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Annotated Bibliography

Landaverde

School Project : Annotated Bibliography

Alexander Landaverde

EPEL 7680: Leadership in Educational organizations

Professor Berry

April 25th ,2008

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ARTICLE 1.

Mackay Wilson, David (2008). Choice: Family Valued. Ed.(The Magazine of the Harvard
Graduate School of Education) Retrieved April 1st from
http://www.gse.harvard.edu/news_events/ed/2008/winter/features/family.html

In this article Mackay Wilson, Former New York time columnist, states the importance
for principals and teachers to create within the school systems strategies to build strong bonds
with the parents of their students. In the Article he exemplifies how many schools are using
different techniques and approaches in order to involve parents in the school activities, in
monitoring their children performance, and in cooperating with the teachers.

It is a challenge in many schools, especially in those with diverse populations to involve


all the parents in the school activities. Mackay states that in the case of Hispanic and Asian
students, as well as other minorities, the first barrier that parents face is the linguistic. The fact is
they don’t usually speak English, which discourage them from participating in the school. What
some schools have done in this case is hiring language facilitators which serve as translators.
This strategy has proved effective and teachers have experienced a positive change in the level of
involvement of their parents

Across the country many different strategies are being implemented. In Dade County in
Florida educators have created an academy for parents. In there, parents receive courses on
nutrition, child development and discipline. In Nebraska a school district has a created a web
based system that enable parents to see the teacher grade book to monitor their child progress. In
Boston some teachers are going to the houses of immigrant parents to promote connections with
the school.

With the examples provided I believe that the article is making a strong call for other
school districts to promote their own strategies to promote this parent outreach. It is clear that
parent involvement is a key factor for students to achieve academic excellence. Such

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involvement should include good communication with the teacher, commitment with the child
and responsibility to make it last throughout the school year.

ARTICLE 2

Rothstein, Richard (2008).Choice: Whose problem is Poverty? Educational Leadership


Magazine Volume 65. Number 7.ASDC .
Available:http://www.ascd.org/portal/site/ascd/template.MAXIMIZE/menuitem.c00a836e76220
24fb85516f762108a0c

In this article, Rothstein addresses the issue of poverty and how is affects students
performance. Obviously a lot has been said about the direct relationship of poverty and the thesis
seems now clear for everyone. Yet in the article, the author presents several negative
implications of poverty in the students’ academic performance. Children from poor homes
receive less medical attention and dental care which results in more absences from school due to
illness.

They are also more prone to asthma causing them to sleep less, do less exercise and be
more irritable. When they are born they usually weight less, and as they grow they have higher
levels of lead poisoning and iron deficiency in their blood. Also their parents are usually
changing jobs, struggling to pay rent, and many times moving so these children have to change
schools.

They are also not read aloud in many cases, nor exposed to complex language, affecting
their language development. And in many cases due to the lack of education, and because of
economical stress in the family poor children often experience arbitrary discipline at home. The
article also explains that the neighborhoods were these children live are usually subject of crime ,
drug trafficking ,and violence , which makes it harder for them to look up to appropriate role
models. They often come from single parent families, so they spend long hours without adult
supervision. They have less cross-country trips, visits to museum and opportunities to develop
cultural awareness.

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Rothstein points out that all these facts can not be overlooked inside the classroom.
Throughout my studies at GSU I have learned about the struggles of many teachers to make their
students meet the standards set by NCLB. The current educational structure has set all the
responsibility for classroom success on the teachers. And while it is true that some teachers fail
to do their best in the classroom, many others do miracles in the classroom. I believe that the
federal, state and local governments should look for more policies oriented to provide more
appropriate healthcare, economical supplies and intervention programs in communities at risk.
The vast of majority of poor children start school with so many disadvantages, whereas their
middle class fellows for instance are better “programmed” to succeed.

