Leadership advocacy towards teacher and student success: Addressing inequities and opportunities in a rural district

Kearney, W. Sean; Murakami, Elizabeth T.; Bunch, Kriesti; Viamontes, Ciro; Campbell, Alisa

doi:10.1080/10371656.2018.1477512

Cited by 3 publications

(6 citation statements)

References 17 publications

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“…We detected statistically significant differences between rural and nonrural school districts' science performance concerning a number of district-related factors, including the percentage of EL students; teacher-student ratio; percentages of teachers with bachelor's, master's, and doctoral degrees; teacher average base salary; and teacher turnover rate. Most of these variables are related to the retention of qualified teachers, which is consistent with previous studies documenting that one of the greatest challenges for rural schools is the recruitment and retention of qualified teachers (Howley et al 2002;Kearney et al 2018;Reeves 2003). Among these variables, it is worth noting that Texas nonrural districts have a higher percentage of fifth-grade students identified as ELs than rural districts.…”

Section: Discussionsupporting

confidence: 88%

“…"People who live in communities with historically limited access to education or modest economic returns to educational investments may simply invest less in education" (Roscigno et al 2006(Roscigno et al , p. 2123. In addition, rural communities and school districts have trouble recruiting and retaining qualified teachers (Howley et al 2002;Kearney et al 2018;Reeves 2003). Since rural districts often hire less experienced and/or novice teachers, teacher professional development is needed to improve the quality of instruction.…”

Section: An Overview Of the Impact Of Rural Demographic And Social Comentioning

confidence: 99%

“…However, rural teachers reported professional isolation, which hinders them from acquiring the knowledge and skills of working with rural students who have diverse needs in education, behavior, and mental health (Monk 2007). Moreover, among the rural teachers who are trained within the district, a quarter of them leave each year and move to a more affluent district nearby in search of higher salaries and shorter commutes (Kearney et al 2018).…”

Section: An Overview Of the Impact Of Rural Demographic And Social Comentioning

confidence: 99%

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Texas Rural vs. Nonrural School District Student Growth Trajectories on a High-Stakes Science Exam: A Multilevel Approach

2019

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This study compares the science achievement growth trajectories of fifth-grade students in rural and nonrural school districts in Texas. Using a growth hierarchical linear model, we explored the effects of time, school location (rural vs. nonrural), and their interaction on students’ science performance as measured by the high-stakes State of Texas Assessment of Academic Readiness (STAAR) science test over five academic years. We found that rural school students lagged in science at the initial stage when STAAR was first administered in the 2011–2012 school year. With time, the gap between rural and nonrural district students’ science performance persisted. We further added eight district-level factors that might influence students’ academic performance into the model and found that three variables (i.e., student mobility rate, percentage of students identified ELs, and teacher turnover rate) constantly influenced students’ science scores. The implications for teaching pedagogy and research are discussed regarding science education in Texas rural districts.

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Section: Discussionsupporting

confidence: 88%

Section: An Overview Of the Impact Of Rural Demographic And Social Comentioning

confidence: 99%

Section: An Overview Of the Impact Of Rural Demographic And Social Comentioning

confidence: 99%

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Texas Rural vs. Nonrural School District Student Growth Trajectories on a High-Stakes Science Exam: A Multilevel Approach

2019

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“…Emotional support, social support, psychological support, welfare support, health support, technical support, and physical support are all needed in the school (Chen & Wei, 2013;Cobb, 2014;Collie, Shapka, & Perry, 2012;Hopson & Lawson, 2011;Kearney, Murakami, Bunch, Viamontes, & Campbell, 2018). These services may enhance the school's personnel and students' wellbeing for societal growth and development (Earnest & Brady, 2014).…”

Section: School Climatementioning

confidence: 99%

“…Similarly, teachers who are mostly close to the students in the classroom help in promoting the vision when guiding the learning processes (Aitken & Higgs, 2010). Also, to create a hospitable climate is the duty of the school's personnel, especially the principal and the teachers (Kearney et al, 2018;Wallace, 2011). This includes building good relationships and providing emotional, physical, psychological, and environmental safety for students within and outside the school to enhance learning (Cobb, 2014).…”

Section: Successful School Leadershipmentioning

confidence: 99%

Educational Leaders’ Views About School Culture, Climate, Leadership, And Success: A Comparative Study Of New Zealand, Finland, And Ghana

Baafi¹

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This comparative project explored educational leaders’ views, practices, and experiences in relation to school culture, climate, leadership, and student success in three international contexts: New Zealand, Finland, and Ghana. Taking an interpretive methodological stance, the study used policy documents, observations, artefacts, and interviews as data sources. A total of twenty-seven participants (school leaders, university experts, and Ministry officials) took part; nine from each of the three countries. Key insights from the study include identifying positive aspects from each of the three countries. Generally, each of the cases showed positive relationships between students’ success and teacher-teacher, teacher-students, teacher-principal, shared leadership, teamwork, school-based guidance and counselling, and more. Specifically, for New Zealand, positive impetus for students’ success included, respect for teaching, use of local curriculum, a clear and relevant Education Act, and free tuition. For Finland, the positive variables included respect for teaching, local-based curriculum, school-based psychologists, and free tuition and school meals. For Ghana, these included school-based Christian Chaplains and Imams, a free boarding system which included tuition and meals, and a relevant quota system to encourage minority inclusion in education. While partially confirming the relevant literature on effective school leadership and students’ success, the study argues for a deeper understanding of the subject to include issues of global socio-cultural, socio-political, and socio-economic undercurrents and trends; symbolic capital; and hierarchical decision-making models’. It is these sociological variables, forms and relationships, and dimensions of a complex education subsystem which act as catalysts for the daily practices of school leadership that influence students’ success. The study offers (a) a theoretical framework for analysing school leadership and students’ success and (b) key recommendations for Ministries of Education and school administration and leaders.

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STEM teacher advocate identity in the United States

Hite,

Milbourne

2024

School Sci & Mathematics

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Research indicates that possession of a robust teacher identity reduces attrition from the classroom and improves retention in the teaching profession, which is nuanced by intersectional angles of gender, race, profession, and one's own perceptions. Emerging research suggests that teacher engagement in advocacy activities is also a vital component of retention, particularly among teachers of Science, Technology, Engineering, and Mathematics (STEM) subjects. To better understand advocacy activities engaged in by U.S. in/formal STEM teachers, the present study surveyed 413 individuals querying how they perceive and engage in advocacy activities for STEM education. Data related to identity were parsed by intersectional facets of gender, race, sector of education (in/formal), and one's own perception as an advocate, which were compared using Mann–Whitney U analyses from Social Issues Advocacy Scales to determine beliefs of what constituted advocacy activities and what they engaged in as an advocate for STEM education. Among identity groupings, results suggest that respondents who identified as “always an active advocate” had the most (n = 13) significant differences regarding perceptions of and participation in advocacy activities regarding STEM education. The present research proposes that a teacher's perceptions of being an advocate is an important part of shaping their STEM teacher advocate identity.

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Leadership advocacy towards teacher and student success: Addressing inequities and opportunities in a rural district

Cited by 3 publications

References 17 publications

Texas Rural vs. Nonrural School District Student Growth Trajectories on a High-Stakes Science Exam: A Multilevel Approach

Texas Rural vs. Nonrural School District Student Growth Trajectories on a High-Stakes Science Exam: A Multilevel Approach

Educational Leaders’ Views About School Culture, Climate, Leadership, And Success: A Comparative Study Of New Zealand, Finland, And Ghana

STEM teacher advocate identity in the United States

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