Linda R. Vogel

Latino English Language Learners: Bridging Achievement and Cultural Gaps Between Schools and Families

This qualitative study grounded in critical inquiry and cultural-ecological theory explores barriers to academic achievement for Latino English language learners (ELLs). Parents and teachers were purposefully selected from a rural school district in the Rocky Mountain region to participate in focus group interviews. Findings included barriers related to communication gaps; culture clashes; poorly articulated ELL plans; lack of teacher preparation in multiculturalism, language acquisition, and ELL instructional strategies; and a lack of support systems for families transitioning to a new environment and culture. Recommendations address systemic planning, professional development, ELL program articulation, parental involvement, and culturally responsive support for families.

Enacting Social Justice: Perceptions of Educational Leaders.

This qualitative study examines how educators who are either currently enrolled or who have completed an educational leadership preparation program in the past five years at one Rocky Mountain university understand social justice—as a concept and operationally—and the role of multicultural education in promoting social justice in P-12 school settings. Less than half (44%) of the educational leaders in this study were familiar with the concept of social justice, with those leaders who were familiar with the concept identifying full and equal participation (17%) and equal distribution of resources (11%) as the focus of school programs. Less than one third (28%) of participants expressed views reflecting cultural proficiency or competence, indicating a need for explicit coverage of social justice issues and cultural responsiveness in the educational leadership program examined. The results of this study indicate the need for leadership preparation programs to explicitly address social justice and oppression issues to increase the awareness of leaders and thus their capability to facilitate change that supports greater social justice and equitable educational outcomes for all students.

Aligning Preparation and Practice An Assessment of Coherence in State Principal Preparation and Licensure

Principal standards and license requirements in each of the 50 states are analyzed in this qualitative study in light of federal Race to the Top incentives for states to strengthen school leadership preparation and practice. Nineteen states have adopted the 2008 Educational Leadership Consortium Council (ELCC) standards verbatim and the remaining 31 state principal standards include the basic tenets of ELCC standards, as well as additional standards that reflect each state’s particular focus. These standards are increasingly being used as the basis of practicing principals’ evaluations as part of states’ initiatives to secure federal Race to the Top funds. The ELCC standards also serve as the criteria for national principal preparation accreditation from the Council for the Accreditation of Educational Programs. State requirements for obtaining a principal license, however, do not necessarily align with these professional standards of practice, which might indicate a gap in the principal development pipeline. Common license requirements focus primarily on basic requirements of teaching experience, degree or program completion, and passing a state assessment, but many states do not specify that preparation programs must be accredited, nor are state assessments necessarily aligned with ELCC standards. A rubric is provided for assessing the alignment of the components of a state school leadership licensure system that is aligned with the ELCC standards and reflects best practices found in the research regarding qualifications for school leadership.

Educational resiliency in teen mothers

Abstract While recent research has shown the long-term effects of teen pregnancy are not as devastating as once predicted, more than 40 years after the passage of Title IX legislation mandating equal educational opportunities for pregnant and parenting teens, only 50% of teen parents graduate high school, lagging far behind their non-parenting peers. This qualitative case study examined six parenting teen mothers attending three different educational settings to discover what factors contributed to their educational resiliency and helped them graduate from high school. The portraiture method was used to create life stories and their voices resonate throughout the study to paint a portrait of the struggles and triumphs they faced as they navigated life as a high school mother. Five themes emerged of struggle, support, hope, and perseverance. An in-depth look at how these themes played into their educational resiliency is explored, as well as advice for educators and policy-makers alike.

Charter School Barriers: Do Enrollment Requirements Limit Student Access to Charter Schools?

The potential of the charter school movement to positively influence traditional public education lies in the ability of charter school officials to provide all students access to the curriculum. The aim of this study was to document potential registration and enrollment barriers incorporated into the practices of Colorado charter schools. The barriers discussed in this article include parent commitment requirements, fees, registration, and lottery information. The findings from this study suggest that Colorado charter schools have created specific barriers to registration that could impede some students from fully participating in charter schools. The researchers conclude the study with a call for charter schools to increase transparency related to every aspect of the registration and enrollment process and work to eliminate the identified barriers.

A Leader’s Journey The Challenges of Implementing Standards-Based Student Grouping

This qualitative study examined the actions of district and school leaders in changing from a traditional age-based grade-level structure to a standards-based student grouping model in a Western school district. Based on interview, observation, and artifact data collected over 5 years, the findings identify specific leadership actions that advanced fundamental cultural, structural, and procedural changes in schools and classrooms across the district regarding student achievement of the state’s learning standards, as well as the challenges encountered in the change process. Because of the variance in size, diversity, and socioeconomic status of the three communities that comprised the school district, the findings address community and district contextual factors that promoted or impeded the change process.