Peggy C. Kirby

Effective versus Ineffective Schools: Observable Differences in the Classroom

Until recently, the areas of school effectiveness and teacher effectiveness were examined separately. The study described in this article investigated differences at the classroom level in effective and ineffective schools. Teachers in more effective schools scored consistently higher on all identified dimensions of effective teaching. Field notes from observations in one matched pair of schools suggested possible school-level factors contributing to these classroom differences. The authors suggest that an astute, highly visible administrator and clear academic focus facilitate effective teaching, but they recognize that there may also be a reciprocal increase in school-effectiveness variables (such as quality of leadership and academic mission) resulting from the cultivation or appointment of effective teachers.

Effects of Self-Monitoring on On-Task Behaviors of At-Risk Middle School Students

The purposes of this study were to evaluate the effects of self-monitoring on increasing the on-task behaviors of four at-risk middle school students, and to examine its indirect effects on academic performance. Additionally, we attempted to develop and validate cost- and time-efficient procedures that typical classroom teachers could use. The data from a multiple baseline design across three academic settings, replicated with four students, revealed immediate increases in on-task behavior as each student began to self-monitor in each sequential setting. The data also revealed slightly higher levels of academic performance and, in most instances, gradually accelerating trends. These findings suggest that self-monitoring is a cost- and time-efficient procedure that classroom teachers can use to teach at-risk students to manage their own behaviors.

The Power of Praise—A Strategy For Effective Principals

What can principals do to motivate teachers? Data were gathered from more than 800 teachers who described what their principals do to influence and empower them. Praise is one of the strategies that teachers say works.

Schools effects on Teacher Socialization

ABSTRACT Induction experiences of beginning teachers in schools that were classified as more effective or less effective on the basis of student achievement are compared. Classroom observations, interviews, and a “Beginning Teacher Questionnaire” were used to obtain information from teachers in the two groups. Three areas of socialization were examined: assistance, monitoring, and team‐building. Results indicate that historically more effective schools were more supportive of their beginning teachers. In addition, outcome data regarding teacher performance provides evidence of more effective teaching among teachers in more supportive schools, even though initial teacher effectiveness, levels of experience, and educational attainment were not different for the two groups.

Information Utilization of Beginning Principals in School Restructuring.

Despite general agreement that shared decision making is a desirable component of school restructuring, reform efforts have failed to emphasize the importance of information use in decision processes. Consequently, teacher decision authority is unlikely to result in new and creative approaches to practice. Reports on a study in which teachers and principals in 24 restructuring schools responded to surveys assessing their level of involvement in shared decision making, the kinds of information they used in reaching collaborative decisions, and their perceptions of the usefulness of various sources of information in their school improvement efforts. Results revealed a generally high level of involvement but little valuing of information beyond the collective knowledge of the group. However, where multiple information sources were sought and utilized, satisfaction with collaborative decision making was greater. Sketches of decision processing in two schools contrast the efficacy of collaboration when information is or is not valued. Discusses implications for school restructuring and presents a model for information use in school improvement.

More Evidence for the Implementation of Middle Level Practices

Myles M. Seghers is executive assistant to the superintendent, Office of Catholic Schools, Archdiocese of New Orleans, La.; Peggy C. Kirby is professor and James Meza, Jr., is associate professor, both with the Department of Educational Leadership, Counseling, and Foundations at the University of New Orleans; Meza is also director of the Louisiana Accelerated Schools Project. Readers may continue the dialogue on the Internet with Seghers at arnoocsregd@connectinc.com, with Kirby at PCKEL@UNO.edu, and with Meza at JXMEL@UNO.edu.

Changing Roles: Coaching Models For Restructuring Schools

How do roles and relationships in schools change in restructuring schools? What problems are encountered by schools as a result of changing roles as schools attempt to implement restructuring? And how can the process be improved?