ARTICLE 3

Nordgren R.D. (2006, Feb).E-Journaling: Progressive Educational Practices and Environments in


Sweden: Preparing Students to Live and Work in the Global Age. Current Issues in Education
[On-line], 9(5). Available: http://cie.ed.asu.edu/volume9/number5/

In this articles, Nordgren , an assistant professor at Cleveland State, compares the current
educational model both in Sweden and in the U.S. In Sweden the education author is based upon
the progressive model, established by American educator John Dewey during the 1915, and
developed in the 1940’s by Thomas Hopkins. This model makes emphasis in the empowerment
of students, to be self directed and self regulated. In addition progressive education seeks
students to be active participants in their schools, communities, and government.

The article advocates for the progressive model to be more effective than traditional
education, in wich the teacher is the main source of learning, and where students are rather
passive in the classroom , bored , and exposed to contents that either irrelevant or inappropriate .
Another important epistemology mentioned in the article is Piaget’s famous constructivism ,
theory that suggests that students build learning based on their experiences and the background
they already posses.

Throughout the article it is explained how several schools in Sweden successfully


implement a progressive pedagogy in the classroom. The model is characterized for giving both

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students and teachers equal level of authority and decision making in the classroom ,the
establishment of a positive environment full of cooperation and support, and , a culture based
upon personal responsibility and trust for the stakeholders of the process .

While I agree with some of the arguments presented by Nordgren ,I find it unfair to accept
that the progressive model is solely responsible for the success in Sweden Schools. It is
important to remember that the conditions of both settings, the U. S. and Sweden are entirely
different . In my opinion the U.S. is making huge efforts to improve the education of its children
at a nation- wide level. But the diversity of students in the class , and the tremendous differences
of living conditions between students of different races play a significant role in their learning.

ARTICLE 4.

Beachum, F. D. & McCray, C.R.(2004, September 14). Cultural Collision in Urban Schools.
Current Issues in Education [On-line], 7(5). Available: http://cie.ed.asu.edu/volume7/number5/

Beachum and Mc Cray, assistant professors of Administrative Leadership from the


University of Wisconsin-Milwaukee and Alabama State respectively, observe in this article the
different sources , both negative and positive that shape the culture of African American youth
(those students from grade 7th -12th). The authors analyze how the Hip Hop culture, and
television media represent negative role models , how the exposure to these sources affect black
youth’s identity development , and how the school can either help its students overcome negative
influences , or strengthen the negative stereotypes.

The Authors explain the origins of hip hop culture, the music, clothing style, language and
images it represents, and its powerful influence in the behavior, manners and attitudes of
students. As students are “bombarded” with Rap music and the stereotypes of sex, crime, drugs,
and easy money they face serious conflicts of identity that can make them replace their existing
values. Similarly, Television media display several negative stereotypes for Black youth. Women
for instance, were advertised in commercials as mothers, house keepers and sexual objects (Bush
1999, as cited by the authors). TV also displays graphic images of relationship with the opposite
sex and of violence and guns as a means to get respect and power.

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With this scenario, schools have a capital importance in providing “positive” opportunities of
academic, emotional, and social growth. The culture of the school, defined, by Dale and Peterson
as the shared values, beliefs, attitudes and assumptions, can help African American students
develop a positive self identity. Inside the classroom we teachers can portray some of these
programs, songs and videos, to discuss with students the contents , and promote critical thinking
towards the messages involved in them .

Article 5.

Wagner P.A. & Benavente-McEnery L. (2006, Feb). Education: Misunderstood Purpose and
Failed Solutions. Current Issues in Education [On-line], 9(2).Available:
http://cie.ed.asu.edu/volume9/number2/

Wagner and Benavente address in this article the issue of what should be the purpose of
education. Whether some, like Ravitch (2003) , and Hirsch (1999) advocate that the ultimate
goal of education should be the individual’s self actualization , other, such as Rose (1998) and
Lewontin (2000), affirm that the role of education is to lead students to the Mastery of the
subject matter .

Throughout the article , the authors explain how this issue has been into discussion
since the beginning of Western civilization ,and how they have shaped some methodological
practices throughout history. The authors look for a point where these two opposite ends could
intersect. It is important to say that new approaches are changing our paradigms about the goals
of education.

