Expert Noticing and Principals of High-Performing Urban Schools

Johnson, Joseph F.; Uline, Cynthia L.; Perez, Lynne G.

doi:10.1080/10824669.2011.559903

Cited by 5 publications

(1 citation statement)

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“…The school directors have substantial duties and responsibilities related to the improvement of quality of instruction. Lezotte [1] defines school as a place where there is voluntariness related to Universal Journal of Educational Research 4(11): 2656-2668, 2016 2657 commitment to the instructional goals, priorities, assessment procedures and accountability whereas, for Johnson [2], the school is a place where teachers and students are valuable members of the school community and where student success has an important place. Therefore, the school occupies a significant place, which increases the expectations from school.…”

Section: Introductionmentioning

confidence: 99%

The Analysis of the Opinions of School Directors about Their Knowledge of the Curriculums and Their Support and Control in the Implementation

Özkan¹

2016

ujer

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This study analyses the opinions of school directors related to their levels of recognition, comprehension and explanation, along with their support and their supervisory duties in the process of the implementation of the curriculum. Although this study is designed appropriately to the qualitative research design, phenomenological research design is used in some cases which are well known but a deep comprehension cannot be attained. The research group is determined in terms of simple sampling method and consists of 28 secondary school directors. . The data collected through interviews is analyzed through content analysis. According to the results obtained, in terms of recognition, comprehension and explanation of the curriculum, the school directors are aware of the elements of the curriculum: Objective 89%, Evaluation 75%, Learning situations 57% and Content 54%. In terms of supports given for the implementation of the curriculum, the school directors stated that they had provided support in providing teaching tools, in creating and improving the learning, environment, in conduction meetings with teachers, supporting, encouraging and guiding them, in teaching planning and content organization. In terms of the task of controlling curriculum implementation, the results show that school directors fulfilled their duties in inspection of teacher, in compliance inspection of teaching aids, in inspection of the instructional plan, in the level of success on objectives, in student satisfaction, in inspection of learning environments, etc.

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Section: Introductionmentioning

confidence: 99%

The Analysis of the Opinions of School Directors about Their Knowledge of the Curriculums and Their Support and Control in the Implementation

Özkan¹

2016

ujer

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2024

Rethinking Teacher Supervision and Evaluation

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The role of schools in bridging within-school achievement gaps based on socioeconomic status: a cross-national comparative study

Huang

Sebastian

2014

Compare: A Journal of Comparative and International Education

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Since the publication of the Coleman report in 1966, research on the role of schools in influencing student achievement relative to the role of family background has generated considerable interest and controversy. A large volume of international and comparative research has also been devoted to studying school effects on student achievement. Relatively few studies have examined international differences in the importance of schools in bridging achievement gaps based on socioeconomic status (SES). Using PISA 2012 data, this study examines the role of schools in bridging within-school SES gaps in achievement and compares findings across 61 countries. Contrary to prior research, we find that schools may have limited ability in bridging SES gaps that exist within schools. We also find that across all countries included in the study, specific factors such as the school's learning environment and school context are not systematically associated with within-school SES gaps.

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Expert Noticing and Principals of High-Performing Urban Schools

Cited by 5 publications

References 24 publications

The Analysis of the Opinions of School Directors about Their Knowledge of the Curriculums and Their Support and Control in the Implementation

The Analysis of the Opinions of School Directors about Their Knowledge of the Curriculums and Their Support and Control in the Implementation

Bibliography

The role of schools in bridging within-school achievement gaps based on socioeconomic status: a cross-national comparative study

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