandemic has brought about many changes to our society, which will have long-term effects for our youth and adolescents. Due to social isolation and adverse childhood experiences, there are concerns of suicidality, technology addiction, and school safety as schools attempt to transition to a state of normalcy in the months to…

To improve the focus of English Learner (EL), professional development for in-service teachers who may have experienced gaps in prior preparation for serving ELs, this two-part study begins with detailed survey-based data collection and analysis of teachers' perceived preparedness to serve ELs. The data highlights specific priorities for…

We conducted focus groups with high school staff, students, parents, and administrators to gain information about how to design professional development training supporting high school staff in implementing restorative practices within a multitiered support system. Results indicated that all stakeholders valued trust and relationship building and…

The purpose of a recent study was to determine what learning environments best address the needs of 21st-century students at the secondary level. This study concluded that the presence of a positive 21st-century learning environment is related to student satisfaction and student-teacher relationships. While the majority of the literature on…

This 3-year case study examined middle grades principal leadership in a takeover charter school. The researcher analyzed principal and teacher interviews, field notes, and documents in relationship to a middle grades model of principal leadership. Results suggest the principals' limited experience, organizational factors unique to takeover charter…

Describes a program designed to meet the needs of students in the junior high school age-group. (IRT)

Middle schools emphasize exploration and articulation designed specifically for 10 to 14-year-olds. Yet the high schools often resist change, creating the possibilities of a traumatic transitional experience. (Author/MLF)

Article emphasizes the need to accommodate other kinds of learning in the regular academic curriculum, such as ecology, human relations, and the use of leisure time. (Editor/GB)

Mastery of learning processes, social processes, methodological processes, and institutional processes is fundamental if students are to function effectively in their many present and future worlds--the most difficult of which may be their school world. (Author)

A guide for administrators and teachers who want to identify life-role competencies and classroom instruction to match the competencies. (Author)

Middle schools need three types of teachers: the conventional subject matter teacher, the service specialist or resource teacher, and the common projects specialist or core teacher. (Author/MLF)