One of the most interesting is, in my opinion that of competency- based instruction,
which advocates that students should develop conceptual , procedural , and attitudinal
competencies . The conceptual competency is associated with the theoretical knowledge of a
given content. The procedural knowledge is associated with the ability of performing concrete
and relevant tasks with the knowledge acquired, and the attitudinal competency is related to the
proper use of the knowledge acquired.

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Maybe the goal of the modern education is indeed to lead students to subject matter mastery, but
such knowledge is empty if doesn’t lead to the transformation of life of the individuals who own
the knowledge , and to the society of life. John Dewey said that Education is life itself , rather
than a preparation for life.

Article 6

Dounay Jennifer, (2006 Aug) Involving Families in High School and College Expectations.
Education commission of the States. (On Line)
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1b/ef/c0.
pdf

In this article, Dounay explains some of the reasons that prevent many students in
public schools from attending College. Several studies conducted to explain the factors involved
in low college attendance for certain groups of students are mentioned in the article. As Dounay
explains 80% of High School seniors think at some point in their lives about attending college .
Yet only 33% successfully complete High School and only 6% percent will graduate from a four
year college .

One of the reasons for these low figures is the lack of information that many students have
about the actual steps to enter college. When many students who answered that they planned to
enter college were asked about the actions they were following to pursue their objective,
researchers found that these students were basically unaware of the steps that attending post
secondary education involved.

To start with, they didn’t know about the importance of keeping a good GPA , about how to
prepare thmselves for the SAT or ACT tests, about how to complete the applications , and how
to look for funding opportunities for their studies once accepted in the University. One study
cited in the article showed that low- income students, African Americans , Hispanics, and

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students whose parents didn’t have a college education where more likely to ignore the required
processes to enroll into post-secondary education.

It is sad that in the 21st century and immersed in what many called the “age of
information” the future of many are jeopardized due to the lack of information . However this is
an excellent opportunity for universities and school districts across the country to joint efforts to
implement effective induction programs.

Probably these programs should start at grade 7th or 8th, where all students , and
especially those at risk could start assimilating the idea of accessing college education .Dounay
states that the only state in the U.S. that have induction programs is Texas . This is quite positive
because they have already a concrete structure to address the issue and, I am sure other states
will join the initiative.

Article 7.

Wright, W. E. (2002, June 5). The effects of high stakes testing in an inner-city elementary
school: The curriculum, the teachers, and the English language learners. Current Issues in
Education [On-line], 5(5). Available: http://cie.ed.asu.edu/volume5/number5/

Several opinions have stated regarding the “test dominated” structure that many school
districts have nowadays. One of the most debated aspects of the law is whether it leads to an
improvement in the quality of education of the students. W. E. Wright explains what in his
opinion, the risks involved in High Stakes testing in inner city districts, the implications of the
tests in the curriculum, and how schools with high number ESL students are more challenged to
meet the state standards.

His study was conducted in a inner city –low socioeconomic school in Southern California.
This school, has over 65% of Hispanic population, and the rest is Asian . Many students do not
have linguistic competence in English. Obviously this affects students test scores when taking
the SAT-9 , the ACT , and other standardized tests , which affects the scores of the school.

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Usually the school scores are in the 50th percentile in Math and Reading. Teachers of the school
interview by the author expressed their concern about the results.

They agree in that the test is designed for native speakers or advanced language learners,
and that the profile of students in the school is entirely different. The study of Wright also
explains that because of High Stakes testing the time for instruction has been reduced , aspects of
the curriculum that are not in the test are neglected , and the test pressures have caused more
students to drop out of school .

These concerns have been stated by many authors , Ohanian (1999), Ryan (2006) also
warn on the side effects of high stakes testing. Should the NCLB be reformed ? , Should school
districts be allowed of designing their systems of evaluation based on their specific populations?
Until the answers for these questions comes teachers, students , and the other stake holders have
the make their best to try to achieve the learning gap

Article 8.

Haycock Katy &Crawford Candance(2008) Choice : Closing the teacher quality gap .
Educational Leadership 65, 14-19. ASDC
http://www.ascd.org/portal/site/ascd/template.MAXIMIZE/menuitem.

In this article , Haycock and Candance talk about how different school have done
important actions to provide their school districts with the best prepared teachers. Tennessee ,
New York , Chicago and Chattanooga all implemented different strategies to hire well prepared
teachers . They also explain how in many districts, especially in those schools located in low
income neighborhood many teachers are not licensed or have failed the required exams to get
certified by their respective state.

In Tennessee, Hamilton County created the Principal Leadership Institute to promote


adequate teacher and principal career development. In New York and Boston school districts are
a multi year commitment program , in which they train and try recent graduate students and last-
year undergraduates to become teachers in the less developed schools in the district . Chicago

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developed the Academy for Urban school leadership which develops a six year commitment
program for will be teachers.

El Salvador has a shortage of qualified teachers too , especially in the rural areas . Mined
(2007)reported a deficit of nearly 10% of teachers in the rural areas. Similarly, in my country
highly prepared teachers are usually absorbed by the private schools , which offer safer
environments, better salaries, and more growth opportunities, yet the challenges in classroom
management in private schools are greater.

Regarding the U.S. , Those initiatives show a keen interest for teachers development ,
something that will impact students classes , and lead to a better development of low
performance schools.

Article 9

Walker, E. (2007, November). Why Aren't More Minorities Taking Advanced Math?.
Educational Leadership, 65(3), 48-53. Retrieved April 22, 2008, from Professional Development
Collection database. http://ezproxy.gsu.edu:2048/login?
url=http://ezproxy.gsu.edu:4518/login.aspx?
direct=true&db=tfh&AN=27572269&loginpage=Login.asp&lang=es&site=ehost-
live&scope=site

In this article Walker, Assistant professor of Math Education at Columbia University explains
several aspects involved in the low inclusion of minority students, Black and Latino, in advanced
Math classes. In her study Walker discovered that two important steps needed to be address this
problem , a shift on educators’ attitude and a shift in the curriculum

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Walker found that both schools and teachers usually have low expectations regarding the
math ability of black and Latino students. In many schools still prevails the idea that these two
groups lack motivation and academic ambitions (walker 2003).

Even when students met the standards to move to advanced math classes such as Calculus
and Trigonometry they were kept in Algebra classes. Even when one student was moved to the
advanced classes , he would be alone , and “intimidated” by the predominately White and
Asian-American population of advanced classes. “I fear to make mistakes and seem
incapable,”one student said.

The article also explains how in schools with predominately black and Hispanic
population there are limited opportunities for advanced Math courses or no opportunities at all.
Walker points out that both schools and teachers should focus more on the potential of Black and
Latino students provide more develop opportunities and promote high levels of counseling,
mentoring and guidance.

This brings us back to the issue of inclusion and exclusion in schools. (Ryan 2006 and
2003, Deal and Peterson 1994, Freire 1990). Dispite the raising of many new theories regarding
learning potential of different classes , the biological imperatives continue to prevail in some
school , in detriment of equalitarian education.

Article 10

Spencer, Taintor (2008, January). Preserving Knowledge. Principal Leadership, 8(5), 22-25.
Retrieved April 23, 2008, from Research Library database. (Document ID: 1413320331)

In this article Spencer proposes some activities that educational institutions in general
should develop in order to collect , and systematize the knowledge and experience and those
talented teachers that are about to retire .Liberman and Miller(2004) , as cited by the author ,
estimate that 75% of current teachers in schools across the U.S. will be replaced by the year
2010, both for retirement and attrition .

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This shift in faculty represents both an opportunity for innovation and enthusiasm that
characterizes young fellows. Nevertheless as Spencer explains, it also represents that many years
of experience, methodological mastery, and classroom management will leave along with those
experienced teachers that own it. Spencer proposes that the experienced teachers get involved in
mentoring and training sessions with novice peers; in addition, effective methodological
practices of teachers can be systematized and shared as well.

Knowledge sharing, especially “tacit knowledge” sharing is not an easy accomplishment, and
its dissemination is only achieved in schools where the culture among colleagues is based on
cooperation and strong relationships (Fullan 2001). The proposal of Spencer, is important and
relevant , yet unless the sharing of the knowledge acquired through the years , may be effective
only in settings where harmony and peer- support among teachers exist.

Article 11

Bressler, M., & Bressler, L. (2007). TEACHING METHODOLOGIES IN THE CLASSROOM:


A STUDY OF STUDENT PREFERENCES. Academy of Educational Leadership
Journal, 11(1), 69-80. Retrieved April 22, 2008, from Business Source Complete
database.

In this article Bressler M. and Bressler L. , Professors from Houston Baptist University,
and the University of Houston respectively, describe the findings of a research they conducted to
find out what were students’ preference of the methodological practices of their professors , in
the career of business entrepreneurship in the universities afore mentioned .

The study focused on the variables over which teachers do not have control (gender,
size of the class, others), individual factors that might affect learning (self efficacy, self esteem,
motivation), and students perception of importance of certain methodological practices of their

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professors. They also researched about students’ attitude towards online courses as opposed to
regular courses. What they found is that students tend to register in online courses for the
technological challenge it represents. Men of all races tend to suffer more from low esteem
during a course than women.

Students that participated in the course have a low perception of the relevance of
comprehensive tests , they believe that developing strong writing skills is very important for their
careers , and are highly motivated for practices such as business simulation , and activities
which resemble the settings they will face in their working fields. McCombs and Whistler (1997)
stated that learning should be connected to what students find relevant, important, and
motivating. Sadly , in many , many classes Lecturing is still the most common practice ,
neglecting the preferences and learning styles of many students.

Article 12

Parayitam, S., Desai, K., & Phelps, L. (2007). THE EFFECT OF TEACHER
COMMUNICATION AND COURSE CONTENT ON STUDENT SATISFACTION
AND EFFECTIVENESS. Academy of Educational Leadership Journal, 11(3), 91-105.
Retrieved April 22, 2008, from Business Source Complete database.

In this Article Parayatim et al. from McNesee State University address the topic of
Student Evaluation of Faculty. They analyze the positive and negative viewpoints involved in
SEF, as those related with reliability and objectivity, and they present a model to establish
relationships between the different constructs involved in the SEF like grading system , teaching
effectiveness , and professors communication towards students and .

Among the negative aspects of SEF discussed by the authors , is that generally students
tend to give high evaluations to the instructors when they expect to achieve a high grade in the

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course, Also in many cases instructors have to ease the contents of the subject to keep students
happy. They also question the ability of students to judge in areas beyond their competence, and
how teachers, and how the freedom of the teacher to address critical issues might be hindered by
their fear of being evaluated poorly on the SEF(Bamskrap&Ory 1994, cited by the authors)

But the article also presents some arguments in favor of SEFS, such as their high level
of reliability, they provide a valuable source of student’s perception of the course effectiveness,
and they assist teachers in improving their methodology and in changes in their delivery.
(Bamskrap&Ory 1994, cited by the authors). When analyzing the relationship of the constructs ,
the authors found that communication and satisfaction with the teacher is highly linked to the
results in exams , and course contents are related to teachers’ effectiveness in a positive way.

These findings suggest , in my opinion , that while SEF’s can provide valuable
information about the students perceptions and opinions towards the development of a given
course , they should be handled with care in order to avoid misinterpretations and obtain wrong
conclusions about the quality of the job of a teacher in a given course.

Article 13

Liu, X. (2007). WHAT IS THE MOST EFFECTIVE WAY TO KEEP TEACHERS?. Academy
of Educational Leadership Journal, 11(2), 113-120. Retrieved April 22, 2008, from
Business Source Complete database.

In this article, Liu describes some strategies for teacher retention that can be implemented
to address the persistent problem of young teachers leaving the job to develop other career. Liu
cites the NCES’s 1998 and 2003 report on Statistics Projection, which estimates that half of new
teachers usually leave the job within the first five years in the field.

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As the article explains he NCES conducted a survey along the nation in which former
teachers stated reasons that would have made them stay longer in the field. The results showed
three steps that schools needed to step to retain teachers: a)Provide higher salaries, b) Deal more
effectively with school discipline and make school safer, and c)Give teachers more authority in
the school and in the classroom.

Haycock and Crawford (2008 ) state that mentoring and coaching of new teachers are
important as well. Going back to the three steps proposed by former teachers, I would like to
reflect on the fact that steps b and c are very related in the sense that they both are calling the
system to be more firm regarding students behavior in the classroom. Teachers’ satisfaction for
their work is a key component to stay in the job and to growth professionally.

Article 14

Hewitt, P. (2007, May). Bargaining within the school culture. Leadership, 36(5), 26-30.
Retrieved April 22, 2008, from Academic Search Complete database.

In this article Hewitt talks about the complexity of the culture of the school. He focuses
the problem from the perspective of the different individuals that interact in the school. Hewitt
uses the Myers – Briggs, a taxonomy of personalities developed in the 1950’s, to explain why the
culture of the school “doesn’t make sense”

The theory that Hewitt presents in this article suggests that one of the main challenges
of school is the interaction of different paradigms and perspectives of the individuals in the
school. The Myers- Briggs taxonomy establishes the SJ, SP, NF, and NT personality types . SJ
(Sensory Judging ) are individuals with a high sense of duty, hard working and responsible .
According to a survey mentioned by the author , 49% of teachers are Sensory Judging.

The SP or Sensory perceiving are driven by fun and look for an environment that they
find rewarding and enjoyable, They represent 13% of teachers. The third group is the intuitive
Feeling, and these individuals usually base their decisions upon their emotions, 26% of teachers
are NF. The last group is the Intuitive Thinking , and they are individuals who love and value

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highly competence , they need to find the logic and meaning in things, and like to do only the
activities for which they have been prepared for, they represent a 10 % of teachers. .

Understanding how we think and how others think will help us develop tolerance,
respect and adaptability to the different settings. And while this categorization presented by
Hewitt will not give all the answers for the anxiety and stress that schools produce in teachers, it
can help individuals to understand each other better, and even to develop a more positive
environment.

Article 15

Lashway, Larry (2003) “Inducting School Leaders” Education Resource Information Center
(ERIC) 08-00. Retrieved from ERIC Clearinghouse on Educational Management Eugene OR.
http://www.vtaide.com/png/ERIC/Inducting-Leaders.htm

In this document Lashway (2003) addresses the problems that rookie principals encounter
during their first years when they are left on their own. As Lashway points out “They have to
master technical skills, learn to deal with a variety of constituents, and wrestle with doubts about
personal adequacy, all in a fast-paced environment that leaves little time for reflection and
thoughtfulness”(paragraph 4).

According to the author the responsibilities and challenges of the new job might become
overwhelming for the newcomers, leading to anxiety, disappointment and frustration. Although
direct empirical evidence is scarce, some researchers have speculated that formal induction
programs improve retention.

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Linda Morford (2002), As cited by the author, interviewed 10 new rural principals who
had not had any kind of induction or assistance during their first year, surprisingly 9 of out of 1o
principals had abandoned their position by their second year. Lashways’ solution for this is the
creation of an induction program, where the new principal is assisted by a qualified mentor who
helps him providing instructional, administrative and emotional support.

I think this article poses some interesting implications to Educational leadership, the first
one is related to knowledge building strategies (Fullan 2003) “…rather , change leaders work on
changing the context , helping to create new settings conductive to learning and sharing of
learning”. It is clear to me that the mentoring will not solely be responsible for the success of the
new principal, but it will help him enabling him to understand the aspects that he alone wouldn’t
understand

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